Despite their separate research traditions, intelligence and executive functioning (EF) are both theoretically and empirically closely related to each other. Based on a subsample of 8- to 20-year-olds of the standardization and validation sample (N = 1540) of an internationally available instrument assessing both cognitive abilities, this study aimed at investigating a comprehensive structural model of intelligence and EF tasks and at gaining insight into whether this comprehensive model is applicable across sexes and age groups as well as to a subsample of participants with (borderline) intellectual disabilities (IQ ≤ 85, n = 255). The results of our exploratory factor analysis indicated one common EF factor that could be sufficiently integrated into the intelligence model within our confirmatory factor analyses. The results suggest that the EF factor can be added into the model as a sixth broad ability. The comprehensive model largely showed measurement invariance across sexes and age groups but did not converge within the subsample of participants with (borderline) intellectual disabilities. The results and implications are discussed in light of the current literature.
First data from the project to generate useful samples in the context of family law is presented (Bodansky & Krüger, 2020). Children who were tested because of a psychological assessment for a family court differ from kids constituting the reference sample of customary psychological tests partly with a medium effect size. Alternative reference samples are provided free of charge to expert witnesses via homepage (sinnvolle-stich.psy.uni-hamburg.de). The gathered data was also used to test, if there is an effect of the test place. Medium to large effect sizes were shown. The meaning of a test place effect is discussed theoretically and hands-on implications, which result from the existence of such an effect, are presented. The authors conclude that assessments of children should be conducted within each of their relevant living environments to discover or counter biases.
It is common practice in the educational system to foster high mathematical abilities in schools as well as in specific promotional programs. Still, little is known about the construct of mathematical giftedness itself. In line with intellectual investment theories, our study investigates the relationship between fluid intelligence (figural and numerical), openness, and the need for cognition with mathematical abilities. The current study is based on a sample (N = 115) of seventh graders participating in the application process for a promotion program. The results of our regression analyses show a positive link between fluid intelligence and mathematical abilities. However, neither the association with openness nor the need for cognition reached significance, emphasizing the importance of cognitive abilities for mathematical giftedness. Limitations and further directions are discussed.
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