Modeling the construct validity of the Berlin Intelligence Structure Model

Süß, Heinz-Martin; Beauducel, André

doi:10.1590/0103-166x2015000100002

Cited by 23 publications

(40 citation statements)

References 23 publications

(34 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Obviously, possibilities to apply comprehensive and time-consuming measurements such as the BIS test (>2 h) [92] are rather limited. However, considering a facet structure of intelligence as in the BIS model [1,2] with regard to the content abilities (i.e., verbal, numerical, figural) and cognitive operations (e.g., reasoning) enables researchers to use an elaborated but still time-efficient assessment of intelligence. For example, a balanced operationalization as in the first study (i.e., three different subtests per content per cognition) is fairly close to the recommendation regarding a “good g ” [102] and reduces the risk of unintentionally low correlations.…”

Section: Discussionmentioning

confidence: 99%

“…With regard to intelligence, the Berlin Intelligence Structure (BIS) test ([92]; for an English description, see [2]) was applied. The BIS test is a comprehensive operationalization of the BIS model [1,93] (see Figure 2) with 45 time-limited tests.…”

Section: Studymentioning

confidence: 99%

“…In the field of intelligence research, the majority of contemporary models (i.e., taxonomies) define intelligence as a hierarchical, multidimensional construct instead of a simple, unidimensional construct. For example, based on the comprehensive and integrative Berlin Intelligence Structure (BIS) model [1,2], three hierarchical levels can be distinguished: general intelligence ( g ) at the top, four operative abilities (e.g., fluid reasoning1, perceptual speed) and three content-related abilities (e.g., verbal intelligence) at the next lower level and 12 more specific abilities (e.g., verbal reasoning) at the lowest level. Taxonomies focusing on personality traits are conceptualized in a similar manner.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Relation of Personality and Intelligence—What Can the Brunswik Symmetry Principle Tell Us?

et al. 2018

View full text Add to dashboard Cite

Personality and intelligence are defined as hierarchical constructs, ranging from broad g-factors to (domain-)specific constructs. The present study investigated whether different combinations of hierarchical levels lead to different personality-intelligence correlations. Based on the integrative data analysis approach, we combined a total of five data sets. The focus of the first study (N = 682) was an elaborated measurement of personality (NEO-PI-R), which was applied with a relatively short intelligence test (Intelligence Structure Test 2000 R). In the second study (N = 413), a comprehensive measurement of intelligence (Berlin Intelligence Structure test) was used with a shorter personality questionnaire (NEO-FFI). In line with the Brunswik symmetry principle, the findings emphasize that personality-intelligence correlations varied greatly across the hierarchical levels of constructs considered in the analysis. On average, Openness showed the largest relation with intelligence. We recommend for future studies to investigate personality-intelligence relations at more fine-grained levels based on elaborated measurements of both personality and intelligence.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Relation of Personality and Intelligence—What Can the Brunswik Symmetry Principle Tell Us?

et al. 2018

View full text Add to dashboard Cite

show abstract

“…To assess intellectual abilities, we used a prior version of the BIS Test (Jäger et al, 1997; for a full English description see Süß and Beauducel, 2015; for prior test versions see Süß, 1996). This test consists of three to five different tasks for each of the 12 cells in the matrix structure of the BIS.…”

Section: Methodsmentioning

confidence: 99%

“…In addition, considering the Brunswik symmetry principle (Wittmann, 1988), we explored the predictive validity of additional more specific or more general intelligence constructs. Our investigation was based on the Berlin Intelligence Structure Model (BIS), a hierarchical and faceted model of intelligence (Jäger, 1982, 1984; for a detailed description in English, see Süß and Beauducel, 2015). The BIS differentiates intellectual abilities along two facets.…”

Section: Part I: Empirical Investigation Of the Cognitive Prerequisitmentioning

confidence: 99%

Impact of Cognitive Abilities and Prior Knowledge on Complex Problem Solving Performance – Empirical Results and a Plea for Ecologically Valid Microworlds

Süß

Kretzschmar

2018

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

The original aim of complex problem solving (CPS) research was to bring the cognitive demands of complex real-life problems into the lab in order to investigate problem solving behavior and performance under controlled conditions. Up until now, the validity of psychometric intelligence constructs has been scrutinized with regard to its importance for CPS performance. At the same time, different CPS measurement approaches competing for the title of the best way to assess CPS have been developed. In the first part of the paper, we investigate the predictability of CPS performance on the basis of the Berlin Intelligence Structure Model and Cattell’s investment theory as well as an elaborated knowledge taxonomy. In the first study, 137 students managed a simulated shirt factory (Tailorshop; i.e., a complex real life-oriented system) twice, while in the second study, 152 students completed a forestry scenario (FSYS; i.e., a complex artificial world system). The results indicate that reasoning – specifically numerical reasoning (Studies 1 and 2) and figural reasoning (Study 2) – are the only relevant predictors among the intelligence constructs. We discuss the results with reference to the Brunswik symmetry principle. Path models suggest that reasoning and prior knowledge influence problem solving performance in the Tailorshop scenario mainly indirectly. In addition, different types of system-specific knowledge independently contribute to predicting CPS performance. The results of Study 2 indicate that working memory capacity, assessed as an additional predictor, has no incremental validity beyond reasoning. We conclude that (1) cognitive abilities and prior knowledge are substantial predictors of CPS performance, and (2) in contrast to former and recent interpretations, there is insufficient evidence to consider CPS a unique ability construct. In the second part of the paper, we discuss our results in light of recent CPS research, which predominantly utilizes the minimally complex systems (MCS) measurement approach. We suggest ecologically valid microworlds as an indispensable tool for future CPS research and applications.

show abstract

Creativity and Affective Temperament in Artistic and Non‐artistic Students: Different Temperaments are Related to Different Aspects of Creativity

Jaracz

Borkowska

2019

Journal of Creative Behavior

View full text Add to dashboard Cite

The relationship between creativity and temperament has been well documented in studies with professional artists. This also pertains to affective temperaments which constitute the vulnerability to affective disorders. However, less is known about the contribution of particular temperaments to specific components of creativity, for example, ideational fluency, or originality of thinking. The aim of the present study was to assess affective temperaments and creativity in artistic and non-artistic students. Ninety (39 artistic and 51 non-artistic) students were enrolled in the study. Affective temperaments were evaluated by means of TEMPS-A questionnaire. Creativity was measured with BWAS test assessing the originality of thinking and a sample of tasks derived from BIS battery, assessing ideational fluency. Artistic students showed higher rates of cyclothymic temperament. They also outperformed non-artistic students in both domains of creativity. The originality of thinking correlated positively with the level of cyclothymic temperament, whereas ideational fluency was positively related to hyperthymic temperament. Ideational fluency also correlated with the level of parental education. Results indicate that creativity is related to temperaments underlying predisposition to bipolar affective disorder; however, different temperaments are related to different aspects of creativity.

show abstract

Modeling the construct validity of the Berlin Intelligence Structure Model

Cited by 23 publications

References 23 publications

The Relation of Personality and Intelligence—What Can the Brunswik Symmetry Principle Tell Us?

The Relation of Personality and Intelligence—What Can the Brunswik Symmetry Principle Tell Us?

Impact of Cognitive Abilities and Prior Knowledge on Complex Problem Solving Performance – Empirical Results and a Plea for Ecologically Valid Microworlds

Creativity and Affective Temperament in Artistic and Non‐artistic Students: Different Temperaments are Related to Different Aspects of Creativity

Contact Info

Product

Resources

About