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Investment theory and related theoretical approaches suggest a dynamic interplay between crystallized intelligence, fluid intelligence, and investment traits like need for cognition. Although cross-sectional studies have found positive correlations between these constructs, longitudinal research testing all of their relations over time is scarce. In our pre-registered longitudinal study, we examined whether initial levels of crystallized intelligence, fluid intelligence, and need for cognition predicted changes in each other. We analyzed data from 341 German students in grades 7–9 who were assessed twice, one year apart. Using multi-process latent change score models, we found that changes in fluid intelligence were positively predicted by prior need for cognition, and changes in need for cognition were positively predicted by prior fluid intelligence. Changes in crystallized intelligence were not significantly predicted by prior Gf, prior NFC, or their interaction, contrary to theoretical assumptions. This pattern of results was largely replicated in a model including all constructs simultaneously. Our findings support the notion that intelligence and investment traits, particularly need for cognition, positively interact during cognitive development, but this interplay was unexpectedly limited to Gf.
Figural matrices are widely used to measure reasoning ability. According to the two-process model of figural matrix reasoning, task performance relies on correspondence finding (linked to induction ability) and goal management (linked to working memory). Cognitive theory suggests that item characteristics (i.e., change rules and design principles of figural elements) are related to the two solution processes and impact item difficulties in a multiplicative, interactive manner. This study tested the multiplicative effect hypothesis by comparing two cognitive diagnostic models using additive and multiplicative effect estimations. A 26-item figural matrix test was administered to 633 high-ability individuals across paper-and-pencil and computer formats. The linear logistic test model (LLTM) and least square distance method (LSDM) were applied to Rasch and 2PL item parameters. Contrary to the multiplicative effect hypothesis, the additive LLTM model showed better item parameter reconstruction than the LSDM that includes multiplicative effects. These results suggest that change rules and design principles may independently contribute to the difficulty of figural matrices. Correspondence-finding demands may primarily arise from design principles, while change rules may primarily contribute to difficulty through goal management demands based on their number and complexity. The findings highlight the need to consider item components related to the phenomenological representation of figural elements when explaining solution processes of figural matrices. Implications for cognitive theory and item construction are discussed.
Remote intelligence testing has multiple advantages, but cheating is possible without proper supervision. Proctoring aims to address this shortcoming, yet prior research on its effects has primarily investigated reasoning tasks, in which cheating is generally difficult. This study provides an overview of recent research on the effects of proctoring and on studies in intelligence test settings. Moreover, we conducted an empirical study testing the effects of webcam-based proctoring with a multidimensional intelligence test measuring reasoning, short-term memory, processing speed, and divergent thinking. The study was conducted in a low-stakes context, with participants receiving a fixed payment regardless of performance. Participants completed the test under proctored (n = 74, webcam consent), unproctored random (n = 75, webcam consent), or unproctored chosen (n = 77, no webcam consent) conditions. Scalar measurement invariance was observed for reasoning, processing speed, and divergent thinking, but not for memory. Proctoring had no significant main effect on test performance but showed a significant interaction with test type. Proctored participants outperformed the unproctored chosen group significantly in divergent thinking and scored descriptively higher in reasoning and processing speed, but slightly lower in memory. Observable cheating under proctored conditions was rare (4%), mostly involving note-taking or photographing the screen. We conclude that proctoring is crucial for easily cheatable tasks, such as memory tasks, but currently less critical for complex cognitive tasks.
