Christopher P Dwyer
Christopher P Dwyer
When I was first invited to guest edit a Special Issue of the Journal of Intelligence on critical thinking (CT), I was quite excited by the prospect for what I saw as two important reasons [...].
Temporal Synchrony in Bodily Interaction Enhances the Aha! Experience: Evidence for an Implicit Metacognitive Predictive Processing Mechanism [0.03%]
机体互动中的时间同步增强顿悟体验：隐性元认知预测加工机制的证据
Jiajia Su,Haosheng Ye
Jiajia Su
Grounded in the theory of metacognitive prediction error minimization, this study is the first to propose and empirically validate the mechanism of implicit metacognitive predictive processing by which bodily interaction influences the Aha!...
The Value of Individual Screen Response Time in Predicting Student Test Performance: Evidence from TIMSS 2019 Problem Solving and Inquiry Tasks [0.03%]
TIMSS 2019 学生问题解决与探究任务答题反应时预测学生成绩价值：证据与启示
Bin Tan,Okan Bulut
Bin Tan
The time students spend on answering a test item (i.e., response time) and its relationship to performance can vary significantly from one item to another. Thus, using total or average response time across all items to predict overall test ...
The Predictive Role of Contemporary Filial Piety and Academic Achievement on Multidimensional Emotional Intelligence Among Chinese Undergraduates [0.03%]
当代孝道和学业成就对我国大学生多维度情绪智力预测作用
Longlong Zhao,Xiaohui Zhang
Longlong Zhao
This study investigates the quantitative relationship between the four dimensions of emotional intelligence and the two types of contemporary filial piety, academic achievement in a Chinese university setting. Based on a sample of 240 Chine...
The Effects of (Dis)similarities Between the Creator and the Assessor on Assessing Creativity: A Comparison of Humans and LLMs [0.03%]
创作者与评估者之间的相似性和差异性对创造性评估的影响：人类与大型语言模型的比较
Martin Op &#x;t Hof,Ke Hu,Song Tong et al.
Martin Op &#x;t Hof et al.
Current research predominantly involves human subjects to evaluate AI creativity. In this explorative study, we questioned the validity of this practice and examined how creator-assessor (dis)similarity-namely to what extent the creator and...
Cognitive Ability and Non-Ability Trait Predictors of Academic Achievement: A Four-Year Longitudinal Study [0.03%]
认知能力和非能力预测学术成就：一项四年长期研究
Phillip L Ackerman,Ruth Kanfer
Phillip L Ackerman
Prediction of individual differences in academic achievement is one of the most prominent longstanding goals of differential psychology. Historically, the main source of prediction has been measures of intelligence and related cognitive abi...
A Systematic Review of User Attitudes Toward GenAI: Influencing Factors and Industry Perspectives [0.03%]
关于GenAI用户态度的系统回顾：影响因素及行业视角
Junjie Chen,Wei Xie,Qing Xie et al.
Junjie Chen et al.
In the era of GenAI, user attitude-shaped by cognition, emotion, and behavior-plays a critical role in the sustainable development of human-AI interaction. Human creativity and intelligence, as core drivers of social progress, are important...
Individual Differences in Strategy and the Item-Position Effect in Reasoning Ability Measures [0.03%]
关于推理能力测验中的个体差异、策略和材料位置效应的研究
Helene M von Gugelberg,Stefan J Troche
Helene M von Gugelberg
Despite the high similarity of reasoning ability items, research indicates that individuals apply different strategies when solving them. The two distinct strategies are response elimination and constructive matching. The latter, frequently...
The Adaptation of the Wechsler Intelligence Scale for Children-5th Edition (WISC-V) for Indonesia: A Pilot Study [0.03%]
韦克斯勒儿童智力量表第五版在印度尼西亚的适用性试点研究
Whisnu Yudiana,Marc P H Hendriks,Christiany Suwartono et al.
Whisnu Yudiana et al.
The Wechsler Intelligence Scale for Children (WISC) is a widely used instrument for assessing cognitive abilities in children. While the latest fifth edition (WISC-V) has been adapted in various countries, Indonesia still relies on the outd...
The Box Interaction Game: Action-Based Divergent Thinking Tests for Chinese Preschoolers [0.03%]
中国学龄前儿童的行动发散思维测试：盒子互动游戏
Ying Du,Yiduo Xiao,Haoran Yang et al.
Ying Du et al.
The current methodologies for assessing divergent thinking in children are predominantly based on verbal response, which limits their applicability for evaluating the creative potential of preschoolers and toddlers. This study introduces th...