The study by Kaminski et al. (2018) investigates the intricate relationships between genetic, epigenetic, and neurobiological factors that contribute to variability in general intelligence (gIQ). By focusing on dopamine D2 receptor (DRD2) gene modification, gray matter density, and striatal functional activation, the research sheds light on the complex interplay influencing …
Summary. An analysis of performance on the Jouve–Cerebrals Test of Induction (JCTI) and four GAMA subtests (Matching, Analogies, Sequences, Construction) points to a single dominant source of individual differences rather than two separate abilities. With N = 118, factor-analytic evidence favors a general reasoning factor that subsumes both spatial–temporal and …
The connection between education and intelligence has long been a subject of scientific inquiry. Ritchie and Tucker-Drob’s (2018) meta-analysis provides significant insights into this relationship, offering evidence that additional years of education can enhance cognitive abilities across various life stages and cognitive domains. Background Research on intelligence has consistently debated …
Growth mindset theories suggest that students who believe their abilities can improve through effort tend to achieve better outcomes in academics. Sisk et al. (2018) conducted two meta-analyses to assess how growth mindsets correlate with academic success and whether interventions designed to foster growth mindsets are effective in improving student …
