Teaching the underlying rules of figural matrices in a short video increases test scores

in Intelligence (2020), 82

Scores of commonly administered intelligence tests such as figural matrices are important correlates of external criteria. However, evidence of improving intelligence test scores through practice or ... [more ▼]

Scores of commonly administered intelligence tests such as figural matrices are important correlates of external criteria. However, evidence of improving intelligence test scores through practice or coaching has been reported. Moreover, information about intelligence tests is widely and easily accessible (e.g., online tutorial videos). An open research question is whether watching such a video increases figural matrices test scores and affects the correlation with other intelligence tests. In two experiments (experiment 1: N = 112 psychology students; experiment 2: N = 229 teacher-education students), students were randomly assigned to either an experimental group that watched a short video (< 14 min) explaining a set of rules underlying figural matrices or a control group that watched a task irrelevant video of comparable duration. Afterwards, both groups worked on figural matrices. Prior to watching the video, all students completed an intelligence test. Results showed (1) substantially higher figural matrices mean test scores in the experimental groups compared to the control groups (d ≥ 1.19) and (2) substantial correlations between figural matrix test scores and intelligence test scores in both the experimental and the control groups. These correlations were of comparable magnitude and did not differ between the groups (experiment 1: r ≈ .55; experiment 2: r ≈ .40). Implications of these findings are discussed. [less ▲]

Why are difficult figural matrices hard to solve? The role of selective encoding and working memory capacity

in Intelligence (2019), 72

It is well documented that figural matrices tests are harder to solve when multiple rules need to be induced because multiple rules are traditionally associated with a greater demand for dynamically ... [more ▼]

It is well documented that figural matrices tests are harder to solve when multiple rules need to be induced because multiple rules are traditionally associated with a greater demand for dynamically managed sub-goals (goal management), which requires more working memory capacity (WMC). The current research addresses the necessity to apply selective encoding as a requirement that goes beyond the ability to manage goals when solving figural matrices. In the first study (N = 38), we found that selective encoding demands are present in items with multiple rules in addition to goal management demands. Furthermore, eye movement data indicated that rule induction was hampered when selective encoding demands were present. The second study (N = 127) de-monstrated that individuals' ability to filter relevant features in working memory was positively related to figural matrices items with selective encoding demands. Moreover, there was no evidence that other sources of WMC are related to goal management in figural matrices. Hence, this study provides preliminary evidence that fil-tering of relevant information in working memory is critical for solving figural matrices with multiple rules and challenges the view that goal management is the only driver of the relationship between WMC and performance in solving figural matrices with multiple rules. [less ▲]

The logic of success: the relation between complex problem-solving skills and university achievement

in Higher Education (2018), 76

Selektives Enkodieren in figuralen Matrizen.

Scientific Conference (2017, September)

Is the Correlation between Storage Capacity and Matrix Reasoning Driven by the Storage of Partial Solutions? A Pilot Study of an Experimental Approach

in Journal of Intelligence (2017), 5(2), 21

Working memory capacity (WMC) and reasoning abilities—as assessed by figural matrices tests—are substantially correlated. It is controversially discussed whether this correlation is only caused by ... [more ▼]

Working memory capacity (WMC) and reasoning abilities—as assessed by figural matrices tests—are substantially correlated. It is controversially discussed whether this correlation is only caused by controlled attention or also by storage capacity. This study aims at investigating storage of partial solutions as a possible mechanism by which storage capacity may contribute to solving figural matrices tests. For this purpose, we analyzed how an experimental manipulation of storage demands changes the pattern of correlations between WMC and performance in a matrix task. We manipulated the storage demands by applying two test formats: one providing the externalization of partial solutions and one without the possibility of externalization. Storage capacity was assessed by different types of change detection tasks. We found substantial correlations between storage capacity and matrices test performance, but they were of comparable size for both test formats. We take this as evidence that the necessity to store partial solutions is not the limiting factor which causes the association between storage capacity and matrices test. It is discussed how this approach can be used to investigate alternative mechanisms by that storage may influence performance in matrices tests. [less ▲]

The complex route to success: complex problemsolving skills in the prediction of university success

in Higher Education Research & Development (2016), 35(2), 365-379

Intelligence and school grades: A meta-analysis

in Intelligence (2015), 53

Intelligence is considered as the strongest predictor of scholastic achievement. Research as well as educational policy and the society as a whole are deeply interested in its role as a prerequisite for ... [more ▼]

Intelligence is considered as the strongest predictor of scholastic achievement. Research as well as educational policy and the society as a whole are deeply interested in its role as a prerequisite for scholastic success. The present study investigated the population correlation between standardized intelligence tests and school grades employing psychometric meta-analysis (Hunter & Schmidt, 2004). The analyses involved 240 independent samples with 105,185 participants overall. After correcting for sampling error, error of measurement, and range restriction in the independent variable, we found a population correlation of ρ = .54. Moderator analyses pointed to a variation of the relationship between g and school grades depending on different school subject domains, grade levels, the type of intelligence test used in the primary study, as well as the year of publication, whereas gender had no effect on the magnitude of the relationship. [less ▲]

Effizienz gleich Leistung? Analyse des Antwortverhaltens bei einem distraktorfreien Matrizentest.

Poster (2013, September)

Anwendung effizienter Bearbeitungsstrategien abhängt. Bisherige Studien zeigen, dass strukturiertes und sequentielles Bearbeiten der Gestaltungsregeln nach aufsteigender Schwierigkeit zu einer besseren ... [more ▼]

Anwendung effizienter Bearbeitungsstrategien abhängt. Bisherige Studien zeigen, dass strukturiertes und sequentielles Bearbeiten der Gestaltungsregeln nach aufsteigender Schwierigkeit zu einer besseren Leistung führt. Während Bearbeitungsstrategien bislang durch Blickbewegungsstudien, Computersimulationen und die Methode des lauten Denkens ermittelt wurden, wurde in dieser Studie die Matrizenkonstruktionsaufgabe verwendet, bei der die Lösung in einer computerisierten Testumgebung generiert wird. Dies ermöglicht eine zeitgenaue und objektive Aufzeichnung des Prozesses der Antwortgenerierung. In Antwortprotokollen von 480 Probanden konnte mittels verschiedener Prozessindikatoren (Regelsprünge, Abweichung von erwarteter Bearbeitungsreihenfolge, Zurücksetzen generierter Lösungen, Ausmaß der Verwendung relevanter Gestaltungselemente) in einer multiplen Regression bis zu 28.8 % der Varianz der Testleistung aufgeklärt werden. Insbesondere strukturiertes und sequentielles Bearbeiten von Gestaltungsregeln sowie der Ausschluss irrelevanter Gestaltungselemente sind entscheidend für eine bessere Leistung. Entgegen bisheriger Befunde zeigt sich jedoch, dass die Bearbeitungsreihenfolge der Gestaltungsregeln nicht auf einer allgemeingültigen Schwierigkeit der Gestaltungsregeln beruht. [less ▲]