Who knows what we are good at? Unique insights of the self, knowledgeable informants, and strangers into a person’s abilities

Believing in one's abilities: Ability estimates as a form of beliefs

“…We investigated self-other knowledge asymmetries in six central abilities: verbal, numerical, spatial intelligence, inter- and intrapersonal abilities, as well as creative potential. In a series of studies (Neubauer et al, 2018 ; Hofer et al, 2022a , b ), we found verbal intelligence often located in the blind spot, with other persons (e.g., peers or friends) having better (i.e., more accurate) insight than the self. While particularly numerical intelligence and creativity were often in the open area (i.e., both the self and others were at least somewhat accurate), intra- and interpersonal abilities were predominantly in the hidden area (i.e., the self knew more about them than others did).…”

Improving self-knowledge: How performance feedback impacts individuals' self-estimates of their cognitive abilities

“…Critically, school grades-more specifically grades in German and English classes-show surprisingly low correlations with verbal abilities as measured in intelligence tests (r <= .22). Thus, while school grades-and more specifically the experience with verbal tasks that are performed in schools-might serve as a predictor of verbal selfestimates, those do not necessarily reflect verbal intelligence as measured in our study (see Hofer, Langmann et al, 2022). This also indicates that laypersons might have different concepts of verbal abilities than those measured in intelligence tests.…”

“…Based on this argumentation and our results, one could suspect that feedback on one's verbal, spatial, and numerical abilities might be more threatening to one's self-esteem than feedback on one's working memory. Indeed, research shows that ability domains-including the three intelligence facets studied in our project-differ in how important they are for people's self-esteem (Hofer, Langmann et al, 2022). As we know of no study comparing the self-worth relevance of intelligence facets to the one of working memory, future work is necessary to see whether this reasoning holds.…”

“…Classical intelligence tests are oftentimes part of career counseling or entrance exams (that often also result in some sort of feedback). Additionally, particularly tasks that measure numerical abilities are very close to mathematical problems that our participants had already encountered at school-and received repeated feedback on (see also Hofer, Langmann et al, 2022). In contrast, working memory tasks like the N-back are mostly applied in psychological and neuroimaging research (see Jacola et al, 2014)-rather specific settings, where less people might encounter them and feedback might be more diffuse.…”

Special Needs Elementary Schools' Clinical Supervision In Indonesia

“…Effective teaching applies to all teachers at all levels (Finefter-Rosenbluh et al, 2021), including elementary schools with special needs. Learning is helping human resources to a higher level (Hofer et al, 2022) and making people who are intelligent, knowledgeable, and expected to become leaders in their field of business (Hofer et al, 2022). Therefore, education administrators at that level are responsible for ensuring the support of teaching and learning activities that are appropriate for the development of their schools.…”