TY - JOUR A1 - Breit, Moritz Lion A1 - Brunner, Martin A1 - Preckel, Franzis T1 - Age and ability differentiation in children BT - a review and empirical investigation JF - Developmental psychology N2 - Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study in which nonlinear factor analytic models were applied to the standardization sample (N = 2,619 German elementary schoolchildren; 48% female; age: M = 8.8 years, SD = 1.2, range 6-12 years) of the THINK 1-4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was nationally representative regarding age, gender, urbanization, and geographic location of residence but not regarding parents' education and migration background (overrepresentation of children with more educated parents, underrepresentation of children with migration background). The results showed no consistent evidence for the presence of differentiation effects or their interaction. Instead, different patterns were observed for figural, numerical, and verbal reasoning. Implications for the construction of intelligence tests, the assessment of intelligence in children, and for theories of cognitive development are discussed. KW - intelligence KW - ability differentiation KW - age differentiation KW - SLODR KW - childhood Y1 - 2021 U6 - https://doi.org/10.1037/dev0001147 SN - 0012-1649 SN - 1939-0599 VL - 57 IS - 3 SP - 325 EP - 346 PB - American Psychological Association CY - Richmond, Va. [u.a.] ER - TY - JOUR A1 - Jacobs, Ingo A1 - Wollny, Anna A1 - Seidler, Juliana A1 - Wochatz, Germar T1 - A trait emotional intelligence perspective on schema modes JF - Scandinavian Journal of Psychology N2 - Schema modes (ormodes) are a key concept in the theory underlying schema therapy. Modes have rarely been related to established models of personality traits. The present study thus investigates the associations between trait emotional intelligence (TEI) and 14 modes, and tests a global TEI-mode factors-general psychological distress mediation model. The study draws on self-report data from 173 inpatients from a German clinic for psychosomatic medicine. Global TEI correlated positively with both healthy modes (happy child and healthy adult) and negatively with 10 maladaptive modes. When modes were regressed on the four TEI factors, six (emotionality), five (well-being), four (sociability), and four (self-control) significant partial effects on 10 modes emerged. In the parallel mediation model, the mode factors internalization and compulsivity fully mediated the global TEI-general psychological distress link. Implications of the results for the integration of modes with traits in general and with TEI in particular as well as implications of low TEI as a transdiagnostic feature of personality malfunctioning are discussed. KW - externalization KW - internalization KW - level of personality functioning KW - mentalization KW - psychological distress KW - schema modes KW - trait emotional KW - intelligence Y1 - 2020 U6 - https://doi.org/10.1111/sjop.12670 SN - 0036-5564 SN - 1467-9450 VL - 62 IS - 2 SP - 227 EP - 236 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Breit, Moritz Lion A1 - Brunner, Martin A1 - Preckel, Franzis T1 - General intelligence and specific cognitive abilities in adolescence BT - tests of age differentiation, ability differentiation, and their interaction in two large samples JF - Developmental psychology N2 - Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally representative sample of 7,127 U.S. students (49.4% female; M-age = 14.51, SD = 1.42, range = 12.08-17.00) who completed the computerized adaptive version of the Armed Service Vocational Aptitude Battery. Study 2 analyzed the norming sample of the Berlin Intelligence Structure Test with 1,506 German students (44% female; M-age = 14.54, SD = 1.35, range = 10.00-18.42). Results of Study 1 supported the ability differentiation hypothesis but not the developmental differentiation hypothesis. Rather, the findings pointed to age-dedifferentiation (i.e., higher correlations between different abilities with increasing age). There was evidence for an interaction between age and ability differentiation, with greater ability differentiation found for older adolescents. Study 2 provided little evidence for ability differentiation but largely replicated the findings for age dedifferentiation and the interaction between age and ability differentiation. The present results provide insight into the complex dynamics underlying the development of intelligence structure during adolescence. Implications for the assessment of intelligence are discussed. KW - intelligence KW - ability differentiation KW - age differentiation KW - nonlinear KW - factor analysis KW - adolescence Y1 - 2020 U6 - https://doi.org/10.1037/dev0000876 SN - 0012-1649 SN - 1939-0599 VL - 56 IS - 2 SP - 364 EP - 384 PB - American Psychological Association CY - Washington ER - TY - GEN A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 786 KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical precursor KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-562337 SN - 1866-8364 SP - 1 EP - 23 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence JF - Journal of Intelligence N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - https://doi.org/10.3390/jintelligence10030070 SN - 2079-3200 VL - 10 SP - 1 EP - 23 PB - MDPI CY - Basel, Schweiz ET - 3 ER - TY - JOUR A1 - Hasl, Andrea A1 - Kretschmann, Julia A1 - Richter, Dirk A1 - Voelkle, Manuel A1 - Brunner, Martin T1 - Investigating Core Assumptions of the "American Dream": Historical Related to Key Life Outcomes in Adulthood JF - Psychology and aging N2 - The present study examines how historical changes in the U.S. socioeconomic environment in the 20th century may have affected core assumptions of the "American Dream." Specifically, the authors examined whether such changes modulated the extent to which adolescents' intelligence (IQ), their grade point average (GPA), and their parents' socioeconomic status (SES) could predict key life outcomes in adulthood about 20 years later. The data stemmed from two representative U.S. birth cohorts of 15- and 16-year-olds who were born in the early 1960s (N = 3,040) and 1980s (N = 3,524) and who participated in the National Longitudinal Surveys of Youth (NLSY). Cohort differences were analyzed with respect to differences in average relations by means of multiple and logistic regression and for specific points in each outcome distribution by means of quantile regressions. In both cohorts, IQ, GPA, and parental SES predicted important educational, occupational, and health-related life-outcomes about 20 years later. Across historical time, the predictive utility of adolescent IQ and parental SES remained stable for the most part. Yet, the combined effects of social-ecological and socioeconomic changes may have increased the predictive utility (that is, the regression weights) of adolescent GPA for educational, occupational, and health outcomes over time for individuals who were born in the 1980s. Theoretical implications concerning adult development, aging, and late life inequality are discussed. (PsycINFO Database Record. KW - cohort differences KW - intelligence KW - grade point average KW - socioeconomic status KW - life span research Y1 - 2019 U6 - https://doi.org/10.1037/pag0000392 SN - 0882-7974 SN - 1939-1498 VL - 34 IS - 8 SP - 1055 EP - 1076 PB - American Psychological Association CY - Washington ER - TY - GEN A1 - Friedel, Eva A1 - Schlagenhauf, Florian A1 - Beck, Anne A1 - Dolan, Raymond J. A1 - Huys, Quentin J. M. A1 - Rapp, Michael Armin A1 - Heinz, Andreas T1 - The effects of life stress and neural learning signals on fluid intelligence T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Fluid intelligence (fluid IQ), defined as the capacity for rapid problem solving and behavioral adaptation, is known to be modulated by learning and experience. Both stressful life events (SLES) and neural correlates of learning [specifically, a key mediator of adaptive learning in the brain, namely the ventral striatal representation of prediction errors (PE)] have been shown to be associated with individual differences in fluid IQ. Here, we examine the interaction between adaptive learning signals (using a well-characterized probabilistic reversal learning task in combination with fMRI) and SLES on fluid IQ measures. We find that the correlation between ventral striatal BOLD PE and fluid IQ, which we have previously reported, is quantitatively modulated by the amount of reported SLES. Thus, after experiencing adversity, basic neuronal learning signatures appear to align more closely with a general measure of flexible learning (fluid IQ), a finding complementing studies on the effects of acute stress on learning. The results suggest that an understanding of the neurobiological correlates of trait variables like fluid IQ needs to take socioemotional influences such as chronic stress into account. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 621 KW - reinforcement learning KW - prediction error signal KW - ventral striatum KW - stress KW - intelligence Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-435140 SN - 1866-8372 IS - 621 SP - 35 EP - 43 ER - TY - JOUR A1 - Becker, Michael A1 - Lüdtke, Oliver A1 - Trautwein, Ulrich A1 - Köller, Olaf A1 - Baumert, Jürgen T1 - The differential effects of school racking on psychometric intelligence Do academic-track schools make students smarter? JF - The journal of educational psychology N2 - Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling-such as ability tracking or, more generally, school quality-can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track. KW - school quality KW - intelligence KW - cognitive development KW - longitudinal studies KW - propensity score matching Y1 - 2012 U6 - https://doi.org/10.1037/a0027608 SN - 0022-0663 VL - 104 IS - 3 SP - 682 EP - 699 PB - American Psychological Association CY - Washington ER -