Process data from complex problem-solving (CPS) tasks have allowed researchers to extensively investigate time- and action-related indicators associated with accuracy. Nevertheless, little research has examined the association between these indicators and response time in successful CPS, which is a neglected dimension of intelligence-related performance with theoretical and practical significance. Drawing from cognitive load theory, our main goal was to examine the indirect effect of time to first action on successful CPS subsequent response time via its associations with goal-directed behavior percentage and intervention frequency. Process data from two representative PISA 2012 CPS units (Climate Control and Tickets) were analyzed using path analysis. The main hypothesis (in successful CPS, the time to first action was associated with subsequent response time through its associations with intervention frequency and goal-directed behavior percentage) was confirmed for the Climate Control Unit, but no model was retained for the Tickets Unit. In the Climate Control Unit, a greater time to first action was associated with longer time intervals between actions and a higher percentage of goal-directed behaviors. Higher response time after the first action, in turn, was associated with longer times between actions and a lower percentage of goal-directed behavior. No model was retained for the Tickets Unit because of local misfit related to the third item, which required students to change their plans in the middle of the task. Bridging cognitive load theory and process data analysis, this study reframes successful CPS response time as an outcome of early cognitive organization, which in turn affects subsequent efficiency and speed.
Cognitive aging across the lifespan has long been of interest to intelligence researchers. Recent research has examined cognitive aging on the most up-to-date and widely used measure of adult intelligence, the WAIS-5, using both cross-sectional and quasi-longitudinal methodologies. The results of both investigations agreed with a large body of literature, with both problem-solving ability and processing speed declining precipitously across the 20–90-year age range. The present WAIS-5 study utilized the same database (adults ages 20–90 years, n = 1660) to gain greater insight into the interplay between problem solving and processing speed. Specifically, we asked: Do adults' scores on problem-solving tasks continue to change substantially with increasing age, even after controlling for processing speed? Furthermore, are the findings comparable for fluid versus visual-spatial problem-solving tasks, for males and females, and for different portions of the age range? Basic findings of the MANOVAs (Indexes) and MANCOVA (subtests) revealed the impact of processing speed on the age-related changes in problem solving. During the period of mild decrease in problem-solving ability (ages 20–60), covarying processing speed reduced the age-related changes by roughly 20–35%; during the period of substantial decrease (ages 60–90), that reduction jumped to approximately 80%. Overall, the findings were similar for fluid and visual-spatial problem-solving tasks, and for males versus females. In general, WAIS-5 results accord well with previous research on the WAIS-IV, although that earlier study did not evaluate the impact of speed on fluid versus visual-spatial problem solving or its role at different portions of the age range.
This study examined whether working memory training (WMT) enhances inhibitory control (IC) in 6–7-year-old children—along with its neural mechanisms—and whether such enhancement mediates the transfer of WMT to fluid intelligence (Gf). Additionally, two different WMT tasks were employed to explore potential differences in results. In the present study, two tasks were compared: Adaptive Running Memory Span (RMS) training and Working Memory Animal Span (WMAS) training. Eighty-four children were randomly assigned to one of the two training groups or the control group. Before and after training, the children completed IC tasks with an electroencephalogram and the Gf task. Compared with the control group, the two training groups showed different improvements in response inhibition ability and higher scores in the Raven's test at post-test. However, the two training groups exhibited different patterns of neural modulation: the WMAS group exhibited larger parietal P3 amplitudes, reflecting optimized attentional resource allocation, whereas the RMS group showed more negative prefrontal N2 amplitudes, indicating enhanced conflict monitoring. This study also found that, in the WMAS group, improvements in response inhibition were linked to gains in Gf and may represent a potential mediating pathway, although this effect should be interpreted with caution and was not observed in the RMS group. In summary, the results of this study indicate that WMT can improve response inhibition ability and Gf; however, different WMT tasks may promote Gf through different underlying mechanisms.
Several models of cognitive abilities emphasize both general and specific abilities. While there have been several studies of ways to create measures of general cognitive ability, little information has been consolidated about methods for measuring specific abilities. In this article several models found in the literature are presented and discussed. Of particular importance, the reliance on face validity to develop measures of specific ability is discouraged for being unscientific, prone to personal bias and not necessarily repeatable. Factor analytic methods, hierarchical factor analysis, bifactor analysis, and principal factors and principal components methods are discussed and the need for statements about decisions made while conducting the analysis is strongly encouraged. Lastly, an examination of the methods, and advantages and disadvantages are presented.
