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晶体智力、流体智力与认知需求:它们在青少年期的纵向关系

Crystallized Intelligence, Fluid Intelligence, and Need for Cognition: Their Longitudinal Relations in Adolescence.

作者信息

Scherrer Vsevolod, Breit Moritz, Preckel Franzis

机构信息

Department of Psychology, Trier University, D-54286 Trier, Germany.

出版信息

J Intell. 2024 Oct 24;12(11):104. doi: 10.3390/jintelligence12110104.

DOI:10.3390/jintelligence12110104
PMID:39590631
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11595727/
Abstract

Investment theory and related theoretical approaches suggest a dynamic interplay between crystallized intelligence, fluid intelligence, and investment traits like need for cognition. Although cross-sectional studies have found positive correlations between these constructs, longitudinal research testing all of their relations over time is scarce. In our pre-registered longitudinal study, we examined whether initial levels of crystallized intelligence, fluid intelligence, and need for cognition predicted changes in each other. We analyzed data from 341 German students in grades 7-9 who were assessed twice, one year apart. Using multi-process latent change score models, we found that changes in fluid intelligence were positively predicted by prior need for cognition, and changes in need for cognition were positively predicted by prior fluid intelligence. Changes in crystallized intelligence were not significantly predicted by prior Gf, prior NFC, or their interaction, contrary to theoretical assumptions. This pattern of results was largely replicated in a model including all constructs simultaneously. Our findings support the notion that intelligence and investment traits, particularly need for cognition, positively interact during cognitive development, but this interplay was unexpectedly limited to Gf.

摘要

投资理论及相关理论方法表明,晶体智力、流体智力以及诸如认知需求等投资特质之间存在动态相互作用。尽管横断面研究发现这些构念之间存在正相关,但长期研究这些构念之间随时间变化的关系却很匮乏。在我们预先注册的纵向研究中,我们考察了晶体智力、流体智力和认知需求的初始水平是否能预测彼此的变化。我们分析了341名7至9年级德国学生的数据,他们接受了两次评估,间隔一年。使用多过程潜在变化分数模型,我们发现流体智力的变化正向地由先前的认知需求预测,而认知需求的变化正向地由先前的流体智力预测。与理论假设相反,晶体智力的变化并未显著地由先前的流体智力、先前的认知需求或它们的相互作用预测。这一结果模式在一个同时包含所有构念的模型中得到了很大程度的重复。我们的研究结果支持了这样一种观点,即智力和投资特质,尤其是认知需求,在认知发展过程中存在正向相互作用,但这种相互作用意外地仅限于流体智力。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/214b/11595727/8c79801b3e93/jintelligence-12-00104-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/214b/11595727/9dd2841078b1/jintelligence-12-00104-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/214b/11595727/205899562d5f/jintelligence-12-00104-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/214b/11595727/8c79801b3e93/jintelligence-12-00104-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/214b/11595727/9dd2841078b1/jintelligence-12-00104-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/214b/11595727/205899562d5f/jintelligence-12-00104-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/214b/11595727/8c79801b3e93/jintelligence-12-00104-g003.jpg

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Teachers' and Parents' Assessments of Primary School Children's Intellectual Investment as Predictors of Change in Need for Cognition.
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J Intell. 2025 Jan 14;13(1):10. doi: 10.3390/jintelligence13010010.