Openness, fluid intelligence, and crystallized intelligence: Toward an integrative model

Ziegler, Matthias; Danay, Erik; Heene, Moritz; Asendorpf, Jens B.; Bühner, Markus

doi:10.1016/j.jrp.2012.01.002

Cited by 173 publications

(248 citation statements)

References 42 publications

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“…Specifically, the effect each of the traits is smaller the higher the score of the other is. Though the moderation found here was reported before [20], no conclusive explanation was provided. Now that the moderation has been replicated in an independent sample and a different culture, concrete hypotheses regarding the nature of the mechanism at work are justified.…”

Section: Moderationcontrasting

confidence: 79%

“…Considering these differences, it can be assumed that the effects regarding scholastic performance reported in Western cultures do not necessarily replicate in Chinese samples. Consequently, the present study aimed at examining the explanatory power of intelligence and the domains of the FFM on scholastic performance in a Chinese sample, and further exploring their potential interactions [18][19][20].…”

Section: Interaction Effects Between Openness and Fluid Intelligence mentioning

confidence: 99%

“…Prior research also points to a specific interaction between Openness and intelligence. Ziegler, Danay, Heene, Asendorpf, and Bühner [20] developed an integrative model of Openness, Gf, and Gc describing the complex interplay between those three traits. Those authors also found that Openness decreased the impact of fluid ability on grades that was used as a proxy for Gc.…”

Section: Interaction Hypothesesmentioning

confidence: 99%

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Interaction Effects between Openness and Fluid Intelligence Predicting Scholastic Performance

Zhang

Ziegler

2015

J. Intell.

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Abstract:Figural reasoning as an indicator of fluid intelligence and the domains of the Five Factor Model were explored as predictors of scholastic performance. A total of 836 Chinese secondary school students (406 girls) from grades 7 to 11 participated. Figural reasoning, as measured by Raven's Standard Progressive Matrices, predicted performance in Math, Chinese, and English, and also for a composite score. Among the personality domains, Openness had a positive effect on performance for all subjects after controlling for all the other variables. For Conscientiousness, the effects were smaller and only significant for Math. Neuroticism had a negative effect on Math grades. The effects of Extraversion on all grades were very small and not significant. Most importantly, hierarchical latent regression analyses indicated that all interaction effects between Openness and figural reasoning were significant, revealing a compensatory interaction. Our results further suggest that scholastic performance basically relies on the same traits through the secondary school years. However, importance is given to interaction effects between ability and personality. Implications along with limitations and suggestions for future research are discussed.

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Section: Moderationcontrasting

confidence: 79%

Section: Interaction Effects Between Openness and Fluid Intelligence mentioning

confidence: 99%

Section: Interaction Hypothesesmentioning

confidence: 99%

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Interaction Effects between Openness and Fluid Intelligence Predicting Scholastic Performance

Zhang

Ziegler

2015

J. Intell.

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“…For instance, the positive relation between fluid and crystallized intelligence and openness is well established (Ackerman, 2018). In development, Ziegler et al (2012) showed longitudinally that openness positively influences the development of fluid intelligence from adolescence to early adulthood. Also, Antinori, Carter, and Smillie (2017) showed that open individuals 'see' more possibilities in the input and they flexibly combine information from the two eyes in a creative fashion, especially under a positive mood.…”

Section: Predictions: Interactions Between Intelligence and Personalitymentioning

confidence: 98%

Mind-Personality Relations from Childhood to Adolescence

Δημητρίου¹,

Spanoudis²,

Žebec³

et al. 2018

Preprint

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We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck's four personality dimensions in a design where 260 9-14-year-olds received the cognitive tests 3 and the personality test 2 times. It was found that initial social likeability and extroversion significantly shape developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one's own cognitive performance, selfrepresentation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N=247). Network, Hierarchical Network, and Structural Equation modeling showed that cognition and personality are distinct but related, interfaced by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions but emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

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“…Her view is that those who experience fast success in learning environments will enjoy this positive feedback, developing interest, OPEN ACCESS motivation, and other positive personality traits conductive to cognitive development. This view is often called the environmental success hypothesis [1,2].…”

Section: Introductionmentioning

confidence: 99%

Looking at Intelligence from So-Called Noncognitive Traits: Be Open to Change

Ziegler

2014

J. Intell.

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Within this commentary, I will try to extend the views presented in Johnson's, as well as Hunt and Jaeggi's, commentaries. Both commentaries address the issue of intelligence development. I will try to broaden the discussion by including noncognitive traits as predictors of cognitive development. These ideas are founded within the environmental enrichment hypothesis and the Openness-Fluid-Crystallized-Intelligence (OFCI) model.

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Openness, fluid intelligence, and crystallized intelligence: Toward an integrative model

Cited by 173 publications

References 42 publications

Interaction Effects between Openness and Fluid Intelligence Predicting Scholastic Performance

Interaction Effects between Openness and Fluid Intelligence Predicting Scholastic Performance

Mind-Personality Relations from Childhood to Adolescence

Looking at Intelligence from So-Called Noncognitive Traits: Be Open to Change

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