What Is Fluid Intelligence? Can It Be Improved?

Kyllonen, Patrick C.; Kell, Harrison J.

doi:10.1007/978-3-319-43473-5_2

Cited by 9 publications

(5 citation statements)

References 81 publications

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“…Based on this theory, it can be explained that the ability to create something is the highest stage of cognitive ability. In addition, according to the theory of fluid intelligence, when learning new things, students' fluid intelligence determines the speed and depth of their understanding (Kyllonen & Kell, 2017;Lestari et al, 2022). Learning with the PjBI model requires students to answer questions, seek information, and analyze the relationship between observed phenomena and the information obtained.…”

Section: Discussionmentioning

confidence: 99%

Fostering Creative Thinking Skills on High and Low Cognitive Levels Students with Project-based Inquiry Learning

Vonny,

Sigit,

Supriyatin

2023

j. pendidik. indonesia.

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Integrating the development of soft skills, such as creative thinking, into classroom learning is essential. This study aims to analyze whether students' creative thinking skills can be enhanced through project-based inquiry learning that is varied for high and low cognitive levels. This research used a quasi-experimental design of 2x2 factorial. The research was done at a private senior high school for over a month. Forty-six eleventh-grade students were involved in this study. The samples consist of 23 high- and 23 low-cognitive ability students, which were determined using a cognitive ability instrument. The creative thinking skill was assessed by comparing the N-gain of the pretest and posttest scores using a creative thinking instrument. The results revealed that the cognitive level affects creative thinking skills significantly, and there is an interaction effect between the variation of the PjBI model and the cognitive ability levels. This result implies that students with high-cognitive levels performed better on creative thinking skills when learning with independent PjBI, while low-cognitive students showed better creative thinking skills when learning with guided PjBI.

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Section: Discussionmentioning

confidence: 99%

Fostering Creative Thinking Skills on High and Low Cognitive Levels Students with Project-based Inquiry Learning

Vonny,

Sigit,

Supriyatin

2023

j. pendidik. indonesia.

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“…Raven's Colored Progressive Matrices atau RCPM merupakan salah satu tes kognitif non-verbal yang bertujuan untuk mengevaluasi fluid intelligence (kecerdasan cair) dan g factor 17 . Fluid intelligence merupakan kemampuan penalaran yang dapat diukur melalui pemberian tugas-tugas yang membutuhkan penyelesaian masalah baru, selain itu juga berkaitan dengan kemampuan kemampuan untuk memproses informasi dan mempelajari sesuatu 18,19 . Sementara itu g factor menurut teori Spearman disebut juga komponen kemampuan kognitif, yang mana terdiri dari eductive ability (kemampuan memproses informasi) dan reproductive ability.…”

Section: Gambar 1 Proses Cleaning Dataunclassified

Hubungan Status Anemia, Kualitas Tidur, dan Kemampuan Kognitif pada Remaja Putri Usia 12-24 Tahun di Indonesia (Analisis Data Indonesian Family Life Survey (IFLS) 5)

Helmyati,

Fauziah,

Kadibyan

et al. 2024

AMNT

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Latar Belakang: Anemia merupakan salah satu permasalahan gizi di Indonesia. Perempuan yang berada dalam rentang usia 14-50 tahun memiliki risiko lebih tinggi mengalami anemia. Anemia defisiensi zat besi merupakan penyebab umum kejadian anemia. Defisiensi zat besi dapat berpengaruh pada otak sehingga dapat mengakibatkan terjadi gangguan regulasi tidur, perkembangan mental, kinerja motorik, kemampuan kognitif, hingga perilaku. Tujuan: mengetahui hubungan status anemia dengan kualitas tidur dan kemampuan kognitif pada remaja putri usia 12-24 tahun di Indonesia. Metode: Penelitian dengan desain penelitian cross sectional ini menggunakan data sekunder dari IFLS gelombang lima dengan subjek penelitian berjumlah 2016 orang remaja putri yang berusia 12-24 tahun. Uji statistik yang digunakan adalah chi square Hasil: Diketahui bahwa prevalensi anemia pada remaja putri usia 12-24 tahun sebesar 39,93%. Di akhir penelitian, ditemukan bahwa tidak terdapat hubungan antara status anemia terhadap kualitas tidur yang terdiri dari gangguan tidur (p=0,624) dan kualitas tidur (p=0,693) serta kemampuan kognitif (p=0,702). Kesimpulan: Status anemia tidak memiliki hubungan signifikan dengan kualitas tidur dan kemampuan kognitif.

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“…Some researchers even found fluid intelligence to be indistinguishable from general cognitive ability (cf. Kyllonen and Kell, 2017).…”

Section: Measuring General Cognitive Abilitiesmentioning

confidence: 99%

Effects of student-owned and provided mobile devices on mathematical modeling competence: investigating interaction effects with problematic smartphone use and fear of missing out

Krause,

Greefrath,

Forthmann

et al. 2024

Front. Educ.

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IntroductionNowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devices to their students [device pool (pool) concept]. Currently, little is known about possible effects of different mobile device access concepts on student learning. Hence, in this study, we investigated their effects on students’ mathematical modeling competence. In doing so, we also considered an interaction between the access concept and the effects of (a) students’ problematic smartphone use and (b) students’ fear of missing out on learning mathematical modeling.MethodTo this end, we conducted an experiment, measured students’ mathematical modeling competence as the outcome variable, and analyzed data of 263 German students in grades 8 and 9 using a multilevel model. In the experiment, students were randomly assigned to one of two study conditions and completed a mathematics modeling workshop. In the BYOD condition, students utilized their self-owned smartphones to work on the workshop tasks, whereas in the pool condition, students utilized institutionally provided smartphones.ResultsAs a main finding, our results showed an interaction effect between the mobile device access concept and students’ problematic smartphone use on their competence (β = −0.24, 95% CI [−0.47, −0.01]). Students utilizing their self-owned smartphones were negatively affected by their problematic smartphone use (B = −1.45, 95% CI [−2.45, −0.46]), whereas students utilizing provided smartphones were not affected (B = 0.04, 95% CI [−1.01, 1.09]). Students with maximal problematic smartphone use achieved higher competences when utilizing provided devices (BBYOD−Pool = −1.20, 95% CI [–2.35, –0.05]).DiscussionOur study demonstrates the importance of thinking about effects of student-owned and provided digital devices on mathematics learning. Finally, we discuss (a) that our results do not reveal a general preferability for one of the two access concepts, as well as (b) the relevance of student characteristics when choosing an access concept.

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What Is Fluid Intelligence? Can It Be Improved?

Cited by 9 publications

References 81 publications

Fostering Creative Thinking Skills on High and Low Cognitive Levels Students with Project-based Inquiry Learning

Fostering Creative Thinking Skills on High and Low Cognitive Levels Students with Project-based Inquiry Learning

Hubungan Status Anemia, Kualitas Tidur, dan Kemampuan Kognitif pada Remaja Putri Usia 12-24 Tahun di Indonesia (Analisis Data Indonesian Family Life Survey (IFLS) 5)

Effects of student-owned and provided mobile devices on mathematical modeling competence: investigating interaction effects with problematic smartphone use and fear of missing out

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