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Martin Voracek - One of the best experts on this subject based on the ideXlab platform.
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item response theory modeling of iq gains the flynn effect on crystallized Intelligence rodgers hypothesis yes brand s hypothesis perhaps
Intelligence, 2013Co-Authors: Jakob Pietschnig, Ulrich S Tran, Martin VoracekAbstract:Abstract Potential explanations for generational Intelligence Test Score gains continue to be subject to intense debate and scrutiny in the scientific community. However, the explanatory value of some of the proposed causes remains difficult to determine, since only little empirical evidence is available. To clarify the role of two scarcely investigated theories accounting for the Flynn effect, this study set out to examine the role of changing Test-taking behavior (Brand's hypothesis) and of a narrowing of the IQ ability distribution (Rodgers' hypothesis). Archival records of crystallized Intelligence Test performance over a time-span of 17 years of a large number of psychiatric inpatients and outpatients in Austria were investigated ( N = 5445; 1978–94). This sample was particularly suitable to investigate our hypotheses since participants were under no pressure to perform which makes observed changes in Test taking behavior attributable to personal style and ability rather than differential performance in pressure situations. Analytical approaches of both classical Test theory and item response theory (IRT) yielded gains of 1.0 to 2.4 IQ points per decade. Test-taking behavior indicative of guessing and decreasing population IQ variability appeared to contribute both to IQ Test Score gains. IRT-based analyses showed that gains were largely preserved when controlling for highest educational qualification, while the Test instrument showed measurement invariance between cohorts. However, IRT-based results also suggested that changes in Test-taking behavior might not necessarily reflect increased guessing, but item drift instead. In all, this evidence emphasizes better performance of individuals of the lower tail of the IQ ability distribution in more recent years as one important contributing factor for generational IQ Test Score gains.
Jakob Pietschnig - One of the best experts on this subject based on the ideXlab platform.
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item response theory modeling of iq gains the flynn effect on crystallized Intelligence rodgers hypothesis yes brand s hypothesis perhaps
Intelligence, 2013Co-Authors: Jakob Pietschnig, Ulrich S Tran, Martin VoracekAbstract:Abstract Potential explanations for generational Intelligence Test Score gains continue to be subject to intense debate and scrutiny in the scientific community. However, the explanatory value of some of the proposed causes remains difficult to determine, since only little empirical evidence is available. To clarify the role of two scarcely investigated theories accounting for the Flynn effect, this study set out to examine the role of changing Test-taking behavior (Brand's hypothesis) and of a narrowing of the IQ ability distribution (Rodgers' hypothesis). Archival records of crystallized Intelligence Test performance over a time-span of 17 years of a large number of psychiatric inpatients and outpatients in Austria were investigated ( N = 5445; 1978–94). This sample was particularly suitable to investigate our hypotheses since participants were under no pressure to perform which makes observed changes in Test taking behavior attributable to personal style and ability rather than differential performance in pressure situations. Analytical approaches of both classical Test theory and item response theory (IRT) yielded gains of 1.0 to 2.4 IQ points per decade. Test-taking behavior indicative of guessing and decreasing population IQ variability appeared to contribute both to IQ Test Score gains. IRT-based analyses showed that gains were largely preserved when controlling for highest educational qualification, while the Test instrument showed measurement invariance between cohorts. However, IRT-based results also suggested that changes in Test-taking behavior might not necessarily reflect increased guessing, but item drift instead. In all, this evidence emphasizes better performance of individuals of the lower tail of the IQ ability distribution in more recent years as one important contributing factor for generational IQ Test Score gains.
Emilee Salleo - One of the best experts on this subject based on the ideXlab platform.
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maximum effort may not be required for valid Intelligence Test Score interpretations
Intelligence, 2019Co-Authors: Gilles E Gignac, Asher Bartulovich, Emilee SalleoAbstract:Abstract Intelligence Tests are assumed to require maximal effort on the part of the examinee. However, the degree to which undergraduate first-year psychology volunteers, a commonly used source of participants in low-stakes research, may be motivated to complete a battery of Intelligence Tests has not yet been Tested. Furthermore, the assumption implies that the association between Test-taking motivation and Intelligence Test performance is linear – an assumption unTested, to date. Consequently, we administered a battery of five Intelligence subTests to a sample of 219 undergraduate volunteers within the first 30 min of a low-stakes research setting. We also administered a reading comprehension Test near the end of the Testing session (55 min). Self-reported Test-taking motivation was measured on three occasions: at the beginning (as a trait), immediately after the battery of five Intelligence Tests (state 1), and immediately after the reading comprehension Test (state 2). Six percent of the sample was considered potentially insufficiently motivated to complete the Intelligence Testing, and 13% insufficiently motivated to complete the later administered reading comprehension Test. Furthermore, Test-taking motivation correlated positively with general Intelligence Test performance (r ≈ 0.20). However, the effect was non-linear such that the positive association resided entirely between the low to moderate levels of Test-taking motivation. While simultaneously acknowledging the exploratory nature of this investigation, it was concluded that a moderate level of Test-taking effort may be all that is necessary to produce Intelligence Test Scores that are valid. However, in low-stakes research settings, cognitive ability Testing that exceeds 25 to 30 min may be inadvisable, as Test-taking motivational levels decrease to a degree that may be concerning for a non-negligible portion of the sample.
Thorkild I A Sorensen - One of the best experts on this subject based on the ideXlab platform.
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Intelligence Test Score and educational level in relation to bmi changes and obesity
Obesity Research, 2003Co-Authors: Jytte Halkjaer, Claus Holst, Thorkild I A SorensenAbstract:Objective: To investigate whether Intelligence and education are related to subsequent BMI changes and development and persistence of obesity in men from young adulthood through middle-age. Research Methods and Procedures: Subjects were selected among men (median age, 19 years; examined between 1956 and 1977) appearing at Danish draft boards: a group with juvenile-onset obesity, including all men with a BMI of ≥31.0 kg/m2; and a nonobese group randomly selected as a 1% sample of the study population. The obese group and 50% of the nonobese group were invited to participate in follow-up studies between 1982 and 1984 and between 1992 and 1994. Among 907 men with juvenile-onset obesity and 883 nonobese men, age, examination region, Intelligence Test Score, education, and BMI from baseline to first follow-up were analyzed by multiple linear and logistic regressions analyses. Results: Education and Intelligence, analyzed separately, were inversely related to BMI changes in both groups and to the development of obesity in the nonobese group. When adjusted for education, the association between Intelligence Score and BMI changes and development of obesity vanished, whereas the inverse relationship for education persisted only for BMI changes. Intelligence Score was not associated with the persistence of obesity in the obese group, whereas inverse relationships were found for education. Discussion: Intelligence Test Score was inversely related to risk of BMI changes and the risk of development of obesity, perhaps with education acting as a mediator or indicator of cognitive ability. Education, but not Intelligence, was inversely associated with risk of remaining obese.
Gilles E Gignac - One of the best experts on this subject based on the ideXlab platform.
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maximum effort may not be required for valid Intelligence Test Score interpretations
Intelligence, 2019Co-Authors: Gilles E Gignac, Asher Bartulovich, Emilee SalleoAbstract:Abstract Intelligence Tests are assumed to require maximal effort on the part of the examinee. However, the degree to which undergraduate first-year psychology volunteers, a commonly used source of participants in low-stakes research, may be motivated to complete a battery of Intelligence Tests has not yet been Tested. Furthermore, the assumption implies that the association between Test-taking motivation and Intelligence Test performance is linear – an assumption unTested, to date. Consequently, we administered a battery of five Intelligence subTests to a sample of 219 undergraduate volunteers within the first 30 min of a low-stakes research setting. We also administered a reading comprehension Test near the end of the Testing session (55 min). Self-reported Test-taking motivation was measured on three occasions: at the beginning (as a trait), immediately after the battery of five Intelligence Tests (state 1), and immediately after the reading comprehension Test (state 2). Six percent of the sample was considered potentially insufficiently motivated to complete the Intelligence Testing, and 13% insufficiently motivated to complete the later administered reading comprehension Test. Furthermore, Test-taking motivation correlated positively with general Intelligence Test performance (r ≈ 0.20). However, the effect was non-linear such that the positive association resided entirely between the low to moderate levels of Test-taking motivation. While simultaneously acknowledging the exploratory nature of this investigation, it was concluded that a moderate level of Test-taking effort may be all that is necessary to produce Intelligence Test Scores that are valid. However, in low-stakes research settings, cognitive ability Testing that exceeds 25 to 30 min may be inadvisable, as Test-taking motivational levels decrease to a degree that may be concerning for a non-negligible portion of the sample.