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This paper presents a series of psychometric meta-analysis on the relationship between cognitive reflection (CR) and several cognitive abilities (i.e., cognitive intelligence, numerical ability, verbal ability, mechanical-spatial ability, and working memory), and skills (i.e., numeracy skills). Also, the paper presents a bifactor analysis carried out to determine whether CR is a related but independent factor or a second-stratum factor in a hierarchical model of cognitive intelligence. Finally, the study also tested a path meta-analytic model of the CR-cognitive ability relationships. The results showed that CR correlated substantially with all the cognitive abilities and skills (K ranged from 3 to 44 and N ranged from 624 to 20,307). The bifactor analysis showed that CR variance was mainly accounted for by a general factor of cognitive intelligence plus a second-stratum factor of numerical ability. The results of the bifactor analysis were similar for numerical-CRT and verbal-CRT. It was not found evidence supporting the existence of a cognitive reflection factor. Finally, the path meta-analytic model showed that the combination of cognitive intelligence and numerical ability accounted for 69% of CR variance. The path model showed that cognitive intelligence and numerical ability have direct and indirect (through numeracy skills) effects on CR. Theoretical and practical implications are discussed, and future research is suggested. • First meta-analysis of the relationship of cognitive reflection, cognitive abilities, and numeracy skills • Cognitive reflection correlates with all cognitive abilities and numeracy skills • Cognitive reflection is accounted for by a general factor of intelligence plus a second-stratum factor of numerical ability • Intelligence and numerical ability have direct and indirect effects on cognitive reflection through numeracy skills [ABSTRACT FROM AUTHOR]

Abstract: This paper investigates the differentiation of cognitive abilities as a function of neuroticism. Specifically, we examine Eysenck and White''s [Eysenck, H.J., and White, P.O. (1964). Personality and the measurement of intelligence. British Journal of Educational Psychology, 24, 197–201.] hypothesis that cognitive abilities are less differentiated at high levels of neuroticism than they are at low levels of neuroticism. In spite of its potential importance, this hypothesis has only received limited research attention. Although a recent series of papers has found some initial support for the neuroticism-differentiation hypothesis, these studies have relied on correlational techniques. The current paper uses a more rigorous structural equation modeling technique to explicitly test for measurement invariance to determine whether the structure of cognitive abilities differs between high and low neuroticism levels, as measured by two self-report scales. Results from two datasets provide convincing evidence for complete measurement invariance across different levels of neuroticism, thus disconfirming the neuroticism-differentiation hypothesis. [Copyright &y& Elsevier]

This paper reviews evidence, theory, and alternative hypotheses for the worst performance rule (WPR), which states that on multitrial cognitive tasks, worst performance trials predict general intelligence (g) better than best performance trials. A review of the relevant evidence indicates that the WPR has been found for a variety of participants, tasks, and measures. A review of relevant theories reveals that the WPR appears to be related to cognitive factors (e.g., lapses in working memory) as well as biological factors (e.g., individual differences in neural oscillations). A review of alternative hypotheses shows that the WPR cannot be attributed to statistical or data artifacts such as outliers, unreliable measurement, or variance compression. The preponderance of evidence supports the hypothesis that the WPR holds for cognitive tasks high in g saturation but not for cognitive tasks low in g saturation. The paper ends with a call for research on the causes of the WPR and for research on the correlates of best performance. [Copyright &y& Elsevier]

The paper examines the relationship between cognitive ability at thirteen years of age and children's academic performance assessments at aged nine. Alongside cognitive ability, other variables considered predictive of academic success were assessed including personality measures, birthweight, handedness, socio-economic background, parental education, home language, and child-rearing practices such as breast-feeding and access to video-games. The final sample comprised 7525 children who participated in both wave 1 and wave 2 of the Growing Up in Ireland (GUI) longitudinal study. Participants in the study were selected through the state school system using a 2-stage sampling method producing a large sample representative of the national population of nine-year-old children. Linear multiple regression identified five variables which significantly explained both reading and mathematics test scores: two cognitive ability measures, birthweight, wealthier households, and high attendance at parent-teacher meetings. Gender, parental education, and home language also made a contribution to reading test scores, while a general factor of personality was significant for mathematics. Overall the cognitive ability measures accounted for almost all of the explained variance, and other factors, while sometimes statistically significant, were of relatively minor importance. [ABSTRACT FROM AUTHOR]

Many differential cognitive psychologists appear to interpret correlated-factor models associated with inter-latent variable correlations meaningfully < 1.0 as support for the plausibility of several related, but to some degree distinct, dimensions. It is contended in this paper that such a conclusion drawn from a well-fitting correlated-factor model may not be justified necessarily, even if the correlated-factor model fits better than a single-factor model. Based on a series of simulated correlation matrices, it is demonstrated that a well-fitting correlated-factor model with inter-latent variable correlations < 1.0 only suggests the possibility of several distinct group-level dimensions. In order to obtain additional useful information relevant to the distinctness of the hypothesized group-level factors, a higher-order model is demonstrated to be particularly useful, especially when complemented with omega hierarchical subscale (omegaHS), an effect size index of unique latent variable strength. The following guidelines are provided to help interpret the magnitude of omegaHS values: relatively small < 0.20; typical 0.20 to 0.30; and relatively large > 0.30. The implications of the simulation are demonstrated based on the re-analysis of three previously published correlations relevant to cognitive processes. Researchers are encouraged to supplement correlated-factor model analyses with higher-order model analyses, in order to evaluate the distinctness of the hypothesized dimensions more fully. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between span memory [e.g., immediate memory, short-term memory (STM), simple span] and general ability (g) though a reanalysis of two data sets [Christal, R. E. (1959). Factor analytic study of visual memory. Psychological Monographs: General and Applied, 72 (13, Whole No. 466); Kelley, H.P. (1964). Memory abilities: A factor analysis. Psychometric Monographs, No. 11]. Because of their large sample sizes and the multiple measures used to identify each construct, the Christal and Kelley studies were examined within a “best evidence synthesis” framework. Modern structural equation modeling (SEM) techniques were used to examine the relationship between immediate memory and g. Results indicated that in both studies, the relationship between immediate memory and g was quite substantial (.71 and .83), and that this relationship was essentially reduced by half when the common content variance of the tests was accounted for (e.g., verbal, spatial, numerical). Results are discussed within the context of recent research examining the relationship between working memory (WM) and g. [Copyright &y& Elsevier]

The current paper briefly outlines how researchers from multiple sub-fields of cognitive science have independently converged upon a relational account of language and cognition. However, most of this research from the cognitive sciences has focused on the description and prediction of cognitive/linguistic outcomes, rather than on influencing them per se. In particular, there is general consensus from cognitive science that cognitive training programs are ineffective. On the other hand, behavioral selection by consequences (i.e., operant psychology) is one of the most robust findings in psychological science, and is a principle commonly employed to influence behavior across a range of settings. We provide an introduction to Relational Frame Theory (RFT) as a form of advanced operant psychology, and describe how relatively complex patterns of behavior can be shaped up by applying targeted schedules of reinforcement to more primitive relational responses, drawing on examples from contemporary cognitive training literature and experimental behavior analysis. • Multiple fields have independently converged upon the idea that relational reasoning is central to cognition. • Experimental behavioral psychology has trained complex relational reasoning so that it generalizes across contexts. • This approach is consistent with mainstream cognitive and biological science. • This approach may provide a uniquely plausible account of how to achieve far transfer in cognitive training. [ABSTRACT FROM AUTHOR]