Dix Annika, van der Meer Elke
Department of Psychology, Humboldt-Universität zu Berlin, & Berlin School of Mind and Brain, Berlin, Germany.
Psychophysiology. 2015 Apr;52(4):544-54. doi: 10.1111/psyp.12367. Epub 2014 Oct 17.
This study investigates cognitive resource allocation dependent on fluid and numerical intelligence in arithmetic/algebraic tasks varying in difficulty. Sixty-six 11th grade students participated in a mathematical verification paradigm, while pupil dilation as a measure of resource allocation was collected. Students with high fluid intelligence solved the tasks faster and more accurately than those with average fluid intelligence, as did students with high compared to average numerical intelligence. However, fluid intelligence sped up response times only in students with average but not high numerical intelligence. Further, high fluid but not numerical intelligence led to greater task-related pupil dilation. We assume that fluid intelligence serves as a domain-general resource that helps to tackle problems for which domain-specific knowledge (numerical intelligence) is missing. The allocation of this resource can be measured by pupil dilation.
本研究调查了在难度各异的算术/代数任务中，依赖于流体智力和数字智力的认知资源分配情况。66名十一年级学生参与了一个数学验证范式，同时收集了作为资源分配指标的瞳孔扩张数据。流体智力高的学生比流体智力中等的学生更快、更准确地解决任务，数字智力高的学生与数字智力中等的学生相比也是如此。然而，流体智力仅加快了数字智力中等而非高的学生的反应时间。此外，高流体智力而非高数字智力导致了与任务相关的更大瞳孔扩张。我们假设流体智力作为一种领域通用资源，有助于解决缺乏特定领域知识（数字智力）的问题。这种资源的分配可以通过瞳孔扩张来衡量。
