Developing a fluid intelligence scale through a combination of Rasch modeling and cognitive psychology.

Abstract

Ability testing has been criticized because understanding of the construct being assessed is incomplete and because the testing has not yet been satisfactorily improved in accordance with new knowledge from cognitive psychology. This article contributes to the solution of this problem through the application of item response theory and Susan Embretson's cognitive design system for test development in the development of a fluid intelligence scale. This study is based on findings from cognitive psychology; instead of focusing on the development of a test, it focuses on the definition of a variable for the creation of a criterion-referenced measure for fluid intelligence. A geometric matrix item bank with 26 items was analyzed with data from 2,797 undergraduate students. The main result was a criterion-referenced scale that was based on information from item features that were linked to cognitive components, such as storage capacity, goal management, and abstraction; this information was used to create the descriptions of selected levels of a fluid intelligence scale. The scale proposed that the levels of fluid intelligence range from the ability to solve problems containing a limited number of bits of information with obvious relationships through the ability to solve problems that involve abstract relationships under conditions that are confounded with an information overload and distraction by mixed noise. This scale can be employed in future research to provide interpretations for the measurements of the cognitive processes mastered and the types of difficulty experienced by examinees.

Comparison of classical and modern methods for measuring and correcting for acquiescence

“…This makes it possible to disentangle method from trait variance. These concepts of item design that try to purify measurement by manipulating item features are commonly used in cognitive measurement (De Boeck & Wilson, ; Embretson, , ; Primi, ) but only rarely in personality assessment. A thoughtful example of item design was presented by Mirowsky and Ross () who analysed internal and external locus of control with items that allowed them to isolate acquiescence and defensiveness.…”

Relação entre inteligência e competências socioemocionais em crianças e adolescentes

“…A segunda, inteligência fluída, refere-se a um potencial para aprender, à capacidade geral de processar informações (por exemplo, relacionar ideias complexas, formar conceitos abstratos, derivar implicações lógicas a partir de regras gerais) ou às operações mentais realizadas quando se resolvem problemas relativamente novos, para os quais existem poucos conhecimentos previamente memorizados prontamente disponíveis e que, portanto, exige a formulação de novo conhecimento (Ackerman, 1996;Ackerman, Kyllonen & Roberts, 1999;Primi, 2014). Tal constatação reforça a importância de que, não somente as competências socioemocionais sejam incorporadas ao currículo escolar, mas, também, que haja maior valorização de aspectos relacionados à inteligência fluída, dada maior ênfase dos sistemas educacionais no estímulo à inteligência do tipo cristalizada.…”

How neuroscience can inform the study of individual differences in cognitive abilities

“…More recently there has been a trend toward models emphasizing cognitive processes such as speed of information processing and working memory (Benson et al, 2010; Ward et al, 2012). Indeed, Primi (2014) advocates construction of abilities tests based on process-related theory from cognitive psychology. However the present brief review of findings in neuroscience suggest that models based on content rather than process may be more appropriate.…”