Skip to main content

Home/ EF Science/ Group items tagged IQ

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Neal

How similar are fluid cognition and general intelligence? A developmental neuroscience ... - 1 views

shared by Neal on 15 Jan 19 - No Cached
  • Overall, the available evidence suggests that fluid cognition is an aspect of cognitive functioning that can be under considerable environmental influence both cumulatively over time and interactively within context in a way that indicates it to be a highly salient influence on behavior, but one that is distinct from general intelligence, psychometrically defined.
  • A third source of evidence is neuropsychological and concerns the extent to which cognitive impairments in identified developmental disorders are consistent with a pattern of dissociation between fluid cognitive functions and general intelligence.
  • Fluid cognitive functioning can be thought of as allpurpose cognitive processing not necessarily associated with any specific content domain and as involving the active or effortful maintenance of information, whether verbal or visual-spatial in working memory for purposes of planning and executing goal directed behavior (Baddeley 1986; Kane & Engle 2002).
  • ...11 more annotations...
  • As a consequence, fluid functioning involves the inhibition of irrelevant, competing, or prepotent information likely to interfere with information maintenance and response execution and the alternate shifting and sustaining of attention important for organizing and executing sequential steps or actions.
  • Furthermore, fluid functioning is for the most part distinguishable from cognitive functioning associated with previously acquired knowledge available in long-term store, referred to as crystallized intelligence (gC).
  • As a unitary entity, however, fluid function has been described in the psychological literature under a variety of terms, including executive function, executive attention, effortful control, and working memory capacity.
  • By demonstrating increasing PFC activation with parametric increase in the working memory load or cognitive control demand of tasks performed during imaging, these studies have linked the PFC to fluid cognition
  • the term fluid cognitive functioning is utilized as a primary descriptor for these integrated aspects of cognition and is used interchangeably to some extent with the terms working memory and executive function.
  • PFC activation in response to diverse tasks has indicated that the integration of information in working memory, such as verbal and spatial information, or maintenance of information in working memory while executing subsidiary tasks (i.e., cognitive control functions that would seem to be the hallmark of general intelligence), is associated with greater PFC activation than that associated with either task on its own
  • At the very least, the analysis clearly lends itself to the conclusion that intelligence tests are not measurement invariant between cohorts and that, while some increase in general intelligence appears to have occurred, change associated with rising mean IQ is, by and large, subtest specific.
  • Overall, evidence for relations between areas of the PFC and ACC and specific aspects of cognition and emotion suggest that a variety of influences, particularly those associated with emotional arousal and the stress response, may impact fluid cognitive functioning and its apparent similarity to general intelligence.
  • While most explanations for rising mean IQ tend to be underspecified on this point (i.e., general increases in parenting skill, education, or nutrition), others that more directly address the types of skills tested for in measures of fluid intelligence (such as increased visual-spatial complexity or selective changes in specific aspects of education associated with fluidskills development) are perhaps more likely to be shown to account for the phenomenon (Dickens & Flynn 2001b; Williams 1998).
  • Further examination of the deficit displayed on measures of fluid IQ in patients with frontal lesions but intact IQ as assessed by the WAIS indicates that performance is dramatically impaired by the requirement of holding multiple relations in mind simultaneously when attempting to solve problems adapted from Raven’s matrices test. Individuals with prefrontal damage exhibit no deficits on problems whose solution requires holding in mind no relations or only one relation, but exhibit a near inability to solve problems involving two or more relations
  • The study of fluid function under the label of EF in children, however, is a rapidly growing area of research in which the definition of EF employed is essentially identical to that used by individuals studying working memory and intelligence in adults. Specifically, when cognitive researchers working with child populations define EF as the maintenance of an appropriate problem-solving set involving mental representation of a given task and goal state within a limited-capacity central processing system (Welsh & Pennington 1988), they are describing cognitive processes that are being studied under the name of working memory in adults (e.g., Carpenter et al. 1990; Conway et al. 2002; Prabhakaran et al. 1997; 2000).
Neal

Brain Training to Raise IQ - 0 views

www.raiseyouriq.com

training IQ

shared by Neal on 17 Oct 19 - No Cached
  • Our brain training solutions are grounded in published scientific papers from several laboratories around the world, and are proven to be effective in significantly enhancing learning, mathematical and verbal skills, educational aptitude, working memory, Performance IQ, verbal IQ, perceptual reasoning skills, visual processing skills, working memory and general intelligence in users of all ages and intelligence levels. Some published preliminary data also suggests that SMART can slow down the progress of cognitive decline due to age or forms of dementia.
Neal

Effects of IQ on Executive Function Measures in Children with ADHD: Child Neuropsycholo... - 0 views

www.tandfonline.com/...chin.8.1.52.8719

shared by Neal on 15 Jan 19 - No Cached
  • These results suggest that clinical measures of EF may differ among children with ADHD and controls at average IQ levels, but there is poorer discriminatory power for these measures among children with above average IQ.
Neal

Not All Executive Functions Are Related to Intelligence.pdf - 1 views

shared by Neal on 15 Jan 19 - No Cached
  • Duncan et al. found that frontal patients did show impaired intelligence on measures of Gf, such as Raven’s Progressive Matrices Test. Moreover, Duncan, Emslie, Williams, Johnson, and Freer (1996) found that executive problems such as neglecting to carry out goals were related to Gf in both normal adults and frontal lobe patients.
  • the distinction between Gf and Gc may be less important for understanding the relations between EFs and intelligence in populations with no frontal degradation. Because knowledge acquisition, the result of which is Gc, may depend partly on Gf (Carroll, 1993), and because there is no brain damage to selectively impair one type of intelligence, Gf and Gc may both be related to EFs in normal young adults.
  • Given that general intelligence is most closely associated with complex reasoning and problem-solving tasks (Carroll, 1993), and hence is ‘‘often taken to concern the highest-level ‘executive’ or ‘supervisory’ functions of cognition’’ (Duncan et al., 1996, p. 258), one might posit that it would relate, possibly equally, to all EFs.
  • ...15 more annotations...
  • Because working memory tests involve updating to maintain relevant information in the presence of interference, the finding that intelligence is related to working memory capacity makes it likely that intelligence is related to updating.
  • relations between updating and intelligence measures were undiminished, but the relations between inhibiting and intelligence and between shifting and intelligence were no longer significant.
  • Moreover, from the CFA to the SEM with Gf and Gc, the Gf-Gc correlation dropped 73%, indicating that the EFs, particularly updating, accounted for a significant portion (though not all) of the Gf-Gc correlation.
  • Note that 49% to 57% of the variances in the intelligence measures were unexplained by the EFs, reflecting the fact that EFs, though important correlates of intelligence, are not the only ones.
  • Gf may not necessarily be more strongly associated with EFs than are other measures of intelligence in young adults, for whom Gf likely strongly influences knowledge acquisition (the result of which is Gc). However, in populations with reduced frontal integrity, such as older adults and frontal lobe patients, one might expect Gf to show more EF involvement than Gc or WAIS IQ, because Gc may be relatively unaffected by frontally related EF dysfunction (Duncan et al., 1995).
  • These three EFs differentially relate to intelligence in normal young adults, with updating being the EF most closely related to intelligence.
  • the three intelligence measures shared 41% to 48% of their variances with updating,
  • SEMs revealed that when inter-EF correlations were considered, the
  • These results highlight the importance of updating abilities in current conceptions of intelligence.
  • Updating and working memory capacity have been described as abilities that involve attentional control to maintain relevant information (including task goals) in the face of interference, delete this information when it becomes irrelevant, and replace it with new information
  • the current finding that not all EFs are related to psychometric intelligence suggests that traditional measures of intelligence are missing some fundamental supervisory functions.
  • a definition of intelligence articulated by Binet: ‘‘[It] consists of two chief processes: First to perceive the external world, and then to reinstate the perceptions in memory, to rework them, and to think about them’’ (translation by Carroll, 1993, p. 35).
  • when frontal lobe functioning is generally compromised, multiple EFs may be affected, leading to higher inter-EF correlations. These higher correlations could then result in generally higher EF-intelligence correlations.
  • Indeed, Salthouse et al. (2003), examining an aging sample, found substantially higher inhibiting-updating (.71), inhibiting-Gf (.73), and updating-Gf correlations (.93) than those found here.
    • Neal
      Neal on 15 Jan 19
       
      These relationships are fluid across the lifespan.
  • Sternberg (1988) defined intelligence as ‘‘mental self-management’’ (p. 72) needed to adapt, select, and shape the environment, citing lack of impulse control as one cause of self-management failures.
  • Neal on 15 Jan 19
     
    Updating (here) plus executive attention (others). Perhaps same thing???
Neal

A Relational Frame Skills Training Intervention to Increase General Intelligence and S... - 0 views

matrix IQ

shared by Neal on 17 Oct 19 - No Cached
  • Significant increases in verbal and numerical reasoning were recorded for almost every child. These findings corroborate the idea that relational skills may underlie many forms of general cognitive ability.
  • the evidence base is shifting in favor of the idea that intelligence is not a stable trait, with leading researchers in the field arguing that an increasing role can be assigned to the environment in determining intelligence levels (e.g., Nisbett et al., 2012). Evidence for this perspective comes from educational, cognitive, neuroscientific and, most recently, behavior-analytic sources (the focus of the current study).
  • A more recent behavioral approach to intellectual functioning is provided by Relational Frame Theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001; Dymond & Roche, 2013) that attempts to codify a wide range of cognitive skills in terms of a smaller range of underlying, teachable skills
  • ...7 more annotations...
  • relational skills
  • might be considered loosely as the functional counterpart of the more widely used concept of relational reasoning skills
  • Researchers have been fast to capitalize upon the obvious relevance of this and related phenomena to a wide range of cognitive skills, including language, reasoning, and problem solving
  • Indeed, it is a widely held view that derived relational responding and language processes are in fact synonymous
  • The relational frame approach to intelligence is somewhat commensurate with several mainstream cognitive approaches to understanding intellectual skills. The most obvious of these is the concept of relational reasoning or knowledge. Specifically, relational knowledge is thought to integrate heuristic and analytic cognition and to be important for symbolic processes. As it happens, the regions of the brain activated by relational reasoning are in the prefrontal cortex, which further corroborates the view that relational reasoning is central to many higher cognitive processes (see Halford et. al., 2010).
  • the development of framing appears to be correlated with the development of language, itself seen as a crucial aspect of intellectual development and ability
  • In addition, numerous empirical and conceptual research papers have presented evidence that the ability to derive relations is associated with, and possibly even underpins language ability (Moran, Stewart, McElwee & Ming, 2010, 2014; O’Connor, Rafferty, Barnes- Holmes & Barnes-Holmes, 2009).
1 - 5 of 5
Showing 20▼ items per page