Intelligence: New findings and theoretical developments.

Nisbett, Richard E.; Aronson, Joshua; Blair, Clancy; Dickens, William T.; Flynn, James R.; Halpern, Diane F.; Turkheimer, Eric

doi:10.1037/a0026699

Cited by 784 publications

(658 citation statements)

References 311 publications

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“…In conjunction with the expanding literature that shows associations between general cognitive ability and a wide range of physical health variables including mortality (Deary, Weiss, & Batty, 2010), this suggests that cognitive ability may account for (confound) some of the associations between health literacy and actual health outcomes. If cognitive ability in general, and not Understanding health literacy and health 5 just skills and knowledge specific to health is consequential for health, then plans to improve health by increasing health literacy (Baur & Ostrove, 2011) may be informed by the attempts to raise general cognitive ability (Nisbett et al, 2012). Likewise, prevention and health services could be adjusted to meet people's cognitive skills in a broader set of areas, not just literacy or numeracy alone.…”

Section: And the Test Of Functional Health Literacy Inmentioning

confidence: 99%

Towards understanding the links between health literacy and physical health.

Mõttus¹,

Johnson²,

Murray³

et al. 2014

Health Psychology

101

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Objective: Low health literacy predicts poor health, but the underpinnings of the associations are yet to be understood. This study tested the associations between health literacy and three objective health outcomes in older people and investigated the extent to which general (not health-related) cognition and earlier life-course factors such as childhood cognitive ability, educational level and occupational class accounted for these associations. Methods: Participants were 730 community-dwelling older people (350 women; mean age 72.50 years, SD = 0.71). Physical fitness (defined by walk time, lung function, and grip strength), body mass index, and count of natural teeth were used as health outcomes. Rapid Estimate of Adult Literacy in Medicine (REALM), Shortened Test of Functional HealthLiteracy in Adults (S-TOFHLA), and Newest Vital Sign (NVS) were used to measure health literacy.Age-11 and concurrent general cognitive ability, educational level, and occupational social class were used as co-variates. Results: Lower REALM, S-TOFHLA and NVS scores were associated with worse scores on all health outcomes (β = .09 to .17). However, cognitive ability in old age and childhood, educational and occupational levels accounted for the majority of these associations: after adjusting for these co-variates, only physical fitness was significantly associated with REALM and S-TOFHLA (β = .06 and .11). Conclusions: Low health literacy was associated with poorer health largely because it reflected general cognitive ability, educational and/or occupational levels. These variables plays some role in health beyond their association with the reading and numeracy skills captured by common health literacy measures.

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Section: And the Test Of Functional Health Literacy Inmentioning

confidence: 99%

Towards understanding the links between health literacy and physical health.

Mõttus¹,

Johnson²,

Murray³

et al. 2014

Health Psychology

101

View full text Add to dashboard Cite

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“…According to this study, the effect of prolonged educational process in adolescence on intelligence is significant at the age of 19 years [11]. It was also found that students who miss one year of schooling in the future show slightly lower results on intelligence tests [9]. Poor performance on intelligence tests in a number of studies was also associated with long summer holidays, when there is no systematic educational impact [9].…”

Section: Introductionmentioning

confidence: 97%

“…Several papers showed that these factors contribute significantly to the individual differences in non-verbal intelligence [3,9]. Crosscultural differences are explained often by differences in features like thinking, for example, in East Asian (holistic thinking) and western (analytical thinking) cultures [9], differences in the structure of the language, such as Chinese characters and the Russian alphabet (e.g., [10]), and the type of cultural communities (ratio of the scales 'collectivism -individualism' and 'independenceinterdependence'). In particular, a significant positive effect of education on individual differences in intelligence was found in the Norwegian natural experiment, when as a result of the reform of public education two additional years of study after the seventh grade were introduced [11].…”

Section: Introductionmentioning

confidence: 99%

Non-Verbal Intelligence in Primary School Students: A Cross-Cultural Study

et al. 2017

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Abstract. In this article we present the results of a cross-cultural study of non-verbal intelligence in primary school students. Significant differences with the effect size of 9% were found in non-verbal intelligence scores of 1057 students from Russia and Kyrgyzstan. The differences were also found for city and countryside residents (effect size of 10%). These results might be explained both by the features of educational systems and socio-economic development level in Russia and Kyrgyzstan.

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“…Although there is a certain amount of fluctuation in these estimates for various indicators of fluid reasoning and crystallized knowledge, with the latter being more heritable than the former (Kan et al 2013), the field has converged, after a number of meta-analyses, on the estimate of 0.5 for general cognitive ability, which is a higherorder index derived from both fluid and crystallized capacities (Plomin et al 2013a). Although there is not unanimous enthusiasm regarding the value of heritability and familiality studies to the field (Charney 2012;Nisbett et al 2012;Richardson 2013), there is still a massive related research effort to further differentiate and stratify the obtained estimates throughout the life span (e.g., Haworth et al 2010;van Soelen et al 2011) and in the context of different moderators (e.g., Molenaar et al 2013). Yet, the epicenter of the related research has moved away from the question of whether the genome influences cognitive abilities to the question of how it actually exerts this influence.…”

Section: Involved In Critical-analytic Thinkingmentioning

confidence: 99%

The Role and Sources of Individual Differences in Critical-Analytic Thinking: a Capsule Overview

et al. 2014

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Critical-analytic thinking is typically conceived as a meta-construct that arises at the junction of a problem state (i.e., a situation that requires analysis that challenges previous assumptions) and an individual (i.e., an entity with the capacity to exercise critical-analytic thinking). With regard to the latter, there is a substantial body of research focusing on developmental and educational prerequisites for critical-analytic thinking. A less studied aspect of critical-analytic thinking pertains to individual differences, particularly in the set of foundational or componential cognitive skills that embody this construct. The bottom line here is whether, all else being equal (i.e., the same situation and the same developmental/ educational stage), there is variation in whether, when, and how people think critically/ analytically. We argue that there is unequivocal evidence for both the existence and importance of individual differences in critical-analytic thinking. This review focuses on theoretical and empirical evidence, identifying the cognitive processes that serve as the sources of these individual differences and capturing these processes' differential contributions to both the critical and analytic components of this construct.Keywords Critical analytic thinking . Neurocognitive mechanisms . Fluid reasoning . Executive function . Genetic factors . Environmental factors For better or for worse, people differ. The number of dimensions on which they differ is endless; one such dimension is the way they think. Here we are interested in surveying both the presentation and sources of individual differences in critical-analytic thinking. Whereas Educ Psychol Rev (2014) what critical-analytic thinking is, the construct is ill-defined and this has been a source of constant debate. Although the debate has swung from a notion of the skills and capacities necessary for critical-analytic thinking to one of disposition toward truth-seeking (Burbules and Berk 1999), the former provides for analysis and the measurement a set of requisite cognitive processes to unpack, with respect to variability in performance in situations and on tasks requiring critical-analytic thinking. As critical-analytic thinking occurs so naturally for some, yet so painfully arduous for others, it is likely that this type of thinking embeds a "vast variety of cognitive skills" (Lipman 1988) that must be orchestrated together, both developmentally as a capacity, and concurrently, as an act. Thus, both the skills and the way they are combined generate a source of individual differences. The intent of this review is to provide an understanding of how variations in several core neurocognitive systems, stemming from genetic and environmental sources, lead to differences in the capacity for and competency in critical-analytic thinking.Critical-analytic thinking involves the ability to overcome one's own biases by decontextualizing an argument (the critical component) and evaluating it rationally (the analytic component), rather than lo...

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Intelligence: New findings and theoretical developments.

Cited by 784 publications

References 311 publications

Towards understanding the links between health literacy and physical health.

Towards understanding the links between health literacy and physical health.

Non-Verbal Intelligence in Primary School Students: A Cross-Cultural Study

The Role and Sources of Individual Differences in Critical-Analytic Thinking: a Capsule Overview

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