Beyond IQ: A latent state-trait analysis of general intelligence, dynamic decision making, and implicit learning

Danner, Daniel; Hagemann, Dirk; Schankin, Andrea; Hager, Marieke; Funke, Joachim

doi:10.1016/j.intell.2011.06.004

Cited by 94 publications

(99 citation statements)

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“…For the purposes of our analyses, we defined LST parameters ≤.30 as small, between .30 and .60 as moderate, and ≥.60 as great, as consistencies of well-known intelligence and personality tests all exceeded this threshold value [51,52]. Note that these cut-offs should only be treated as heuristics.…”

Section: Discussionmentioning

confidence: 99%

“…Hence, we used previous applications of LST theory in individual differences research on mental abilities and personality traits as benchmarks. Danner et al [51] calculated the LST parameters of intelligence tests and reported consistencies ranging from .67 to .72 and reliabilities ranging from .86 to .83, which they evaluated as "great". In comparison, method-specificities of intelligence tests ranged from .13 to .24 and were evaluated as "small".…”

Section: Discussionmentioning

confidence: 99%

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Trait Characteristics of Diffusion Model Parameters

et al. 2016

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Abstract:Cognitive modeling of response time distributions has seen a huge rise in popularity in individual differences research. In particular, several studies have shown that individual differences in the drift rate parameter of the diffusion model, which reflects the speed of information uptake, are substantially related to individual differences in intelligence. However, if diffusion model parameters are to reflect trait-like properties of cognitive processes, they have to qualify as trait-like variables themselves, i.e., they have to be stable across time and consistent over different situations. To assess their trait characteristics, we conducted a latent state-trait analysis of diffusion model parameters estimated from three response time tasks that 114 participants completed at two laboratory sessions eight months apart. Drift rate, boundary separation, and non-decision time parameters showed a great temporal stability over a period of eight months. However, the coefficients of consistency and reliability were only low to moderate and highest for drift rate parameters. These results show that the consistent variance of diffusion model parameters across tasks can be regarded as temporally stable ability parameters. Moreover, they illustrate the need for using broader batteries of response time tasks in future studies on the relationship between diffusion model parameters and intelligence.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Trait Characteristics of Diffusion Model Parameters

et al. 2016

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“…Gebauer and Mackintosh, 2007;Kaufman et al, 2009). Danner et al (2011) find that cognitive ability simultaneously predicts professional success and success at learning an artificial grammar. A link between cognitive ability and learning also exists in educational settings: in particular, cognitive ability helps to predict schooling attainment (e.g., Neisser et al, 1996;Heckman et al, 2006;Cunha et al, 2010;Burks et al, 2014;.…”

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Cognitive Ability, Character Skills, and Learning to Play Equilibrium: A Level-kAnalysis

Gill

Prowse²

2016

Journal of Political Economy

215

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. In this paper we investigate how cognitive ability and character skills influence behavior, success and the evolution of play towards Nash equilibrium in repeated strategic interactions. We study behavior in a p-beauty contest experiment and find striking differences according to cognitive ability: more cognitively able subjects choose numbers closer to equilibrium, converge more frequently to equilibrium play and earn more even as behavior approaches the equilibrium prediction. To understand better how subjects with different cognitive abilities learn differently, we estimate a structural model of learning based on level-k reasoning. We find a systematic positive relationship between cognitive ability and levels; furthermore, the average level of more cognitively able subjects responds positively to the cognitive ability of their opponents, while the average level of less cognitively able subjects does not respond. Finally, we compare the influence of cognitive ability to that of character skills, and find that both cognition and personality affect behavior and learning. More agreeable and emotionally stable subjects perform better and learn faster, although the effect of cognitive ability on behavior is stronger than that of character skills.JEL Classification: C92, C73, D83

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“…Correlations between incidental learning and IQ have been small -but not usually zero, and in at least one or two studies have indeed been significant: for example, Danner et al (2011) reported a significant correlation of .32 between artificial grammar learning and measures of fluid intelligence in a sample of 173 adultsalthough this compared with a correlation of .86 between the same IQ measures and a problem solving task. Salthouse et al (1999) also found a significant correlation between serial reaction time and IQ.…”

Section: Figure 4 About Here Pleasementioning

confidence: 99%

Associations and propositions: The case for a dual-process account of learning in humans

McLaren

Forrest

McLaren

et al. 2014

Neurobiology of Learning and Memory

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N.J. Mackintosh (2104). Associations and Propositions: The case for a dual-process account of learning in humans. Neurobiology of Learning and Memory, 108,. AbstractWe review evidence that supports the conclusion that people can and do learn in two distinct ways -one associative, the other propositional. No one disputes that we solve problems by testing hypotheses and inducing underlying rules, so the issue amounts to deciding whether there is evidence that we (and other animals) also rely on a simpler, associative system, that detects the frequency of occurrence of different events in our environment and the contingencies between them. There is neuroscientific evidence that associative learning occurs in at least some animals (e.g., Aplysia californica), so it must be the case that associative learning has evolved. Since both associative and propositional theories can in principle account for many instances of successful learning, the problem is then to show that there are at least some cases where the two classes of theory predict different outcomes. We offer a demonstration of cue competition effects in humans under incidental conditions as evidence against the argument that all such effects are based on cognitive inference. The latter supposition would imply that if the necessary information is unavailable to inference then no cue competition should occur. We then discuss the case of unblocking by reinforcer omission, where associative theory predicts an irrational solution to the problem, and consider the phenomenon of the Perruchet effect, in which conscious expectancy and conditioned response dissociate. Further discussion makes use of evidence that people will sometimes provide one solution to a problem when it is presented to them in summary form, and another when they are presented in rapid succession with trial-by trial information. We also demonstrate that people trained on a discrimination may show a peak shift (predicted by associative theory), but given the time and opportunity to detect the relationships between S+ and S-, show rule-based behaviour instead. Finally, we conclude by presenting evidence that research on individual differences suggests that variation in intelligence and explicit problem solving ability are quite unrelated to variation in implicit (associative) learning, and briefly consider the computational implications of our argument, by asking how both associative and propositional processes can be accommodated within a single framework for cognition.

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Beyond IQ: A latent state-trait analysis of general intelligence, dynamic decision making, and implicit learning

Cited by 94 publications

References 28 publications

Trait Characteristics of Diffusion Model Parameters

Trait Characteristics of Diffusion Model Parameters

Cognitive Ability, Character Skills, and Learning to Play Equilibrium: A Level-kAnalysis

Associations and propositions: The case for a dual-process account of learning in humans

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