Chalke and Ertl (1965) were the first to report evoked-potential correlates of intelligence They compared the latencies of visually-evoked responses, recorded from bipolar leads placed over the left motor area, in three groups of subjects: 33 students with superior IQ’s; 11 subjects with IQ’s in the “low-average” range; and 4 mental retardates with IQ’s ranging from 50 to 65 Three of the five latencies measured (peaks at 142 to 374 msec) yielded significant differences between the groups; the less intelligent subjects had longer latencies Although their findings are of great interest, they are subject to criticism on several grounds The retardate group was small Age was poorly controlled and sex not stated The averaging technique was somewhat unorthodox, as was lead placement However, Chalke and Ertl noted that the latency measurements obtained with their technique agreed well with those obtained with a digital averager, and they selected their lead placement with the idea of “maximizing the input—output delay and thus to enhance the possibility of actually measuring central processing time”

Intelligence and Personality

Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment

Procrastination is a prevalent and universal problematic behavior, largely impairing individual's health, wealth and well-being. Substantial studies have confirmed that conscientiousness, one of the big five personality, showed markedly inverse relation with procrastination. However, it is hitherto unknown about the neural basis underlying the impact of conscientiousness on procrastination. To address this issue, we employed the voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) methods to explore the neural substrates of conscientiousness responsible for procrastination (N = 330). In line with previous findings, the behavioral results showed a strong negative correlation between conscientiousness and procrastination (r = -.75). The VBM analysis found that conscientiousness was positively correlated with gray matter (GM) volumes in the left dorsal-lateral prefrontal cortex (dlPFC), right orbital frontal cortex (OFC) and right putamen, but negatively correlated with that in the left insula. Moreover, the RSFC results revealed that both dlPFC-IPL (inferior parietal lobule) and dlPFC-PCC (posterior cingulate gyrus) functional connectivity were positively associated with conscientiousness, while the functional connectivity of parahippocampal gyrus (PHC)-putamen and insula-IPL were negatively associated with conscientiousness. More importantly, the structural equation modeling (SEM) integrating RSFC results were well fitted for the influence process of conscientiousness on procrastination by both self-control (i.e., dlPFC-IPL, dlPFC-PCC) and motivation pathways (i.e., PHC-putamen, insula-IPL). The current findings suggest that self-control and motivation could be the two neural pathways underlying the impact of conscientiousness on procrastination, which provides a new perspective to understand the relationship between conscientiousness and procrastination.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbm.25333

The effect of conscientiousness on procrastination: The interaction between the self-control and motivation neural pathways.

The Personality Inventory for DSM-5 Brief Form (PID-5-BF) is a 25-item measuring tool evaluating maladaptive personality traits for the diagnosis of personality disorders(PDs). As a promising scale, its impressive psychometric properties have been verified in some countries, however, there have been no studies about the utility of the PID-5-BF in Chinese settings. The current study aimed to explore the maladaptive personality factor model which was culturally adapted to China and to examine psychometric properties of the PID-5-BF among Chinese undergraduate students and clinical patients. Seven thousand one hundred fifty-five undergraduate students and 451 clinical patients completed the Chinese version of the PID-5-BF. Two hundered twenty-eight students were chosen randomly for test-retest reliability at a 4-week interval. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to discover the most suitable factor structure in China, measurement invariance(MI), internal consistency, and external validity were also calculated. The theoretical five-factor model was acceptable, but the exploratory six-factor model was more applicable in both samples (Undergraduate sample: CFI = 0.905, TLI = 0.888, RMSEA = 0.044, SRMR = 0.039; Clinical sample: CFI = 0.904, TLI = 0.886, RMSEA = 0.047, SRMR = 0.060). In the Chinese six-factor model, the Negative Affect domain was divided into two factors and the new factor was named “Interpersonal Relationships”, which was in line with the Big-Six Personality model in Chinese. Measurement invariance across non-clinical and clinical sample was established (configural, weak, strong MI, and partial strict MI). Aside from acceptable internal consistency (Undergraduate sample: alpha = 0.84, MIC = 0.21; Clinical sample: alpha = 0.86, MIC = 0.19) and test-retest reliability(0.73), the correlation between the 25-item PID-5-BF and the 220-item PID-5 was significant(p < 0.01). The six PDs measured by Personality diagnostic questionnaire-4+ (PDQ-4+) were associated with and predicted by expected domains of PID-5-BF. Both the theoretical five-factor model and the exploratory six-factor model of the PID-5-BF were acceptable to the Chinese population. The five-factor model could allow for comparison and integration with other work on the original theoretical model. However, the Chinese six-factor structure may be more culturally informed in East Asian settings. In sum, the PID-5-BF is a convenient and useful screening tool for personality disorders.

/pdf/personality-inventory-for-dsm-5-brief-form-pid-5-bf-in-4x427wesjx.pdf

Personality inventory for DSM-5 brief form(PID-5-BF) in Chinese students and patients: evaluating the five-factor model and a culturally informed six-factor model.

The primary purpose of this study was to compare the working memory performance of monolingual English-speaking second- grade children with dyslexia (N = 82) to second-grade children with typical development (N = 167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or between-group comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comparisons favoured the children with typical development across all three working memory factors. However, differences in the Focus-of-Attention/Visuospatial factor could be explained by group differences in non-verbal intelligence and language skills. In contrast, differences in the Phonological and Central Executive working memory factors remained, even after accounting for non-verbal intelligence and language. Results highlight the need for researchers and educators to attend not only to the phonological aspects of working memory in children with dyslexia, but also to central executive function.

Phonological working memory and central executive function differ in children with typical development and dyslexia

The Five-Factor Model (FFM) is one of the most commonly examined constructs of personality across cultures in recent times. However, there is a lacuna of evidence for the suitability of FFM measures for Indian adolescent school students below the age of 17 years. We carried out two independent studies for the psychometric evaluation of the measures BFI-10 and NEO-FFI-3 on Indian adolescent school students. Both studies examined two socio-culturally distinct linguistic groups of secondary and senior secondary school students with a total sample of N = 1117 students. There was very limited support for a five-factor solution in both cases. Model fit was poor when applying FFM measures to our samples, whether applying confirmatory factor analysis or exploratory structural equation models. The results provide evidence against using adult personality measures with adolescents without separate psychometric validation and applying the Western age norms to Indian students without considering that the process of personality consolidation during adolescence may not be identical across cultures.

/pdf/psychometric-evaluation-of-the-bfi-10-and-the-neo-ffi-3-in-2p8wv4jmcc.pdf

Psychometric Evaluation of the BFI-10 and the NEO-FFI-3 in Indian Adolescents.

Social and economic factors are commonly examined as contextual variables that predict academic achievement, apart from the educational environment. In India, a major segment of the socioeconomic status of students comprises the governmental stratification of population into three broad classes, viz., scheduled castes/tribes (SC-ST), other backward classes (OBC) and general class (GC). In this study, we examined the association of these governmental classes with the academic performance of Indian adolescents who enjoy the same school environment. Psychological measures of self-esteem and life satisfaction as well as demographic variables such as gender, age and family income were also examined as covariates. The study was conducted on a convenient sample of 858 students of X and XI grades. Based on multilevel regression models, the relationship between governmental classes and academic performance was significantly positive, wherein higher level of class predicted better academic performance. The study highlighted that students from the same school environment performed differently based on their social status and that this difference was not a function of their family income, thus pointing to potential role of non-economic aspects of the governmental stratification including caste affiliation. The findings indicate the need for further examining as well as planning to improve the aspects of students' social status that impact academic performance.

/pdf/the-governmental-ranking-of-class-and-the-academic-3njtirvfp2.pdf

The governmental ranking of class and the academic performance of Indian adolescents.

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Psychometric Evaluation of the BFI-10 and the NEO-FFI-3 in Indian Adolescents.

The governmental ranking of class and the academic performance of Indian adolescents.