Issues related to bilingualism and the effects which might have on language learners’ cognitive and meta-cognitive variables have attracted the attention of a couple of researchers in the field of Second Language Acquisition (SLA).Since a couple of decades ago, there has been a plethora of studies on cognitive and metacognitive differences between bilinguals and monolinguals. However, the impac...

Studies into the effects of stereotype threat (ST) on test performance have shed new light on race and sex differences in achievement and intelligence test scores. In this article, the authors relate ST theory to the psychometric concept of measurement invariance and show that ST effects may be viewed as a source of measurement bias. As such, ST effects are detectable by means of multi-group co...

Comment The fall in differences in height between groups varying in intelligence and educational level is probably attributable to changing social factors,perhaps specifically a greater homogeneity of nutritional conditions across different social classes. In earlier data we found that the social class of parents correlated with the intelligence (0 32) and educational level (0 42) of their chil...

(Edu. Psych. Monographs No. 13.) The work of which this is the English translation, was completed in German in October, 1912. Therefore it necessarily fails to cover the very extensive discussion of tests, which has been carried on the past two and a half years. Professor Whipple remarks that this "book affords what is, so far as I know, the best, and in fact almost the only authoritative, crit...

An earlier study (Lane & Albee, 1963) reported that school-age children who later become schizophrenic adults show a significant decline in intelligence-test performance between early and late childhood. Because a control group of 872 children from the same school system showed a slight gain in IQ score on the same two tests taken at the same ages, it was concluded that the decline in IQ repres...

This review examined whether Loevinger's measure of personality (ego) development is equivalent to the measurement of intelligence. The authors conducted a meta-analysis of 52 correlations between ego level scores and intelligence test scores (retrieved from 42 studies involving 5,648 participants). The weighted average correlation between ego level and intelligence ranged from.20 to.34, depend...

The cognitive processes in a widely used, nonverbal test of analytic intelligence, the Raven Progressive Matrices Test (Raven, 1962), are analyzed in terms of which processes distinguish between higher scoring and lower scoring subjects and which processes are common to all subjects and all items on the test. The analysis is based on detailed performance characteristics, such as verbal protocol...

Previous research has shown that different configurations of the implicit self-concept of intelligence (iSCI) and the explicit self-concept of intelligence (eSCI) are consistently related to individuals' performance on different intelligence tests (Dislich etal., 2012). The results indicated that any discrepant configuration between the iSCI and the eSCI impairs performance. In the present stud...

Emotions measures represent an important means of obtaining construct validity evidence for emotional intelligence (EI) tests because they have the same theoretical underpinnings. Additionally, the extent to which both emotions and EI measures relate to intelligence is poorly understood. The current study was designed to address these issues. Participants (N = 138) completed the Mayer-Salovey-C...

A person’s performance across multiple cognitive tests tends to covary. This ubiquitous observation suggests that various cognitive domains are regulated in common, and this covariance underlies the interpretation of many quantitative tests of “intelligence.” We find that, as in humans, differences in intelligence exist across genetically heterogeneous mice. Specifically, we have observed a cov...