--- title: '‘IQ’ directory' description: "Bibliography for directory iq, most recent first: 10 related tags, 829 annotations, & 202 links ()." thumbnail: /doc/statistics/prediction/2023-atanasov-figure6-1-absolutecorrelationofvariouspredictionperformancecorrelates.jpg thumbnail-text: 'Figure 6.1: Visual summary of absolute correlation coefficients for the 5 categories of predictors. Studies vary widely in design, outcome and predictor variables, so the figure aims to provide a general overview, not a detailed, self-sufficient summary of evidence. Average correlations are not reported. Horizontal axis coordinates for datapoints are random.' thumbnail-css: "outline" created: 2019-11-07 modified: 2026-09-11 status: in progress previous: /doc/iodine/index next: /doc/iq/animal/index confidence: log importance: 0 css-extension: dropcaps-not index: True backlink: False ... ::: {#manual-annotation .abstract-small .abstract-tag-directory} [\[essay on this tag topic\]](/iq "Transclude link for doc/iq/ annotation of essay on this topic."){#gwern-iq .link-annotated-partial .include-annotation .include-strict} ::: # See Also ::: {#see-alsos .directory-indexes .columns} - [Parent (all tags)](/doc/index "Link to parent directory 'doc/' (ascending)"){#_GveJgTkm .link-annotated .link-tag .directory-indexes-upwards rel="tag"} - [*`animal cognition`{=html}*](/doc/iq/animal/index "‘animal cognition’ directory"){#_fMMonGlR .link-annotated .link-tag .directory-indexes-downwards rel="tag"} - [*`Anne Roe’s Scientists`{=html}*](/doc/iq/high/anne-roe/index "‘Anne Roe’s Scientists’ directory"){#_yEhS60Q8 .link-annotated .link-tag .directory-indexes-downwards rel="tag"} - [*`Fullerton Longitudinal Study`{=html}*](/doc/iq/high/fullerton/index "‘Fullerton Longitudinal Study’ directory"){#_bYs5OxYe .link-annotated .link-tag .directory-indexes-downwards rel="tag"} - [*`high IQ`{=html}*](/doc/iq/high/index "‘high IQ’ directory"){#_1HTEDJBf .link-annotated .link-tag .directory-indexes-downwards rel="tag"} - [*`Munich Giftedness Study`{=html}*](/doc/iq/high/munich/index "‘Munich Giftedness Study’ directory"){#_EaKwM3i9 .link-annotated .link-tag .directory-indexes-downwards rel="tag"} - [*`SMPY`{=html}*](/doc/iq/high/smpy/index "‘SMPY’ directory"){#_nmd6WSEN .link-annotated .link-tag .directory-indexes-downwards rel="tag"} - [*`low IQ`{=html}*](/doc/iq/low/index "‘low IQ’ directory"){#_LWeZt0pu .link-annotated .link-tag .directory-indexes-downwards rel="tag"} - [*`IQ & SES`{=html}*](/doc/iq/ses/index "‘IQ & SES’ directory"){#_vJR062Gj .link-annotated .link-tag .directory-indexes-downwards rel="tag"} - [*`bipolar personality`{=html}*](/doc/psychiatry/bipolar/energy/index "‘bipolar personality’ directory"){#_e48_jx85 .link-annotated .link-tag .directory-indexes-sideways rel="tag"} - [*`Openness`{=html}*](/doc/psychology/personality/openness/index "‘Openness’ directory"){#_cVRvNe2- .link-annotated .link-tag .directory-indexes-sideways rel="tag"} ::: # Gwern {.display-pop-not} ## `“Statistical Notes”, Gwern 2014`{=html} {#gwern-note-statistic-section} **[`Statistical Notes`{=html}](/note/statistic "'Statistical Notes', Gwern 2014"){.link-annotated .id-not .include-annotation}** ## `“Creatine Cognition Meta-Analysis”, Gwern 2013`{=html} {#gwern-creatine-section} **[`Creatine Cognition Meta-analysis`{=html}](/creatine "'Creatine Cognition Meta-analysis', Gwern 2013"){.link-annotated .id-not .include-annotation}** ## `“Dual 𝑛-Back FAQ”, Gwern 2009`{=html} {#gwern-dnb-faq-section} **[`Dual 𝑛-Back FAQ`{=html}](/dnb-faq "'Dual 𝑛-Back FAQ', Gwern 2009"){.link-annotated .id-not .include-annotation}** ## `“How Complex Are Individual Differences?”, Gwern 2010`{=html} {#gwern-difference-section} **[`How Complex Are Individual Differences?`{=html}](/difference "'How Complex Are Individual Differences?', Gwern 2010"){.link-annotated .id-not .include-annotation}** ## `“Embryo Editing for Intelligence”, Gwern 2016`{=html} {#gwern-embryo-editing-section} **[`Embryo editing for intelligence`{=html}](/embryo-editing "'Embryo editing for intelligence', Gwern 2016"){.link-annotated .id-not .include-annotation}** ## `“Dual 𝑛-Back Meta-Analysis”, Gwern 2012`{=html} {#gwern-dnb-meta-analysis-section} **[`Dual 𝑛-Back Meta-Analysis`{=html}](/dnb-meta-analysis "'Dual 𝑛-Back Meta-Analysis', Gwern 2012"){.link-annotated .id-not .include-annotation}** ## `“The Morality of Sperm Donation”, Gwern 2012`{=html} {#gwern-ethical-sperm-donation-section} **[`The Morality of Sperm Donation`{=html}](/ethical-sperm-donation "'The Morality of Sperm Donation', Gwern 2012"){.link-annotated .id-not .include-annotation}** ## `“The Algernon Argument”, Gwern 2010`{=html} {#gwern-drug-heuristic-section} **[`The Algernon Argument`{=html}](/drug-heuristic "'The Algernon Argument', Gwern 2010"){.link-annotated .id-not .include-annotation}** ## `“Iodine and Adult IQ Meta-Analysis”, Gwern 2012`{=html} {#gwern-iodine-section} **[`Iodine and Adult IQ meta-analysis`{=html}](/iodine "'Iodine and Adult IQ meta-analysis', Gwern 2012"){.link-annotated .id-not .include-annotation}** ## `“The IQ Halo Effect”, Gwern 2013`{=html} {#gwern-iq-section} **[`The IQ Halo effect`{=html}](/iq "'The IQ Halo effect', Gwern 2013"){.link-annotated-partial .id-not .include-annotation}** ## `“Nicotine”, Gwern 2011`{=html} {#gwern-nicotine-section} **[`Nicotine`{=html}](/nicotine "'Nicotine', Gwern 2011"){.link-annotated .id-not .include-annotation}** ## `“Conscientiousness & Online Education”, Gwern 2012`{=html} {#gwern-conscientiousness-section} **[`Conscientiousness & Online Education`{=html}](/conscientiousness "'Conscientiousness & Online Education', Gwern 2012"){.link-annotated .id-not .include-annotation}** # Links {.display-pop-not} ## `“How g-Loaded Is the Wordsum?”, Cremieux 2026`{=html} {#cremieux-2026-section} **[`How g-Loaded is the Wordsum?`{=html}](https://www.cremieux.xyz/p/how-g-loaded-is-the-wordsum "'How g-Loaded is the Wordsum?', Cremieux 2026"){.link-modified-recently .id-not .include-annotation}** ## `“Intelligence Scales As the Logarithm of Compute (& Data)”`{=html} {#_2mysFp_4-section} **[`Intelligence Scales as the Logarithm of Compute (& Data)`{=html}](https://www.lesswrong.com/posts/Gs7YJt5u9T95uWebu/intelligence-scales-as-the-logarithm-of-compute-and-data "Intelligence Scales as the Logarithm of Compute (& Data)"){.link-modified-recently .link-annotated-partial .id-not .include-annotation link-icon="LW" link-icon-type="text" link-icon-color="#7faf83"}** ## `“Nicotine: It Works; 3–8 IQ Point Gain, No Dose Response Relationship beyond 1mg [Meta-Analysis Re-Analysis]”, Jensen 2026`{=html} {#jensen-2026-section} **[`Nicotine: it works; 3–8 IQ point gain, no dose response relationship beyond 1mg [meta-analysis re-analysis]`{=html}](https://www.technotheoria.org/p/nicotine-it-works "'Nicotine: it works; 3–8 IQ point gain, no dose response relationship beyond 1mg [meta-analysis re-analysis]', Jensen 2026"){.link-annotated-partial .id-not .include-annotation}** ## `“Does Creatine Make You Smarter?”, dynomight 2026`{=html} {#dynomight-2026-section} **[`Does creatine make you smarter?`{=html}](https://dynomight.net/creatine/ "'Does creatine make you smarter?', dynomight 2026"){.link-annotated-partial .id-not .include-annotation link-icon="D" link-icon-type="text,mono"}** ## `“Brain Structure and IQ: How Myelin Elevates Intelligence”, Foot 2026`{=html} {#foot-2026-section} **[`Brain Structure and IQ: How Myelin Elevates Intelligence`{=html}](https://www.lesswrong.com/posts/uYXjSHmHyjbNzuZqk/brain-structure-and-iq-how-myelin-elevates-intelligence "'Brain Structure and IQ: How Myelin Elevates Intelligence', Foot 2026"){.link-annotated-partial .id-not .include-annotation link-icon="LW" link-icon-type="text" link-icon-color="#7faf83"}** ## `“#111: Embryo Selection and Frontier Genomics With Dr. Alex Young”, Hsu & Young 2026`{=html} {#hsu-young-2026-section} **[`#111: Embryo Selection and Frontier Genomics with Dr. Alex Young`{=html}](https://www.manifold1.com/episodes/embryo-selection-and-frontier-genomics-with-dr-alex-young-111/transcript "'#111: Embryo Selection and Frontier Genomics with Dr. Alex Young', Hsu & Young 2026"){.link-annotated .id-not .include-annotation link-icon="Hsu" link-icon-type="text,tri,sans"}** ## `“Do You like Dogs, Cats, Both, or Neither?”, Kirkegaard 2025`{=html} {#kirkegaard-2025-section} **[`Do you like dogs, cats, both, or neither?`{=html}](https://emilkirkegaard.dk/en/2025/08/do-you-like-dogs-cats-both-or-neither/ "'Do you like dogs, cats, both, or neither?', Kirkegaard 2025"){.link-annotated-partial .id-not .include-annotation}** ## `“IQ Is the Most Predictive Variable in Social Science”, Kirkegaard 2025`{=html} {#kirkegaard-2025-section} **[`IQ is the most predictive variable in social science`{=html}](https://emilkirkegaard.dk/en/2025/07/iq-is-the-most-predictive-variable-in-social-science/ "'IQ is the most predictive variable in social science', Kirkegaard 2025"){.id-not .include-annotation}** ::: aux-links-transclude-file ::: collapse **View External Link**: [`https://emilkirkegaard.dk/en/2025/07/iq-is-the-most-predictive-variable-in-social-science/`](https://emilkirkegaard.dk/en/2025/07/iq-is-the-most-predictive-variable-in-social-science/){.id-not .link-annotated-not .include-content .include-lazy} ::: ::: ## `“Three Promising Directions in the Study of Intelligence With Genetic Methods”, Lee & Morris 2025b`{=html} {#lee-morris-2025b-section} **[`Three Promising Directions in the Study of Intelligence With Genetic Methods`{=html}](/doc/iq/2025-lee-2.pdf "'Three Promising Directions in the Study of Intelligence With Genetic Methods', Lee & Morris 2025b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Reevaluating the Flynn Effect, and the Reversal: Temporal Trends and Measurement Invariance in Norwegian Armed Forces Intelligence Scores”, Nordmo et al 2025`{=html} {#nordmo-et-al-2025-section} **[`Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289625000121 "'Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores', Nordmo et al 2025"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Mathematics Matters or Maybe Not: An Astonishing Independence between Mathematics and the Rate of Learning in General Chemistry”`{=html} {#_19V0DjKH-section} **[`Mathematics Matters or Maybe Not: An Astonishing Independence between Mathematics and the Rate of Learning in General Chemistry`{=html}](https://pubs.acs.org/doi/10.1021/jacsau.4c01126 "Mathematics Matters or Maybe Not: An Astonishing Independence between Mathematics and the Rate of Learning in General Chemistry"){.link-annotated-partial .id-not .include-annotation link-icon="ACS" link-icon-type="text,tri" link-icon-color="#0a3d9a"}** ## `“Intelligence and Individual Differences in Astrological Belief”, Edwards et al 2025`{=html} {#edwards-et-al-2025-section} **[`Intelligence and Individual Differences in Astrological Belief`{=html}](/doc/iq/2025-edwards.pdf "'Intelligence and Individual Differences in Astrological Belief', Edwards et al 2025"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“No Effect of Additional Education on Long-Term Brain Structure—A Preregistered Natural Experiment in Thousands of Individuals”, Judd & Kievit 2025`{=html} {#judd-kievit-2025-section} **[`No effect of additional education on long-term brain structure—a preregistered natural experiment in thousands of individuals`{=html}](https://www.biorxiv.org/content/10.1101/2024.05.17.594682.full "'No effect of additional education on long-term brain structure—a preregistered natural experiment in thousands of individuals', Judd & Kievit 2025"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“The Relative Importance of Attractiveness and Intelligence to the Mate Preferences and Choices of Women and Their Parents”, Fugère et al 2025`{=html} {#fugère-et-al-2025-section} **[`The Relative Importance of Attractiveness and Intelligence to the Mate Preferences and Choices of Women and Their Parents`{=html}](/doc/sociology/2025-frugere.pdf "'The Relative Importance of Attractiveness and Intelligence to the Mate Preferences and Choices of Women and Their Parents', Fugère et al 2025"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cognitive Rationality Is Heritable and Lies under General Cognitive Ability”, Bates 2024`{=html} {#bates-2024-section} **[`Cognitive rationality is heritable and lies under general cognitive ability`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289624000898 "'Cognitive rationality is heritable and lies under general cognitive ability', Bates 2024"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“The Blood Metabolome of Cognitive Function and Brain Health in Middle-Aged Adults—Influences of Genes, Gut Microbiome, and Exposome”, Ahmad et al 2024`{=html} {#ahmad-et-al-2024-section} **[`The blood metabolome of cognitive function and brain health in middle-aged adults—influences of genes, gut microbiome, and exposome`{=html}](https://www.medrxiv.org/content/10.1101/2024.12.16.24317793.full "'The blood metabolome of cognitive function and brain health in middle-aged adults—influences of genes, gut microbiome, and exposome', Ahmad et al 2024"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“DNA and IQ: Big Deal or Much Ado about Nothing? A Meta-Analysis”, Oxley et al 2024`{=html} {#oxley-et-al-2024-section} **[`DNA and IQ: Big deal or much ado about nothing? A meta-analysis`{=html}](/doc/iq/2024-oxley.pdf "'DNA and IQ: Big deal or much ado about nothing? A meta-analysis', Oxley et al 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Pervasive Findings of Directional Selection Realize the Promise of Ancient DNA to Elucidate Human Adaptation”, Akbari et al 2024`{=html} {#akbari-et-al-2024-section} **[`Pervasive findings of directional selection realize the promise of ancient DNA to elucidate human adaptation`{=html}](https://www.biorxiv.org/content/10.1101/2024.09.14.613021.full "'Pervasive findings of directional selection realize the promise of ancient DNA to elucidate human adaptation', Akbari et al 2024"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Spatial Cognitive Ability Is Associated With Longevity in Food-Caching Chickadees”, Welklin et al 2024`{=html} {#welklin-et-al-2024-section} **[`Spatial cognitive ability is associated with longevity in food-caching chickadees`{=html}](/doc/psychology/animal/bird/2024-welklin.pdf "'Spatial cognitive ability is associated with longevity in food-caching chickadees', Welklin et al 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Early Cognitive Development and Psychopathology in Children at Familial High Risk for Schizophrenia”, Stephens et al 2024`{=html} {#stephens-et-al-2024-section} **[`Early cognitive development and psychopathology in children at familial high risk for schizophrenia`{=html}](/doc/psychiatry/schizophrenia/2024-stephens.pdf "'Early cognitive development and psychopathology in children at familial high risk for schizophrenia', Stephens et al 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Natural Selection Across Three Generations of Americans”, Hugh-Jones & Edwards 2024`{=html} {#hugh-jones-edwards-2024-section} **[`Natural Selection Across Three Generations of Americans`{=html}](/doc/genetics/selection/natural/human/dysgenics/2024-hughjones.pdf "'Natural Selection Across Three Generations of Americans', Hugh-Jones & Edwards 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Differences in Early Life Cognitive Function Explain the Association between Low Education and Early Dementia Risk”, Bratsberg et al 2024`{=html} {#bratsberg-et-al-2024-section} **[`Differences in early life cognitive function explain the association between low education and early dementia risk`{=html}](https://www.medrxiv.org/content/10.1101/2024.06.15.24308968.full "'Differences in early life cognitive function explain the association between low education and early dementia risk', Bratsberg et al 2024"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“An Endless Cycle of Ignorance Is the Consequence of Not Offering Classes on IQ and Human Intelligence”, Matzel 2024`{=html} {#matzel-2024-section} **[`An endless cycle of ignorance is the consequence of not offering classes on IQ and human intelligence`{=html}](/doc/iq/2024-matzel.pdf "'An endless cycle of ignorance is the consequence of not offering classes on IQ and human intelligence', Matzel 2024"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A 30-Nation Investigation of Lay Heritability Beliefs”, Ferris et al 2024`{=html} {#ferris-et-al-2024-section} **[`A 30-nation investigation of lay heritability beliefs`{=html}](https://pmc.ncbi.nlm.nih.gov/articles/PMC11528883/ "'A 30-nation investigation of lay heritability beliefs', Ferris et al 2024"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Effects of Gene Dosage on Cognitive Ability: A Function-Based Association Study across Brain and Non-Brain Processes”, Huguet et al 2024`{=html} {#huguet-et-al-2024-section} **[`Effects of gene dosage on cognitive ability: A function-based association study across brain and non-brain processes`{=html}](https://www.biorxiv.org/content/10.1101/2024.04.16.589618.full "'Effects of gene dosage on cognitive ability: A function-based association study across brain and non-brain processes', Huguet et al 2024"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Predicting Political Beliefs With Polygenic Scores for Cognitive Performance and Educational Attainment”, Edwards et al 2024`{=html} {#edwards-et-al-2024-section} **[`Predicting political beliefs with polygenic scores for cognitive performance and educational attainment`{=html}](/doc/iq/2024-edwards.pdf "'Predicting political beliefs with polygenic scores for cognitive performance and educational attainment', Edwards et al 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Uniquely Human Intelligence Arose from Expanded Information Capacity”, Cantlon & Piantadosi 2024`{=html} {#cantlon-piantadosi-2024-section} **[`Uniquely human intelligence arose from expanded information capacity`{=html}](/doc/iq/2024-cantlon.pdf "'Uniquely human intelligence arose from expanded information capacity', Cantlon & Piantadosi 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Math Items about Real-World Content Lower Test-Scores of Students from Families With Low Socioeconomic Status”, Muskens et al 2024`{=html} {#muskens-et-al-2024-section} **[`Math items about real-world content lower test-scores of students from families with low socioeconomic status`{=html}](https://www.nature.com/articles/s41539-024-00228-8 "'Math items about real-world content lower test-scores of students from families with low socioeconomic status', Muskens et al 2024"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“The Stability of Cognitive Abilities: A Meta-Analytic Review of Longitudinal Studies”, Breit et al 2024`{=html} {#breit-et-al-2024-section} **[`The stability of cognitive abilities: A meta-analytic review of longitudinal studies`{=html}](/doc/iq/2024-breit.pdf "'The stability of cognitive abilities: A meta-analytic review of longitudinal studies', Breit et al 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Narrowing the Diagnostic Gap: Genomes, Episignatures, Long-Read Sequencing, and Health Economic Analyses in an Exome-Negative Intellectual Disability Cohort”, Dias et al 2024`{=html} {#dias-et-al-2024-section} **[`Narrowing the diagnostic gap: Genomes, episignatures, long-read sequencing, and health economic analyses in an exome-negative intellectual disability cohort`{=html}](/doc/genetics/heritable/rare/2024-dias.pdf "'Narrowing the diagnostic gap: Genomes, episignatures, long-read sequencing, and health economic analyses in an exome-negative intellectual disability cohort', Dias et al 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Gene-Environment Correlation: The Role of Family Environment in Academic Development”, Zhou et al 2024`{=html} {#zhou-et-al-2024-2-section} **[`Gene-environment correlation: The role of family environment in academic development`{=html}](https://www.biorxiv.org/content/10.1101/2024.01.05.574339.full "'Gene-environment correlation: The role of family environment in academic development', Zhou et al 2024"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Are Children Spending Too Much Time on Enrichment Activities?”, Caetano et al 2024`{=html} {#caetano-et-al-2024-section} **[`Are children spending too much time on enrichment activities?`{=html}](/doc/iq/2024-caetano.pdf "'Are children spending too much time on enrichment activities?', Caetano et al 2024"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Heritable Polygenic Editing: the next Frontier in Genomic Medicine?”`{=html} {#_J22S4CRX-section} **[`Heritable polygenic editing: the next frontier in genomic medicine?`{=html}](https://www.nature.com/articles/s41586-024-08300-4 "Heritable polygenic editing: the next frontier in genomic medicine?"){.link-annotated-partial .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Executive Function and Impulsivity Predict Distinct Genetic Variance in Internalizing Problems, Externalizing Problems, Thought Disorders, and Compulsive Disorders: A Genomic Structural Equation Modeling Study”, Gustavson et al 2023`{=html} {#gustavson-et-al-2023-section} **[`Executive Function and Impulsivity Predict Distinct Genetic Variance in Internalizing Problems, Externalizing Problems, Thought Disorders, and Compulsive Disorders: A Genomic Structural Equation Modeling Study`{=html}](/doc/genetics/heritable/correlation/2023-gustavson.pdf "'Executive Function and Impulsivity Predict Distinct Genetic Variance in Internalizing Problems, Externalizing Problems, Thought Disorders, and Compulsive Disorders: A Genomic Structural Equation Modeling Study', Gustavson et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Power of Social Influence: A Replication and Extension of the Asch Experiment”, Franzen & Mader 2023`{=html} {#franzen-mader-2023-section} **[`The power of social influence: A replication and extension of the Asch experiment`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0294325 "'The power of social influence: A replication and extension of the Asch experiment', Franzen & Mader 2023"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Assessing the Impact of 20th Century Internal Migrations on the Genetic Structure of Estonia”, Kuznetsov et al 2023`{=html} {#kuznetsov-et-al-2023-section} **[`Assessing the impact of 20th century internal migrations on the genetic structure of Estonia`{=html}](https://www.biorxiv.org/content/10.1101/2023.10.25.564036.full "'Assessing the impact of 20th century internal migrations on the genetic structure of Estonia', Kuznetsov et al 2023"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Evidence of Interrelated Cognitive-Like Capabilities in Large Language Models: Indications of Artificial General Intelligence or Achievement?”, Ilić & Gignac 2023`{=html} {#ilić-gignac-2023-section} **[`Evidence of interrelated cognitive-like capabilities in large language models: Indications of artificial general intelligence or achievement?`{=html}](https://arxiv.org/abs/2310.11616 "'Evidence of interrelated cognitive-like capabilities in large language models: Indications of artificial general intelligence or achievement?', Ilić & Gignac 2023"){.link-annotated .id-not .include-annotation link-icon="𝛘" link-icon-type="text" link-icon-color="#b31b1b"}** ## `“Does Alleviating Poverty Increase Cognitive Performance? Short-Term & Long-Term Evidence from a Randomized Controlled Trial”, Szaszi et al 2023`{=html} {#szaszi-et-al-2023-section} **[`Does alleviating poverty increase cognitive performance? Short-term & long-term evidence from a randomized controlled trial`{=html}](/doc/iq/2023-szaszi.pdf "'Does alleviating poverty increase cognitive performance? Short-term & long-term evidence from a randomized controlled trial', Szaszi et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Heritability of Ability Tilts”, Coyle et al 2023`{=html} {#coyle-et-al-2023-section} **[`The heritability of ability tilts`{=html}](/doc/genetics/heritable/2023-coyle.pdf "'The heritability of ability tilts', Coyle et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Mapping the Genetic Evolutionary Timeline of Human Neural and Cognitive Traits”, Libedinsky et al 2023`{=html} {#libedinsky-et-al-2023-section} **[`Mapping the genetic evolutionary timeline of human neural and cognitive traits`{=html}](https://www.biorxiv.org/content/10.1101/2023.02.05.525539.full "'Mapping the genetic evolutionary timeline of human neural and cognitive traits', Libedinsky et al 2023"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“It Matters What and Where We Measure: Education and Ideology in a Swedish Twin Design”, Ahlskog 2023`{=html} {#ahlskog-2023-section} **[`It Matters What and Where We Measure: Education and Ideology in a Swedish Twin Design`{=html}](https://www.cambridge.org/core/journals/journal-of-experimental-political-science/article/it-matters-what-and-where-we-measure-education-and-ideology-in-a-swedish-twin-design/C10E64C1FA33E5D901462DDCA14A4FBC "'It Matters What and Where We Measure: Education and Ideology in a Swedish Twin Design', Ahlskog 2023"){.link-annotated .id-not .include-annotation link-icon="⛨" link-icon-type="text" link-icon-color="#ce0101"}** ## `“Associations Between Traumatic Brain Injury and Cognitive Decline Among Older Veteran Men—A Twin Study”, Chanti-Ketterl et al 2023`{=html} {#chanti-ketterl-et-al-2023-section} **[`Associations Between Traumatic Brain Injury and Cognitive Decline Among Older Veteran Men—A Twin Study`{=html}](/doc/psychiatry/traumatic-brain-injury/2023-chantiketterl.pdf "'Associations Between Traumatic Brain Injury and Cognitive Decline Among Older Veteran Men—A Twin Study', Chanti-Ketterl et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Correcting for Endogeneity in Models With Bunching”, Carolina et al 2023`{=html} {#carolina-et-al-2023-section} **[`Correcting for Endogeneity in Models with Bunching`{=html}](/doc/statistics/causality/2023-caetano.pdf "'Correcting for Endogeneity in Models with Bunching', Carolina et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Population-Level Genetic Variation Shapes Generative Brain Mechanisms”, Monaghan et al 2023`{=html} {#monaghan-et-al-2023-section} **[`Population-Level Genetic Variation Shapes Generative Brain Mechanisms`{=html}](https://www.biorxiv.org/content/10.1101/2023.08.31.555714.full "'Population-Level Genetic Variation Shapes Generative Brain Mechanisms', Monaghan et al 2023"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Using a Multi-Strategy Eye-Tracking Psychometric Model to Measure Intelligence and Identify Cognitive Strategy in Raven’s Advanced Progressive Matrices”, Liu et al 2023c`{=html} {#liu-et-al-2023c-section} **[`Using a multi-strategy eye-tracking psychometric model to measure intelligence and identify cognitive strategy in Raven’s advanced progressive matrices`{=html}](/doc/iq/2023-liu-3.pdf "'Using a multi-strategy eye-tracking psychometric model to measure intelligence and identify cognitive strategy in Raven’s advanced progressive matrices', Liu et al 2023c"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Comparing Theories With the Ising Model of Explanatory Coherence”, Maier et al 2023`{=html} {#maier-et-al-2023-1-section} **[`Comparing Theories With the Ising Model of Explanatory Coherence`{=html}](https://psycnet.apa.org/fulltext/2023-50323-001.html "'Comparing Theories With the Ising Model of Explanatory Coherence', Maier et al 2023"){.link-annotated .id-not .include-annotation link-icon="APA" link-icon-type="text,tri,sans" link-icon-color="#2c72b7"}** ## `“Evidence of Correlations between Human Partners Based on Systematic Reviews & Meta-Analyses of 22 Traits & UK Biobank Analysis of 133 Traits”, Horwitz et al 2023`{=html} {#horwitz-et-al-2023-section} **[`Evidence of correlations between human partners based on systematic reviews & meta-analyses of 22 traits & UK Biobank analysis of 133 traits`{=html}](/doc/sociology/2023-horwitz.pdf "'Evidence of correlations between human partners based on systematic reviews & meta-analyses of 22 traits & UK Biobank analysis of 133 traits', Horwitz et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Rare Coding Variants in Schizophrenia-Associated Genes Affect Generalised Cognition in the UK Biobank”, Fenner et al 2023`{=html} {#fenner-et-al-2023-section} **[`Rare coding variants in schizophrenia-associated genes affect generalised cognition in the UK Biobank`{=html}](https://www.medrxiv.org/content/10.1101/2023.08.14.23294074.full "'Rare coding variants in schizophrenia-associated genes affect generalised cognition in the UK Biobank', Fenner et al 2023"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Connectome-Based Predictive Modeling of Fluid Intelligence: Evidence for a Global System of Functionally Integrated Brain Networks”, Wilcox & Barbey 2023`{=html} {#wilcox-barbey-2023-section} **[`Connectome-based predictive modeling of fluid intelligence: evidence for a global system of functionally integrated brain networks`{=html}](/doc/iq/2023-wilcox.pdf "'Connectome-based predictive modeling of fluid intelligence: evidence for a global system of functionally integrated brain networks', Wilcox & Barbey 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“General Cognitive Ability, As Assessed by Self-Reported ACT Scores, Is Associated With Reduced Emotional Responding: Evidence from a Dynamic Affect Reactivity Task”, Robinson et al 2023`{=html} {#robinson-et-al-2023-section} **[`General cognitive ability, as assessed by self-reported ACT scores, is associated with reduced emotional responding: Evidence from a Dynamic Affect Reactivity Task`{=html}](/doc/iq/2023-robinson.pdf "'General cognitive ability, as assessed by self-reported ACT scores, is associated with reduced emotional responding: Evidence from a Dynamic Affect Reactivity Task', Robinson et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Replicable Brain-Phenotype Associations Require Large-Scale Neuroimaging Data”, Liu et al 2023b`{=html} {#liu-et-al-2023b-section} **[`Replicable brain-phenotype associations require large-scale neuroimaging data`{=html}](/doc/psychology/neuroscience/2023-liu-2.pdf "'Replicable brain-phenotype associations require large-scale neuroimaging data', Liu et al 2023b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Phenotypic Effects of Genetic Variants Associated With Autism”, Rolland et al 2023`{=html} {#rolland-et-al-2023-section} **[`Phenotypic effects of genetic variants associated with autism`{=html}](https://www.nature.com/articles/s41591-023-02408-2 "'Phenotypic effects of genetic variants associated with autism', Rolland et al 2023"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“The Garden of Forking Paths; An Evaluation of Joseph’s ‘A Reevaluation of the 1990 Minnesota Study of Twins Reared Apart IQ Study’”, Bouchard 2023`{=html} {#bouchard-2023-section} **[`The Garden of Forking Paths; An Evaluation of Joseph’s ‘A Reevaluation of the 1990 Minnesota Study of Twins Reared Apart IQ Study’`{=html}](/doc/genetics/heritable/adoption/2023-bouchard.pdf "'The Garden of Forking Paths; An Evaluation of Joseph’s ‘A Reevaluation of the 1990 Minnesota Study of Twins Reared Apart IQ Study’', Bouchard 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Talent Spotting in Crowd Prediction”, Atanasov & Himmelstein 2023`{=html} {#atanasov-himmelstein-2023-section} **[`Talent Spotting in Crowd Prediction`{=html}](/doc/statistics/prediction/2023-atanasov.pdf "'Talent Spotting in Crowd Prediction', Atanasov & Himmelstein 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Estimating the Parental Age Effect on Intelligence With Controlling for Confounding Effects from Genotypic Differences”, Wang 2023`{=html} {#wang-2023-2-section} **[`Estimating the parental age effect on intelligence with controlling for confounding effects from genotypic differences`{=html}](/doc/genetics/heritable/rare/2023-mingrui.pdf "'Estimating the parental age effect on intelligence with controlling for confounding effects from genotypic differences', Wang 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Meta-Analytic Relations between Personality and Cognitive Ability”, Stanek & Ones 2023`{=html} {#stanek-ones-2023-section} **[`Meta-analytic relations between personality and cognitive ability`{=html}](https://www.pnas.org/doi/10.1073/pnas.2212794120 "'Meta-analytic relations between personality and cognitive ability', Stanek & Ones 2023"){.link-annotated .id-not .include-annotation link-icon="PNAS" link-icon-type="text,quad" link-icon-color="#1f75b9"}** ## `“Is There a g in Gunslinger? Cognitive Predictors of Firearms Proficiency”, Cucina et al 2023`{=html} {#cucina-et-al-2023-section} **[`Is there a g in gunslinger? Cognitive predictors of firearms proficiency`{=html}](/doc/iq/2023-cucina.pdf "'Is there a g in gunslinger? Cognitive predictors of firearms proficiency', Cucina et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“LLMs and the Abstraction and Reasoning Corpus: Successes, Failures, and the Importance of Object-Based Representations”, Xu et al 2023`{=html} {#xu-et-al-2023-5-section} **[`LLMs and the Abstraction and Reasoning Corpus: Successes, Failures, and the Importance of Object-based Representations`{=html}](https://arxiv.org/abs/2305.18354 "'LLMs and the Abstraction and Reasoning Corpus: Successes, Failures, and the Importance of Object-based Representations', Xu et al 2023"){.link-annotated .id-not .include-annotation link-icon="𝛘" link-icon-type="text" link-icon-color="#b31b1b"}** ## `“The Cross-Cultural Generalizability of Cognitive Ability Measures: A Systematic Literature Review”, Wilson et al 2023`{=html} {#wilson-et-al-2023-2-section} **[`The cross-cultural generalizability of cognitive ability measures: A systematic literature review`{=html}](/doc/iq/2023-wilson.pdf "'The cross-cultural generalizability of cognitive ability measures: A systematic literature review', Wilson et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Looking for Flynn Effects in a Recent Online US Adult Sample: Examining Shifts within the SAPA Project”, Dworak et al 2023`{=html} {#dworak-et-al-2023-section} **[`Looking for Flynn effects in a recent online US adult sample: Examining shifts within the SAPA Project`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289623000156 "'Looking for Flynn effects in a recent online US adult sample: Examining shifts within the SAPA Project', Dworak et al 2023"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Intelligence and Life Expectancy in Late Adulthood: A Meta-Analysis”, Sanchez-Izquierdo et al 2023`{=html} {#sanchez-izquierdo-et-al-2023-section} **[`Intelligence and life expectancy in late adulthood: A meta-analysis`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289623000193 "'Intelligence and life expectancy in late adulthood: A meta-analysis', Sanchez-Izquierdo et al 2023"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Cognitive Ability and Creativity: Typology Contributions and a Meta-Analytic Review”, Serban et al 2023`{=html} {#serban-et-al-2023-section} **[`Cognitive ability and creativity: Typology contributions and a meta-analytic review`{=html}](/doc/iq/2023-serban.pdf "'Cognitive ability and creativity: Typology contributions and a meta-analytic review', Serban et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Effects of Creatine Supplementation on Cognitive Performance—A Randomized Controlled Study”, Sandkühler et al 2023`{=html} {#sandkühler-et-al-2023-section} **[`The effects of creatine supplementation on cognitive performance—a randomized controlled study`{=html}](https://www.medrxiv.org/content/10.1101/2023.04.05.23288194.full "'The effects of creatine supplementation on cognitive performance—a randomized controlled study', Sandkühler et al 2023"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Genetic Contributions of Noncognitive Skills to Academic Development”, Malanchini et al 2023`{=html} {#malanchini-et-al-2023-section} **[`Genetic contributions of noncognitive skills to academic development`{=html}](https://www.biorxiv.org/content/10.1101/2023.04.03.535380.full "'Genetic contributions of noncognitive skills to academic development', Malanchini et al 2023"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“No Appreciable Effect of Education on Aging-Associated Declines in Cognition: A 20-Year Follow-Up Study”, Sala et al 2023`{=html} {#sala-et-al-2023-section} **[`No Appreciable Effect of Education on Aging-Associated Declines in Cognition: A 20-Year Follow-Up Study`{=html}](/doc/iq/2023-sala.pdf "'No Appreciable Effect of Education on Aging-Associated Declines in Cognition: A 20-Year Follow-Up Study', Sala et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Gene-Environment Interplay in Early Life Cognitive Development”, Stumm et al 2023`{=html} {#stumm-et-al-2023-section} **[`Gene-environment interplay in early life cognitive development`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289623000296 "'Gene-environment interplay in early life cognitive development', Stumm et al 2023"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Language Is Not All You Need: Aligning Perception With Language Models (Kosmos-1)”, Huang et al 2023`{=html} {#huang-et-al-2023-7-section} **[`Language Is Not All You Need: Aligning Perception with Language Models (Kosmos-1)`{=html}](https://arxiv.org/abs/2302.14045#microsoft "'Language Is Not All You Need: Aligning Perception with Language Models (Kosmos-1)', Huang et al 2023"){.link-annotated .id-not .include-annotation link-icon="MS" link-icon-type="text,sans,italic"}** ## `“Structural-Functional Brain Network Coupling Predicts Human Cognitive Ability”, Popp et al 2023`{=html} {#popp-et-al-2023-section} **[`Structural-Functional Brain Network Coupling Predicts Human Cognitive Ability`{=html}](https://www.biorxiv.org/content/10.1101/2023.02.09.527639.full "'Structural-Functional Brain Network Coupling Predicts Human Cognitive Ability', Popp et al 2023"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Reevaluating the Dunning-Kruger Effect: A Response to and Replication of Gignac & Zajenkowski 2020”, Dunkel et al 2023`{=html} {#dunkel-et-al-2023-section} **[`Reevaluating the Dunning-Kruger effect: A response to and replication of Gignac & Zajenkowski 2020`{=html}](/doc/iq/2023-dunkel.pdf "'Reevaluating the Dunning-Kruger effect: A response to and replication of Gignac & Zajenkowski 2020', Dunkel et al 2023"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“National Mean IQ Estimates: Validity, Data Quality, and Recommendations”, Warne 2022`{=html} {#warne-2022-section} **[`National Mean IQ Estimates: Validity, Data Quality, and Recommendations`{=html}](/doc/iq/2022-warne.pdf "'National Mean IQ Estimates: Validity, Data Quality, and Recommendations', Warne 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Emergent Analogical Reasoning in Large Language Models”, Webb et al 2022`{=html} {#webb-et-al-2022-section} **[`Emergent Analogical Reasoning in Large Language Models`{=html}](https://arxiv.org/abs/2212.09196 "'Emergent Analogical Reasoning in Large Language Models', Webb et al 2022"){.link-annotated .id-not .include-annotation link-icon="𝛘" link-icon-type="text" link-icon-color="#b31b1b"}** ## `“The Association between Intelligence and Face Processing Abilities: A Conceptual and Meta-Analytic Review”, Walker et al 2022`{=html} {#walker-et-al-2022-section} **[`The association between intelligence and face processing abilities: A conceptual and meta-analytic review`{=html}](/doc/iq/2022-walker.pdf "'The association between intelligence and face processing abilities: A conceptual and meta-analytic review', Walker et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Sophisticated Deviants: Intelligence and Radical Economic Attitudes”, Lin & Bates 2022`{=html} {#lin-bates-2022-1-section} **[`Sophisticated deviants: Intelligence and radical economic attitudes`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289622000800 "'Sophisticated deviants: Intelligence and radical economic attitudes', Lin & Bates 2022"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Today’s Older Adults Are Cognitively Fitter Than Older Adults Were 20 Years Ago, but When and How They Decline Is No Different Than in the Past”, Gerstorf et al 2022`{=html} {#gerstorf-et-al-2022-section} **[`Today’s Older Adults Are Cognitively Fitter Than Older Adults Were 20 Years Ago, but When and How They Decline Is No Different Than in the Past`{=html}](https://journals.sagepub.com/doi/10.1177/09567976221118541 "'Today’s Older Adults Are Cognitively Fitter Than Older Adults Were 20 Years Ago, but When and How They Decline Is No Different Than in the Past', Gerstorf et al 2022"){.link-annotated .id-not .include-annotation link-icon="SAGE" link-icon-type="text,quad,sans" link-icon-color="#046ff8"}** ## `“Do Children Cause the Cognitive Stimulation They Receive? Modeling the Direction of Causality”, Oginni & Stumm 2022`{=html} {#oginni-stumm-2022-section} **[`Do children cause the cognitive stimulation they receive? Modeling the direction of causality`{=html}](https://osf.io/preprints/psyarxiv/pqf78/ "'Do children cause the cognitive stimulation they receive? Modeling the direction of causality', Oginni & Stumm 2022"){.link-annotated .id-not .include-annotation link-icon="ψ" link-icon-type="text" link-icon-color="#cf1d35"}** ## `“Factor Structure of Intelligence and Divergent Thinking Subtests: A Registered Report”, Warne et al 2022`{=html} {#warne-et-al-2022-section} **[`Factor structure of intelligence and divergent thinking subtests: A registered report`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0274921 "'Factor structure of intelligence and divergent thinking subtests: A registered report', Warne et al 2022"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Originality in Online Dating Profile Texts: How Does Perceived Originality Affect Impression Formation and What Makes a Text Original?”, Zanden et al 2022`{=html} {#zanden-et-al-2022-section} **[`Originality in online dating profile texts: How does perceived originality affect impression formation and what makes a text original?`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0274860 "'Originality in online dating profile texts: How does perceived originality affect impression formation and what makes a text original?', Zanden et al 2022"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Cognitive Functioning of Unaffected First-Degree Relatives of Individuals With Late-Onset Alzheimer’s Disease: A Systematic Literature Review and Meta-Analysis”, Ramos et al 2022`{=html} {#ramos-et-al-2022-section} **[`Cognitive Functioning of Unaffected First-degree Relatives of Individuals With Late-onset Alzheimer’s Disease: A Systematic Literature Review and Meta-analysis`{=html}](https://rd.springer.com/article/10.1007/s11065-022-09555-2 "'Cognitive Functioning of Unaffected First-degree Relatives of Individuals With Late-onset Alzheimer’s Disease: A Systematic Literature Review and Meta-analysis', Ramos et al 2022"){.link-annotated .id-not .include-annotation link-icon="springerlink" link-icon-type="svg"}** ## `“Polygenic Influences Associated With Adolescent Cognitive Skills”, Mitchell et al 2022`{=html} {#mitchell-et-al-2022-3-section} **[`Polygenic influences associated with adolescent cognitive skills`{=html}](/doc/iq/2022-mitchell.pdf "'Polygenic influences associated with adolescent cognitive skills', Mitchell et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Identification of 64 New Risk Loci for Major Depression, Refinement of the Genetic Architecture and Risk Prediction of Recurrence and Comorbidities”, Als et al 2022`{=html} {#als-et-al-2022-section} **[`Identification of 64 new risk loci for major depression, refinement of the genetic architecture and risk prediction of recurrence and comorbidities`{=html}](https://www.medrxiv.org/content/10.1101/2022.08.24.22279149.full "'Identification of 64 new risk loci for major depression, refinement of the genetic architecture and risk prediction of recurrence and comorbidities', Als et al 2022"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Cognitive Training: A Field in Search of a Phenomenon”, Gobet & Sala 2022`{=html} {#gobet-sala-2022-section} **[`Cognitive Training: A Field in Search of a Phenomenon`{=html}](https://journals.sagepub.com/doi/10.1177/17456916221091830 "'Cognitive Training: A Field in Search of a Phenomenon', Gobet & Sala 2022"){.link-annotated .id-not .include-annotation link-icon="SAGE" link-icon-type="text,quad,sans" link-icon-color="#046ff8"}** ## `“The Association Between Cognitive Ability and Body Mass Index: A Sibling-Comparison Analysis in Four Longitudinal Studies”, Wright et al 2022`{=html} {#wright-et-al-2022-1-section} **[`The Association Between Cognitive Ability and Body Mass Index: A Sibling-Comparison Analysis in Four Longitudinal Studies`{=html}](https://www.medrxiv.org/content/10.1101/2022.08.05.22277792.full "'The Association Between Cognitive Ability and Body Mass Index: A Sibling-Comparison Analysis in Four Longitudinal Studies', Wright et al 2022"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“A Genome-Wide Association Study of Chinese and English Language Abilities in Hong Kong Chinese Children”, Lin et al 2022`{=html} {#lin-et-al-2022-01-section} **[`A genome-wide association study of Chinese and English language abilities in Hong Kong Chinese children`{=html}](https://www.medrxiv.org/content/10.1101/2022.08.01.22278296.full "'A genome-wide association study of Chinese and English language abilities in Hong Kong Chinese children', Lin et al 2022"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Science Beliefs, Political Ideology, and Cognitive Sophistication”, Pennycook et al 2022`{=html} {#pennycook-et-al-2022-section} **[`Science beliefs, political ideology, and cognitive sophistication`{=html}](/doc/science/2022-pennycook.pdf "'Science beliefs, political ideology, and cognitive sophistication', Pennycook et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Biological Basis of Intelligence: Benchmark Findings”, Hilger et al 2022`{=html} {#hilger-et-al-2022-section} **[`The biological basis of intelligence: Benchmark findings`{=html}](/doc/iq/2022-hilger.pdf "'The biological basis of intelligence: Benchmark findings', Hilger et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“On the Prediction of Human Intelligence from Neuroimaging: A Systematic Review of Methods and Reporting”, Vieira et al 2022`{=html} {#vieira-et-al-2022-section} **[`On the prediction of human intelligence from neuroimaging: A systematic review of methods and reporting`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289622000356 "'On the prediction of human intelligence from neuroimaging: A systematic review of methods and reporting', Vieira et al 2022"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“An Intelligent Mind in a Healthy Body? Predicting Health by Cognitive Ability in a Large European Sample”, Fries & Pietschnig 2022`{=html} {#fries-pietschnig-2022-section} **[`An intelligent mind in a healthy body? Predicting health by cognitive ability in a large European sample`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289622000472 "'An intelligent mind in a healthy body? Predicting health by cognitive ability in a large European sample', Fries & Pietschnig 2022"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“This Is Air: The ‘Non-Health’ Effects of Air Pollution”, Aguilar-Gomez et al 2022`{=html} {#aguilar-gomez-et-al-2022-section} **[`This Is Air: The ‘Non-Health’ Effects of Air Pollution`{=html}](/doc/economics/2022-aguilargomez.pdf "'This Is Air: The ‘Non-Health’ Effects of Air Pollution', Aguilar-Gomez et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Impact of Rare Protein Coding Genetic Variation on Adult Cognitive Function”, Chen et al 2022`{=html} {#chen-et-al-2022-rare-variants-section} **[`The impact of rare protein coding genetic variation on adult cognitive function`{=html}](https://www.medrxiv.org/content/10.1101/2022.06.24.22276728.full "'The impact of rare protein coding genetic variation on adult cognitive function', Chen et al 2022"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Personality and Intelligence: A Meta-Analysis”, Anglim et al 2022`{=html} {#anglim-et-al-2022-section} **[`Personality and Intelligence: A Meta-Analysis`{=html}](/doc/psychology/personality/2022-anglim.pdf "'Personality and Intelligence: A Meta-Analysis', Anglim et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Filling in the Gaps: False Memories and Partisan Bias”, Armaly & Enders 2022`{=html} {#armaly-enders-2022-section} **[`Filling in the Gaps: False Memories and Partisan Bias`{=html}](/doc/psychology/personality/narcissism/2022-armaly.pdf "'Filling in the Gaps: False Memories and Partisan Bias', Armaly & Enders 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Course of General Cognitive Ability in Individuals With Psychotic Disorders”, Jonas et al 2022`{=html} {#jonas-et-al-2022-section} **[`The Course of General Cognitive Ability in Individuals With Psychotic Disorders`{=html}](/doc/psychiatry/schizophrenia/2022-jonas.pdf "'The Course of General Cognitive Ability in Individuals With Psychotic Disorders', Jonas et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Of Differing Methods, Disputed Estimates and Discordant Interpretations: the Meta-Analytical Multiverse of Brain Volume and IQ Associations”, Pietschnig et al 2022`{=html} {#pietschnig-et-al-2022-section} **[`Of differing methods, disputed estimates and discordant interpretations: the meta-analytical multiverse of brain volume and IQ associations`{=html}](https://royalsocietypublishing.org/doi/10.1098/rsos.211621 "'Of differing methods, disputed estimates and discordant interpretations: the meta-analytical multiverse of brain volume and IQ associations', Pietschnig et al 2022"){.link-annotated .id-not .include-annotation link-icon="RS" link-icon-type="text" link-icon-color="#d31245"}** ## `“The Impact of Digital Media on Children’s Intelligence While Controlling for Genetic Differences in Cognition and Socioeconomic Background”, Sauce et al 2022`{=html} {#sauce-et-al-2022-section} **[`The impact of digital media on children’s intelligence while controlling for genetic differences in cognition and socioeconomic background`{=html}](https://www.nature.com/articles/s41598-022-11341-2 "'The impact of digital media on children’s intelligence while controlling for genetic differences in cognition and socioeconomic background', Sauce et al 2022"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Robust Associations between White Matter Microstructure and General Intelligence”, Stammen et al 2022`{=html} {#stammen-et-al-2022-section} **[`Robust associations between white matter microstructure and general intelligence`{=html}](https://www.biorxiv.org/content/10.1101/2022.05.02.490274.full "'Robust associations between white matter microstructure and general intelligence', Stammen et al 2022"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Birth Order Differences in Education Originate in Postnatal Environments”, Isungset et al 2022`{=html} {#isungset-et-al-2022-1-section} **[`Birth order differences in education originate in postnatal environments`{=html}](https://academic.oup.com/pnasnexus/article/1/2/pgac051/6604844 "'Birth order differences in education originate in postnatal environments', Isungset et al 2022"){.link-annotated .id-not .include-annotation link-icon="OUP" link-icon-type="text,tri" link-icon-color="#011d3f"}** ## `“Effort Impacts IQ Test Scores in a Minor Way: A Multi-Study Investigation With Healthy Adult Volunteers”, Bates & Gignac 2022`{=html} {#bates-gignac-2022-section} **[`Effort impacts IQ test scores in a minor way: A multi-study investigation with healthy adult volunteers`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289622000332 "'Effort impacts IQ test scores in a minor way: A multi-study investigation with healthy adult volunteers', Bates & Gignac 2022"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Are Piagetian Scales Just Intelligence Tests?”, Lasker 2022`{=html} {#lasker-2022-section} **[`Are Piagetian Scales Just Intelligence Tests?`{=html}](https://osf.io/preprints/psyarxiv/4bqc5/ "'Are Piagetian Scales Just Intelligence Tests?', Lasker 2022"){.link-annotated .id-not .include-annotation link-icon="ψ" link-icon-type="text" link-icon-color="#cf1d35"}** ## `“The Sexes Do Not Differ in General Intelligence, but They Do in Some Specifics”, Reynolds et al 2022`{=html} {#reynolds-et-al-2022-section} **[`The sexes do not differ in general intelligence, but they do in some specifics`{=html}](/doc/iq/2022-reynolds.pdf "'The sexes do not differ in general intelligence, but they do in some specifics', Reynolds et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Effect of Universal Salt Iodization on Cognitive Test Scores in Rural India”, Tafesse 2022`{=html} {#tafesse-2022-section} **[`The effect of Universal Salt Iodization on cognitive test scores in rural India`{=html}](/doc/iodine/2022-tafesse.pdf "'The effect of Universal Salt Iodization on cognitive test scores in rural India', Tafesse 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genome-Wide Association Study of Occupational Attainment As a Proxy for Cognitive Reserve”, Ko et al 2022`{=html} {#ko-et-al-2022-section} **[`Genome-wide association study of occupational attainment as a proxy for cognitive reserve`{=html}](/doc/psychiatry/alzheimers/2022-ko.pdf "'Genome-wide association study of occupational attainment as a proxy for cognitive reserve', Ko et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Multivariate Genetic Analysis of Personality and Cognitive Traits Reveals Abundant Pleiotropy and Improves Prediction”, Hindley et al 2022`{=html} {#hindley-et-al-2022-section} **[`Multivariate genetic analysis of personality and cognitive traits reveals abundant pleiotropy and improves prediction`{=html}](https://www.biorxiv.org/content/10.1101/2022.02.28.481967.full "'Multivariate genetic analysis of personality and cognitive traits reveals abundant pleiotropy and improves prediction', Hindley et al 2022"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Quantifying Bias from Measurable & Unmeasurable Confounders Across 3 Domains of Individual Determinants of Political Preferences”, Ahlskog & Oskarsson 2022`{=html} {#ahlskog-oskarsson-2022-section} **[`Quantifying Bias from Measurable & Unmeasurable Confounders Across 3 Domains of Individual Determinants of Political Preferences`{=html}](/doc/sociology/2022-ahlskog.pdf "'Quantifying Bias from Measurable & Unmeasurable Confounders Across 3 Domains of Individual Determinants of Political Preferences', Ahlskog & Oskarsson 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Mental Speed Is High Until Age 60 As Revealed by Analysis of over a Million Participants”, Krause et al 2022`{=html} {#krause-et-al-2022-section} **[`Mental speed is high until age 60 as revealed by analysis of over a million participants`{=html}](/doc/iq/2022-vonkrause.pdf "'Mental speed is high until age 60 as revealed by analysis of over a million participants', Krause et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“General Cognitive Ability and Pericortical Contrast”, Drakulich et al 2022`{=html} {#drakulich-et-al-2022-section} **[`General cognitive ability and pericortical contrast`{=html}](/doc/iq/2022-drakulich.pdf "'General cognitive ability and pericortical contrast', Drakulich et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Neurocognitive Profile of Adolescents With Early-Onset Schizophrenia and Their Unaffected Siblings”, Vyas et al 2022`{=html} {#vyas-et-al-2022-2-section} **[`Neurocognitive profile of adolescents with early-onset schizophrenia and their unaffected siblings`{=html}](/doc/psychiatry/schizophrenia/2022-vyas.pdf "'Neurocognitive profile of adolescents with early-onset schizophrenia and their unaffected siblings', Vyas et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Genetics of Specific Cognitive Abilities”, Procopio et al 2022`{=html} {#procopio-et-al-2022-section} **[`The genetics of specific cognitive abilities`{=html}](https://www.biorxiv.org/content/10.1101/2022.02.05.479237.full "'The genetics of specific cognitive abilities', Procopio et al 2022"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Multitask Brain Network Reconfiguration Is Inversely Associated With Human Intelligence”, Thiele et al 2022`{=html} {#thiele-et-al-2022-section} **[`Multitask Brain Network Reconfiguration Is Inversely Associated with Human Intelligence`{=html}](/doc/iq/2022-thiele.pdf "'Multitask Brain Network Reconfiguration Is Inversely Associated with Human Intelligence', Thiele et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Strong Dependency between Changes in Fluid and Crystallized Abilities in Human Cognitive Aging”, Tucker-Drob et al 2022`{=html} {#tucker-drob-et-al-2022-section} **[`A strong dependency between changes in fluid and crystallized abilities in human cognitive aging`{=html}](https://www.science.org/doi/10.1126/sciadv.abj2422 "'A strong dependency between changes in fluid and crystallized abilities in human cognitive aging', Tucker-Drob et al 2022"){.link-annotated .id-not .include-annotation link-icon="S" link-icon-type="text" link-icon-color="#ca2015"}** ## `“Process Differences As a Function of Test Modifications: Construct Validity of Raven’s Advanced Progressive Matrices under Standard, Abbreviated And/or Speeded Conditions—A Meta-Analysis”, Tatel et al 2022`{=html} {#tatel-et-al-2022-section} **[`Process differences as a function of test modifications: Construct validity of Raven’s advanced progressive matrices under standard, abbreviated and/or speeded conditions—A meta-analysis`{=html}](/doc/iq/2022-tatel.pdf "'Process differences as a function of test modifications: Construct validity of Raven’s advanced progressive matrices under standard, abbreviated and/or speeded conditions—A meta-analysis', Tatel et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Evidence on the Acute and Residual Neurocognitive Effects of Cannabis Use in Adolescents and Adults: a Systematic Meta-Review of Meta-Analyses”, Dellazizzo et al 2022`{=html} {#dellazizzo-et-al-2022-section} **[`Evidence on the acute and residual neurocognitive effects of cannabis use in adolescents and adults: a systematic meta-review of meta-analyses`{=html}](/doc/marijuana/2022-dellazizzo.pdf "'Evidence on the acute and residual neurocognitive effects of cannabis use in adolescents and adults: a systematic meta-review of meta-analyses', Dellazizzo et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Rare Genetic Variants Correlate With Better Processing Speed”, Song et al 2022`{=html} {#song-et-al-2022-2-section} **[`Rare Genetic Variants Correlate with Better Processing Speed`{=html}](https://www.biorxiv.org/content/10.1101/2022.01.12.476030.full "'Rare Genetic Variants Correlate with Better Processing Speed', Song et al 2022"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“High Associative Neuron Numbers Could Drive Cognitive Performance in Corvid Species”, Ströckens et al 2022`{=html} {#ströckens-et-al-2022-section} **[`High associative neuron numbers could drive cognitive performance in corvid species`{=html}](https://onlinelibrary.wiley.com/doi/full/10.1002/cne.25298 "'High associative neuron numbers could drive cognitive performance in corvid species', Ströckens et al 2022"){.link-annotated .id-not .include-annotation link-icon="W" link-icon-type="text,sans"}** ## `“Changing Developmental Priorities between Executive Functions, Working Memory, and Reasoning in the Formation of g 6–12 Years”, Demetriou et al 2022`{=html} {#demetriou-et-al-2022-section} **[`Changing developmental priorities between executive functions, working memory, and reasoning in the formation of g 6–12 years`{=html}](/doc/iq/2022-demetriou.pdf "'Changing developmental priorities between executive functions, working memory, and reasoning in the formation of g 6–12 years', Demetriou et al 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Spatial Ability As a Distinct Domain of Human Cognition: An Evolutionary Perspective”, Geary 2022`{=html} {#geary-2022-section} **[`Spatial ability as a distinct domain of human cognition: An evolutionary perspective`{=html}](/doc/iq/2022-geary.pdf "'Spatial ability as a distinct domain of human cognition: An evolutionary perspective', Geary 2022"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cognitive Reflection, Cognitive Intelligence, and Cognitive Abilities: A Meta-Analysis”, Otero et al 2022`{=html} {#otero-et-al-2022-section} **[`Cognitive reflection, cognitive intelligence, and cognitive abilities: A meta-analysis`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289621000982 "'Cognitive reflection, cognitive intelligence, and cognitive abilities: A meta-analysis', Otero et al 2022"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“High Tech Crime, High Intellectual Crime? Comparing the Intellectual Capabilities of Cybercriminals, Traditional Criminals and Non-Criminals”, Schiks et al 2022`{=html} {#schiks-et-al-2022-section} **[`High tech crime, high intellectual crime? Comparing the intellectual capabilities of cybercriminals, traditional criminals and non-criminals`{=html}](https://www.sciencedirect.com/science/article/pii/S0747563221003083 "'High tech crime, high intellectual crime? Comparing the intellectual capabilities of cybercriminals, traditional criminals and non-criminals', Schiks et al 2022"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Rare Genetic Variants in Genes and Loci Linked to Dominant Monogenic Developmental Disorders Cause Milder Related Phenotypes in the General Population”, Kingdom et al 2022`{=html} {#kingdom-et-al-2022-section} **[`Rare genetic variants in genes and loci linked to dominant monogenic developmental disorders cause milder related phenotypes in the general population`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9300873/ "'Rare genetic variants in genes and loci linked to dominant monogenic developmental disorders cause milder related phenotypes in the general population', Kingdom et al 2022"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Revisiting Meta-Analytic Estimates of Validity in Personnel Selection: Addressing Systematic Overcorrection for Restriction of Range”, Sackett et al 2021`{=html} {#sackett-et-al-2021-section} **[`Revisiting Meta-Analytic Estimates of Validity in Personnel Selection: Addressing Systematic Overcorrection for Restriction of Range`{=html}](/doc/statistics/meta-analysis/2021-sackett.pdf "'Revisiting Meta-Analytic Estimates of Validity in Personnel Selection: Addressing Systematic Overcorrection for Restriction of Range', Sackett et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence, Errors, and Cooperation in Repeated Interactions”, Proto et al 2021`{=html} {#proto-et-al-2021-section} **[`Intelligence, Errors, and Cooperation in Repeated Interactions`{=html}](/doc/iq/2021-proto.pdf "'Intelligence, Errors, and Cooperation in Repeated Interactions', Proto et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“How Malleable Are Cognitive Abilities? A Critical Perspective on Popular Brief Interventions”, Moreau 2021`{=html} {#moreau-2021-section} **[`How malleable are cognitive abilities? A critical perspective on popular brief interventions`{=html}](/doc/dual-n-back/2021-moreau.pdf "'How malleable are cognitive abilities? A critical perspective on popular brief interventions', Moreau 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Familial Risk and Heritability of Intellectual Disability: a Population-Based Cohort Study in Sweden”, Lichtenstein et al 2021`{=html} {#lichtenstein-et-al-2021-section} **[`Familial risk and heritability of intellectual disability: a population-based cohort study in Sweden`{=html}](https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.13560 "'Familial risk and heritability of intellectual disability: a population-based cohort study in Sweden', Lichtenstein et al 2021"){.link-annotated .id-not .include-annotation link-icon="W" link-icon-type="text,sans"}** ## `“A Polygenic Score for Educational Attainment Partially Predicts Voter Turnout”, Dawes et al 2021`{=html} {#dawes-et-al-2021-section} **[`A polygenic score for educational attainment partially predicts voter turnout`{=html}](https://www.pnas.org/doi/full/10.1073/pnas.2022715118 "'A polygenic score for educational attainment partially predicts voter turnout', Dawes et al 2021"){.link-annotated .id-not .include-annotation link-icon="PNAS" link-icon-type="text,quad" link-icon-color="#1f75b9"}** ## `“On the Working Memory of Humans and Great Apes: Strikingly Similar or Remarkably Different?”, Read et al 2021`{=html} {#read-et-al-2021-section} **[`On the Working Memory of Humans and Great Apes: Strikingly Similar or Remarkably Different?`{=html}](https://www.sciencedirect.com/science/article/pii/S0149763421005674 "'On the Working Memory of Humans and Great Apes: Strikingly Similar or Remarkably Different?', Read et al 2021"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“The Secular Trend of Intelligence Test Scores: The Danish Experience for Young Men Born 1940–2000”, Hegelund et al 2021`{=html} {#hegelund-et-al-2021-1-section} **[`The secular trend of intelligence test scores: The Danish experience for young men born 1940–2000`{=html}](https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0261117 "'The secular trend of intelligence test scores: The Danish experience for young men born 1940–2000', Hegelund et al 2021"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Does Self-Control Outdo IQ in Predicting Academic Performance?”, Vazsonyi et al 2021`{=html} {#vazsonyi-et-al-2021-section} **[`Does Self-control Outdo IQ in Predicting Academic Performance?`{=html}](/doc/iq/2021-vazsonyi.pdf "'Does Self-control Outdo IQ in Predicting Academic Performance?', Vazsonyi et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Even the Stars Think That I Am Superior: Personality, Intelligence and Belief in Astrology”, Andersson et al 2021`{=html} {#andersson-et-al-2021-section} **[`Even the stars think that I am superior: Personality, intelligence and belief in astrology`{=html}](https://www.sciencedirect.com/science/article/pii/S0191886921007686 "'Even the stars think that I am superior: Personality, intelligence and belief in astrology', Andersson et al 2021"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Genetically Informed, Multilevel Analysis of the Flynn Effect across 4 Decades & 3 WISC Versions”, Giangrande et al 2021`{=html} {#giangrande-et-al-2021-section} **[`Genetically informed, multilevel analysis of the Flynn Effect across 4 decades & 3 WISC versions`{=html}](/doc/iq/2021-giangrande.pdf "'Genetically informed, multilevel analysis of the Flynn Effect across 4 decades & 3 WISC versions', Giangrande et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Fluid Intelligence and the Locus Coeruleus-Norepinephrine System”, Tsukahara & Engle 2021`{=html} {#tsukahara-engle-2021-section} **[`Fluid intelligence and the locus coeruleus-norepinephrine system`{=html}](https://www.pnas.org/doi/full/10.1073/pnas.2110630118 "'Fluid intelligence and the locus coeruleus-norepinephrine system', Tsukahara & Engle 2021"){.link-annotated .id-not .include-annotation link-icon="PNAS" link-icon-type="text,quad" link-icon-color="#1f75b9"}** ## `“Intelligence Disclosure and Cooperation in Repeated Interactions”, Lambrecht et al 2021`{=html} {#lambrecht-et-al-2021-section} **[`Intelligence Disclosure and Cooperation in Repeated Interactions`{=html}](https://www.econstor.eu/bitstream/10419/263654/1/dp15438.pdf "'Intelligence Disclosure and Cooperation in Repeated Interactions', Lambrecht et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Celebrity Worship and Cognitive Skills Revisited: Applying Cattell’s Two-Factor Theory of Intelligence in a Cross-Sectional Study”, McCutcheon et al 2021`{=html} {#mccutcheon-et-al-2021-section} **[`Celebrity worship and cognitive skills revisited: applying Cattell’s two-factor theory of intelligence in a cross-sectional study`{=html}](https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-021-00679-3 "'Celebrity worship and cognitive skills revisited: applying Cattell’s two-factor theory of intelligence in a cross-sectional study', McCutcheon et al 2021"){.link-annotated .id-not .include-annotation link-icon="springerlink" link-icon-type="svg"}** ## `“Personality Differences in Gifted versus Non-Gifted Individuals: A Three-Level Meta-Analysis”, Ogurlu & Özbey 2021`{=html} {#ogurlu-özbey-2021-section} **[`Personality differences in gifted versus non-gifted individuals: A three-level meta-analysis`{=html}](/doc/psychology/personality/openness/2021-ogurlu.pdf "'Personality differences in gifted versus non-gifted individuals: A three-level meta-analysis', Ogurlu & Özbey 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Forecasting Skills in Experimental Markets: Illusion or Reality?”, Corgnet et al 2021`{=html} {#corgnet-et-al-2021-section} **[`Forecasting Skills in Experimental Markets: Illusion or Reality?`{=html}](/doc/statistics/prediction/2021-corgnet.pdf "'Forecasting Skills in Experimental Markets: Illusion or Reality?', Corgnet et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genome-Wide Association Analyses of Individual Differences in Quantitatively Assessed Reading-Related and Language-Related Skills in up to 34,000 People”, Eising et al 2021`{=html} {#eising-et-al-2021-section} **[`Genome-wide association analyses of individual differences in quantitatively assessed reading-related and language-related skills in up to 34,000 people`{=html}](https://www.biorxiv.org/content/10.1101/2021.11.04.466897.full "'Genome-wide association analyses of individual differences in quantitatively assessed reading-related and language-related skills in up to 34,000 people', Eising et al 2021"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Intelligence Can Be Detected but Is Not Found Attractive in Videos and Live Interactions”, Driebe et al 2021`{=html} {#driebe-et-al-2021-section} **[`Intelligence can be detected but is not found attractive in videos and live interactions`{=html}](/doc/iq/2021-driebe.pdf "'Intelligence can be detected but is not found attractive in videos and live interactions', Driebe et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Testing the Structure of Human Cognitive Ability Using Evidence Obtained from the Impact of Brain Lesions over Abilities”, Protzko & Colom 2021`{=html} {#protzko-colom-2021-section} **[`Testing the structure of human cognitive ability using evidence obtained from the impact of brain lesions over abilities`{=html}](/doc/iq/2021-protzko.pdf "'Testing the structure of human cognitive ability using evidence obtained from the impact of brain lesions over abilities', Protzko & Colom 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Between-Group Mean Differences in Intelligence in the United States Are >0% Genetically Caused: Five Converging Lines of Evidence”, Warne 2021b`{=html} {#warne-2021b-section} **[`Between-Group Mean Differences in Intelligence in the United States Are >0% Genetically Caused: Five Converging Lines of Evidence`{=html}](/doc/iq/2021-warne-2.pdf "'Between-Group Mean Differences in Intelligence in the United States Are >0% Genetically Caused: Five Converging Lines of Evidence', Warne 2021b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“General Dimensions of Human Brain Morphometry Inferred from Genome-Wide Association Data”, Fürtjes et al 2021`{=html} {#fürtjes-et-al-2021-section} **[`General dimensions of human brain morphometry inferred from genome-wide association data`{=html}](https://www.biorxiv.org/content/10.1101/2021.10.22.465437.full "'General dimensions of human brain morphometry inferred from genome-wide association data', Fürtjes et al 2021"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Functional Connectivity Gradients As a Common Neural Architecture for Predictive Processing in the Human Brain”, Katsumi et al 2021`{=html} {#katsumi-et-al-2021-section} **[`Functional connectivity gradients as a common neural architecture for predictive processing in the human brain`{=html}](https://www.biorxiv.org/content/10.1101/2021.09.01.456844.full "'Functional connectivity gradients as a common neural architecture for predictive processing in the human brain', Katsumi et al 2021"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“General Intelligence and the Dark Triad: A Meta-Analysis”, Michels 2021`{=html} {#michels-2021-section} **[`General Intelligence and the Dark Triad: A Meta-Analysis`{=html}](https://econtent.hogrefe.com/doi/10.1027/1614-0001/a000352 "'General Intelligence and the Dark Triad: A Meta-Analysis', Michels 2021"){.link-annotated .id-not .include-annotation}** ## `“Myths and Misconceptions about Intelligence: A Study of 35 Myths”, Furnham & Horne 2021`{=html} {#furnham-horne-2021-section} **[`Myths and misconceptions about intelligence: A study of 35 myths`{=html}](/doc/iq/2021-furnham.pdf "'Myths and misconceptions about intelligence: A study of 35 myths', Furnham & Horne 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic and Environmental Contributions to IQ in Adoptive and Biological Families With 30-Year-Old Offspring”, Willoughby et al 2021`{=html} {#willoughby-et-al-2021-section} **[`Genetic and environmental contributions to IQ in adoptive and biological families with 30-year-old offspring`{=html}](/doc/iq/2021-willoughby.pdf "'Genetic and environmental contributions to IQ in adoptive and biological families with 30-year-old offspring', Willoughby et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Evidence That Aging Yields Improvements as well as Declines across Attention and Executive Functions”, Verssimo 2021`{=html} {#verssimo-2021-section} **[`Evidence that aging yields improvements as well as declines across attention and executive functions`{=html}](/doc/iq/2021-verissimo.pdf "'Evidence that aging yields improvements as well as declines across attention and executive functions', Verssimo 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cognitive Ability Is a Powerful Predictor of Political Tolerance”, Rasmussen & Ludeke 2021`{=html} {#rasmussen-ludeke-2021-section} **[`Cognitive ability is a powerful predictor of political tolerance`{=html}](/doc/iq/2021-rasmussen.pdf "'Cognitive ability is a powerful predictor of political tolerance', Rasmussen & Ludeke 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Multi-Task Brain Network Reconfiguration Is Inversely Associated With Human Intelligence”, Thiele et al 2021`{=html} {#thiele-et-al-2021-section} **[`Multi-Task Brain Network Reconfiguration is Inversely Associated with Human Intelligence`{=html}](https://www.biorxiv.org/content/10.1101/2021.07.31.454563.full "'Multi-Task Brain Network Reconfiguration is Inversely Associated with Human Intelligence', Thiele et al 2021"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“The Negative Religiousness-IQ Nexus Is a Jensen Effect on Individual-Level Data: A Refutation of Dutton Et Al 2019’s ‘The Myth of the Stupid Believer’”, Dutton & Kirkegaard 2021`{=html} {#dutton-kirkegaard-2021-section} **[`The Negative Religiousness-IQ Nexus is a Jensen Effect on Individual-Level Data: A Refutation of Dutton et al 2019’s ‘The Myth of the Stupid Believer’`{=html}](/doc/iq/2021-dutton.pdf "'The Negative Religiousness-IQ Nexus is a Jensen Effect on Individual-Level Data: A Refutation of Dutton et al 2019’s ‘The Myth of the Stupid Believer’', Dutton & Kirkegaard 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A New Beginning of Intelligence Research: Designing the Playground”, Protzko & Colom 2021b`{=html} {#protzko-colom-2021b-section} **[`A new beginning of intelligence research: Designing the playground`{=html}](/doc/iq/2021-protzko-2.pdf "'A new beginning of intelligence research: Designing the playground', Protzko & Colom 2021b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Defining Heterogeneous Cognitive Trajectories in Bipolar Disorder: A Perspective”, Millett & Burdick 2021`{=html} {#millett-burdick-2021-section} **[`Defining Heterogeneous Cognitive Trajectories in Bipolar Disorder: A Perspective`{=html}](/doc/psychiatry/bipolar/2023-millett.pdf "'Defining Heterogeneous Cognitive Trajectories in Bipolar Disorder: A Perspective', Millett & Burdick 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Steps of Reasoning in Children and Adolescents”, Brocas & Carrillo 2021`{=html} {#brocas-carrillo-2021-section} **[`Steps of Reasoning in Children and Adolescents`{=html}](/doc/iq/2021-brocas.pdf "'Steps of Reasoning in Children and Adolescents', Brocas & Carrillo 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Future of Intelligence: The Central Meaning-Making Unit of Intelligence in the Mind, the Brain, and Artificial Intelligence”, Demetriou et al 2021`{=html} {#demetriou-et-al-2021-section} **[`The future of intelligence: The central meaning-making unit of intelligence in the mind, the brain, and artificial intelligence`{=html}](https://www.sciencedirect.com/science/article/abs/pii/S0160289621000465 "'The future of intelligence: The central meaning-making unit of intelligence in the mind, the brain, and artificial intelligence', Demetriou et al 2021"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Blood-Based Epigenome-Wide Analyses of Cognitive Abilities”, McCartney et al 2021`{=html} {#mccartney-et-al-2021-section} **[`Blood-based epigenome-wide analyses of cognitive abilities`{=html}](https://www.medrxiv.org/content/10.1101/2021.05.24.21257698.full "'Blood-based epigenome-wide analyses of cognitive abilities', McCartney et al 2021"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Construction and Validation of a Game-Based Intelligence Assessment in Minecraft”, Peters et al 2021`{=html} {#peters-et-al-2021-section} **[`Construction and validation of a game-based intelligence assessment in Minecraft`{=html}](/doc/iq/2021-peters.pdf "'Construction and validation of a game-based intelligence assessment in Minecraft', Peters et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Is Baseline Pupil Size Related to Cognitive Ability? Yes (Under Proper Lighting Conditions)”, Tsukahara 2021`{=html} {#tsukahara-2021-section} **[`Is baseline pupil size related to cognitive ability? Yes (under proper lighting conditions)`{=html}](/doc/iq/2021-tsukahara.pdf "'Is baseline pupil size related to cognitive ability? Yes (under proper lighting conditions)', Tsukahara 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Personality Traits, Preferences and Educational Choices: A Focus on STEM”, Coenen et al 2021`{=html} {#coenen-et-al-2021-section} **[`Personality traits, preferences and educational choices: A focus on STEM`{=html}](/doc/psychology/personality/2021-coenen.pdf "'Personality traits, preferences and educational choices: A focus on STEM', Coenen et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest”, Parker et al 2021`{=html} {#parker-et-al-2021-section} **[`Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest`{=html}](/doc/sociology/2021-parker.pdf "'Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest', Parker et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Resource Profile and User Guide of the Polygenic Index Repository”, Becker et al 2021`{=html} {#becker-et-al-2021-section} **[`Resource Profile and User Guide of the Polygenic Index Repository`{=html}](https://www.biorxiv.org/content/10.1101/2021.05.08.443158.full "'Resource Profile and User Guide of the Polygenic Index Repository', Becker et al 2021"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Overlapping and Dissociable Brain Activations for Fluid Intelligence and Executive Functions”, Santarnecchi et al 2021`{=html} {#santarnecchi-et-al-2021-section} **[`Overlapping and dissociable brain activations for fluid intelligence and executive functions`{=html}](/doc/iq/2021-santarnecchi.pdf "'Overlapping and dissociable brain activations for fluid intelligence and executive functions', Santarnecchi et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Interindividual Differences in Matrix Reasoning Are Linked to Functional Connectivity between Brain Regions Nominated by Parieto-Frontal Integration Theory”, Fraenz 2021`{=html} {#fraenz-2021-section} **[`Interindividual differences in matrix reasoning are linked to functional connectivity between brain regions nominated by Parieto-Frontal Integration Theory`{=html}](/doc/iq/2021-fraenz.pdf "'Interindividual differences in matrix reasoning are linked to functional connectivity between brain regions nominated by Parieto-Frontal Integration Theory', Fraenz 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Neuroimaging Evidence for a Network Sampling Theory of Individual Differences in Human Intelligence Test Performance”, Soreq et al 2021`{=html} {#soreq-et-al-2021-section} **[`Neuroimaging evidence for a network sampling theory of individual differences in human intelligence test performance`{=html}](https://www.nature.com/articles/s41467-021-22199-9 "'Neuroimaging evidence for a network sampling theory of individual differences in human intelligence test performance', Soreq et al 2021"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Still No Evidence That Exergames Improve Cognitive Ability: A Commentary on Stanmore Et Al 2017”, Sala et al 2021`{=html} {#sala-et-al-2021-section} **[`Still no evidence that exergames improve cognitive ability: A commentary on Stanmore et al 2017`{=html}](/doc/iq/2021-sala.pdf "'Still no evidence that exergames improve cognitive ability: A commentary on Stanmore et al 2017', Sala et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“An Early Cell Shape Transition Drives Evolutionary Expansion of the Human Forebrain”, Benito-Kwiecinski et al 2021`{=html} {#benito-kwiecinski-et-al-2021-section} **[`An early cell shape transition drives evolutionary expansion of the human forebrain`{=html}](https://www.cell.com/cell/fulltext/S0092-8674(21)00239-7 "'An early cell shape transition drives evolutionary expansion of the human forebrain', Benito-Kwiecinski et al 2021"){.link-annotated .id-not .include-annotation link-icon="CELL" link-icon-type="text,quad,sans" link-icon-color="#007dbc"}** ## `“Scientists Discover Why the Human Brain Is so Big: Molecular Switch Makes Human Organ Three times Larger Than Great Apes’, Study Finds”, Sample 2021`{=html} {#sample-2021-section} **[`Scientists discover why the human brain is so big: Molecular switch makes human organ three times larger than great apes’, study finds`{=html}](https://www.theguardian.com/science/2021/mar/24/scientists-discover-why-the-human-brain-is-so-big "'Scientists discover why the human brain is so big: Molecular switch makes human organ three times larger than great apes’, study finds', Sample 2021"){.link-annotated .id-not .include-annotation link-icon="the-guardian" link-icon-type="svg" link-icon-color="#052962"}** ## `“Using DNA to Predict Intelligence”, Stumm & Plomin 2021`{=html} {#stumm-plomin-2021-section} **[`Using DNA to predict intelligence`{=html}](/doc/iq/2021-vonstumm.pdf "'Using DNA to predict intelligence', Stumm & Plomin 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Neural Basis of Intelligence in Fine-Grained Cortical Topographies”, Feilong et al 2021`{=html} {#feilong-et-al-2021-section} **[`The neural basis of intelligence in fine-grained cortical topographies`{=html}](https://elifesciences.org/articles/64058 "'The neural basis of intelligence in fine-grained cortical topographies', Feilong et al 2021"){.link-annotated .id-not .include-annotation link-icon="eL" link-icon-type="text,sans"}** ## `“The Secular Trend of Intelligence Test Scores in the Present Century: The Danish Experience”, Hegelund et al 2021`{=html} {#hegelund-et-al-2021-2-section} **[`The secular trend of intelligence test scores in the present century: The Danish experience`{=html}](/doc/iq/2021-hegelund.pdf "'The secular trend of intelligence test scores in the present century: The Danish experience', Hegelund et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Cognitive and Perceptual Correlates of Ideological Attitudes: a Data-Driven Approach”, Zmigrod et al 2021`{=html} {#zmigrod-et-al-2021-section} **[`The cognitive and perceptual correlates of ideological attitudes: a data-driven approach`{=html}](https://royalsocietypublishing.org/doi/10.1098/rstb.2020.0424 "'The cognitive and perceptual correlates of ideological attitudes: a data-driven approach', Zmigrod et al 2021"){.link-annotated .id-not .include-annotation link-icon="RS" link-icon-type="text" link-icon-color="#d31245"}** ## `“Pathfinder: A Gamified Measure to Integrate General Cognitive Ability into the Biological, Medical and Behavioral Sciences”, Malanchini et al 2021`{=html} {#malanchini-et-al-2021-section} **[`Pathfinder: A gamified measure to integrate general cognitive ability into the biological, medical and behavioral sciences`{=html}](https://www.biorxiv.org/content/10.1101/2021.02.10.430571.full "'Pathfinder: A gamified measure to integrate general cognitive ability into the biological, medical and behavioral sciences', Malanchini et al 2021"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Causal Relationships between Genetically Determined Metabolites and Human Intelligence: a Mendelian Randomization Study”, Yang et al 2021`{=html} {#yang-et-al-2021-2-section} **[`Causal relationships between genetically determined metabolites and human intelligence: a Mendelian Randomization study`{=html}](https://molecularbrain.biomedcentral.com/articles/10.1186/s13041-021-00743-4 "'Causal relationships between genetically determined metabolites and human intelligence: a Mendelian Randomization study', Yang et al 2021"){.link-annotated .id-not .include-annotation link-icon="springerlink" link-icon-type="svg"}** ## `“No Support for the Hereditarian Hypothesis of the Black-White Achievement Gap Using Polygenic Scores and Tests for Divergent Selection”, Bird 2021`{=html} {#bird-2021-section} **[`No support for the hereditarian hypothesis of the Black-White achievement gap using polygenic scores and tests for divergent selection`{=html}](/doc/genetics/selection/natural/human/2021-bird.pdf "'No support for the hereditarian hypothesis of the Black-White achievement gap using polygenic scores and tests for divergent selection', Bird 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic Variation, Brain, and Intelligence Differences”, Deary et al 2021`{=html} {#deary-et-al-2021-1-section} **[`Genetic variation, brain, and intelligence differences`{=html}](https://www.nature.com/articles/s41380-021-01027-y "'Genetic variation, brain, and intelligence differences', Deary et al 2021"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“The Effects of Fluoride in Drinking Water”, Aggeborn & Öhman 2021`{=html} {#aggeborn-öhman-2021-section} **[`The Effects of Fluoride in Drinking Water`{=html}](/doc/iq/2021-aggeborn.pdf "'The Effects of Fluoride in Drinking Water', Aggeborn & Öhman 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cognitive Functioning throughout Adulthood and Illness Stages in Individuals With Psychotic Disorders and Their Unaffected Siblings”, Velthorst et al 2021`{=html} {#velthorst-et-al-2021-section} **[`Cognitive functioning throughout adulthood and illness stages in individuals with psychotic disorders and their unaffected siblings`{=html}](/doc/iq/2021-velthorst.pdf "'Cognitive functioning throughout adulthood and illness stages in individuals with psychotic disorders and their unaffected siblings', Velthorst et al 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence and General Psychopathology in the Vietnam Experience Study: A Closer Look”, Kirkegaard & Nyborg 2021`{=html} {#kirkegaard-nyborg-2021-section} **[`Intelligence and General Psychopathology in the Vietnam Experience Study: A Closer Look`{=html}](/doc/iq/2021-kirkegaard.pdf "'Intelligence and General Psychopathology in the Vietnam Experience Study: A Closer Look', Kirkegaard & Nyborg 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Black-White Gap in Noncognitive Skills among Elementary School Children”, Elder & Zhou 2021`{=html} {#elder-zhou-2021-section} **[`The Black-White Gap in Noncognitive Skills among Elementary School Children`{=html}](/doc/iq/2021-elder.pdf "'The Black-White Gap in Noncognitive Skills among Elementary School Children', Elder & Zhou 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Linking Brain Biology to Intellectual Endowment: A Review on the Associations of Human Intelligence With Neuroimaging Data”, Dizaji et al 2021`{=html} {#dizaji-et-al-2021-section} **[`Linking Brain Biology to Intellectual Endowment: A Review on the Associations of Human Intelligence With Neuroimaging Data`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8114859/ "'Linking Brain Biology to Intellectual Endowment: A Review on the Associations of Human Intelligence With Neuroimaging Data', Dizaji et al 2021"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Are the Effects of Intelligence on Student Achievement and Well-Being Largely Functions of Family Income and Social Class? Evidence from a Longitudinal Study of Irish Adolescents”, O’Connell & Marks 2021`{=html} {#oconnell-marks-2021-section} **[`Are the effects of intelligence on student achievement and well-being largely functions of family income and social class? Evidence from a longitudinal study of Irish adolescents`{=html}](/doc/iq/2021-oconnell.pdf "'Are the effects of intelligence on student achievement and well-being largely functions of family income and social class? Evidence from a longitudinal study of Irish adolescents', O’Connell & Marks 2021"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Biotechnology Research Viewed With Caution Globally, but Most Support Gene Editing for Babies To Treat Disease: Majorities across Global Publics Accept Evolution; Religion Factors Prominently in Belief”, Funk et al 2020`{=html} {#funk-et-al-2020-section} **[`Biotechnology Research Viewed With Caution Globally, but Most Support Gene Editing for Babies To Treat Disease: Majorities across global publics accept evolution; religion factors prominently in belief`{=html}](https://www.pewresearch.org/science/2020/12/10/biotechnology-research-viewed-with-caution-globally-but-most-support-gene-editing-for-babies-to-treat-disease/ "'Biotechnology Research Viewed With Caution Globally, but Most Support Gene Editing for Babies To Treat Disease: Majorities across global publics accept evolution; religion factors prominently in belief', Funk et al 2020"){.link-annotated .id-not .include-annotation link-icon="Pew" link-icon-type="text,tri"}** ## `“Working Memory Training Does Not Improve Executive Functioning or Fluid Intelligence”, Rodas & Greene 2020`{=html} {#rodas-greene-2020-section} **[`Working memory training does not improve executive functioning or fluid intelligence`{=html}](https://osf.io/preprints/psyarxiv/8nh35/ "'Working memory training does not improve executive functioning or fluid intelligence', Rodas & Greene 2020"){.link-annotated .id-not .include-annotation link-icon="ψ" link-icon-type="text" link-icon-color="#cf1d35"}** ## `“Genetic Predictors of Educational Attainment and Intelligence Test Performance Predict Voter Turnout”, Aarøe et al 2020`{=html} {#aarøe-et-al-2020-section} **[`Genetic predictors of educational attainment and intelligence test performance predict voter turnout`{=html}](/doc/genetics/heritable/correlation/mendelian-randomization/2020-aroe.pdf "'Genetic predictors of educational attainment and intelligence test performance predict voter turnout', Aarøe et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genome-Wide Meta-Analysis of Brain Volume Identifies Genomic Loci and Genes Shared With Intelligence”, Jansen et al 2020`{=html} {#jansen-et-al-2020-section} **[`Genome-wide meta-analysis of brain volume identifies genomic loci and genes shared with intelligence`{=html}](https://www.nature.com/articles/s41467-020-19378-5 "'Genome-wide meta-analysis of brain volume identifies genomic loci and genes shared with intelligence', Jansen et al 2020"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“What Matters More for Entrepreneurship Success? A Meta-Analysis Comparing General Mental Ability and Emotional Intelligence in Entrepreneurial Settings”, Allen et al 2020`{=html} {#allen-et-al-2020-section} **[`What matters more for entrepreneurship success? A meta-analysis comparing general mental ability and emotional intelligence in entrepreneurial settings`{=html}](https://onlinelibrary.wiley.com/doi/abs/10.1002/sej.1377 "'What matters more for entrepreneurship success? A meta-analysis comparing general mental ability and emotional intelligence in entrepreneurial settings', Allen et al 2020"){.link-annotated .id-not .include-annotation link-icon="W" link-icon-type="text,sans"}** ## `“Evidence against Benefits from Cognitive Training and Transcranial Direct Current Stimulation in Healthy Older Adults”, Horne et al 2020`{=html} {#horne-et-al-2020-section} **[`Evidence against benefits from cognitive training and transcranial direct current stimulation in healthy older adults`{=html}](/doc/iq/2020-horne.pdf "'Evidence against benefits from cognitive training and transcranial direct current stimulation in healthy older adults', Horne et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“How Important Are Socioeconomic Background and Other Factors to the University Career vis-À-Vis Prior Student Performance: Evidence from Australian Longitudinal Data”, Marks 2020`{=html} {#marks-2020-section} **[`How important are socioeconomic background and other factors to the university career vis-à-vis prior student performance: evidence from Australian longitudinal data`{=html}](/doc/iq/2020-marks.pdf "'How important are socioeconomic background and other factors to the university career vis-à-vis prior student performance: evidence from Australian longitudinal data', Marks 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Is Working Memory Capacity Related to Baseline Pupil Diameter?”, Unsworth et al 2020`{=html} {#unsworth-et-al-2020-section} **[`Is working memory capacity related to baseline pupil diameter?`{=html}](/doc/iq/2020-unsworth.pdf "'Is working memory capacity related to baseline pupil diameter?', Unsworth et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“No Evidence for a Relationship between Intelligence and Ejaculate Quality”, DeLecce et al 2020`{=html} {#delecce-et-al-2020-section} **[`No Evidence for a Relationship between Intelligence and Ejaculate Quality`{=html}](https://journals.sagepub.com/doi/full/10.1177/1474704920960450 "'No Evidence for a Relationship between Intelligence and Ejaculate Quality', DeLecce et al 2020"){.link-annotated .id-not .include-annotation link-icon="SAGE" link-icon-type="text,quad,sans" link-icon-color="#046ff8"}** ## `“Common Variants Contribute to Intrinsic Human Brain Functional Networks”, Zhao et al 2020`{=html} {#zhao-et-al-2020-4-section} **[`Common variants contribute to intrinsic human brain functional networks`{=html}](https://www.biorxiv.org/content/10.1101/2020.07.30.229914.full "'Common variants contribute to intrinsic human brain functional networks', Zhao et al 2020"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“A General Dimension of Genetic Sharing across Diverse Cognitive Traits Inferred from Molecular Data”, Fuente et al 2020`{=html} {#fuente-et-al-2020-section} **[`A general dimension of genetic sharing across diverse cognitive traits inferred from molecular data`{=html}](/doc/iq/2020-delafuente.pdf "'A general dimension of genetic sharing across diverse cognitive traits inferred from molecular data', Fuente et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Creativity and Intelligence: An Investigation of the Threshold Hypothesis”, Weiss et al 2020`{=html} {#weiss-et-al-2020-2-section} **[`Creativity and Intelligence: An Investigation of the Threshold Hypothesis`{=html}](https://osf.io/preprints/psyarxiv/89bv5/ "'Creativity and Intelligence: An Investigation of the Threshold Hypothesis', Weiss et al 2020"){.link-annotated .id-not .include-annotation link-icon="ψ" link-icon-type="text" link-icon-color="#cf1d35"}** ## `“GWAS of Over 427,000 Individuals Establishes GABAergic and Synaptic Molecular Pathways As Key for Cognitive Executive Functions”, Hatoum et al 2020`{=html} {#hatoum-et-al-2020-section} **[`GWAS of Over 427,000 Individuals Establishes GABAergic and Synaptic Molecular Pathways as Key for Cognitive Executive Functions`{=html}](https://www.biorxiv.org/content/10.1101/674515.full "'GWAS of Over 427,000 Individuals Establishes GABAergic and Synaptic Molecular Pathways as Key for Cognitive Executive Functions', Hatoum et al 2020"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Executive Functions and Intelligence—Are There Genetic Difference?”, Nikolašević et al 2020`{=html} {#nikolašević-et-al-2020-section} **[`Executive functions and intelligence—are there genetic difference?`{=html}](/doc/iq/2020-nikolasevic.pdf "'Executive functions and intelligence—are there genetic difference?', Nikolašević et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Flynn Effect Can Become Embedded in Tests: How Cross-Sectional Age Norms Can Corrupt Longitudinal Research”, O’Keefe & Rodgers 2020`{=html} {#okeefe-rodgers-2020-section} **[`The Flynn effect can become embedded in tests: How cross-sectional age norms can corrupt longitudinal research`{=html}](/doc/iq/2020-okeefe.pdf "'The Flynn effect can become embedded in tests: How cross-sectional age norms can corrupt longitudinal research', O’Keefe & Rodgers 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“WAIS-III Measurement Invariance: Data from Estonian Standardization”, Kätlin et al 2020`{=html} {#kätlin-et-al-2020-section} **[`WAIS-III measurement invariance: Data from Estonian standardization`{=html}](/doc/iq/2020-anni.pdf "'WAIS-III measurement invariance: Data from Estonian standardization', Kätlin et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Polygenic Scores for Cognitive Abilities and Their Association With Different Aspects of General Intelligence—A Deep Phenotyping Approach”, Genç et al 2020`{=html} {#genç-et-al-2020-section} **[`Polygenic Scores for Cognitive Abilities and their Association with Different Aspects of General Intelligence—a Deep Phenotyping Approach`{=html}](https://www.biorxiv.org/content/10.1101/2020.06.03.131318.full "'Polygenic Scores for Cognitive Abilities and their Association with Different Aspects of General Intelligence—a Deep Phenotyping Approach', Genç et al 2020"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Young Adult Outcomes Associated With Lower Cognitive Functioning in Childhood Related to Iron-Fortified Formula in Infancy”, East et al 2020`{=html} {#east-et-al-2020-section} **[`Young adult outcomes associated with lower cognitive functioning in childhood related to iron-fortified formula in infancy`{=html}](/doc/iq/2020-east.pdf "'Young adult outcomes associated with lower cognitive functioning in childhood related to iron-fortified formula in infancy', East et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Predicting Intelligence from Brain Gray Matter Volume”, Hilger et al 2020`{=html} {#hilger-et-al-2020-section} **[`Predicting intelligence from brain gray matter volume`{=html}](https://link.springer.com/article/10.1007/s00429-020-02113-7 "'Predicting intelligence from brain gray matter volume', Hilger et al 2020"){.link-annotated .id-not .include-annotation link-icon="springerlink" link-icon-type="svg"}** ## `“Sex, Intelligence and Educational Achievement in a National Cohort of over 175,000 11–year-Old Schoolchildren in England”, Calvin et al 2020`{=html} {#calvin-et-al-2020-section} **[`Sex, intelligence and educational achievement in a national cohort of over 175,000 11–year-old schoolchildren in England`{=html}](/doc/iq/2010-calvin.pdf "'Sex, intelligence and educational achievement in a national cohort of over 175,000 11–year-old schoolchildren in England', Calvin et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Meta-Analysis of the Correlations among Broad Intelligences: Understanding Their Relations”, Bryan & Mayer 2020`{=html} {#bryan-mayer-2020-section} **[`A meta-analysis of the correlations among broad intelligences: Understanding their relations`{=html}](/doc/iq/2020-bryan.pdf "'A meta-analysis of the correlations among broad intelligences: Understanding their relations', Bryan & Mayer 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Population Level Analysis of the Gender Gap in Mathematics: Results on over 13 Million Children Using the INVALSI Dataset”, Giofrè et al 2020`{=html} {#giofrè-et-al-2020-section} **[`A population level analysis of the gender gap in mathematics: Results on over 13 million children using the INVALSI dataset`{=html}](/doc/iq/2020-giofre.pdf "'A population level analysis of the gender gap in mathematics: Results on over 13 million children using the INVALSI dataset', Giofrè et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Understanding How Low Levels of Early Lead Exposure Affect Children’s Life Trajectories”, Grönqvist et al 2020`{=html} {#grönqvist-et-al-2020-section} **[`Understanding How Low Levels of Early Lead Exposure Affect Children’s Life Trajectories`{=html}](/doc/iq/2020-gronqvist.pdf "'Understanding How Low Levels of Early Lead Exposure Affect Children’s Life Trajectories', Grönqvist et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Sex-Specific Academic Ability and Attitude Patterns in Students across Developed Countries”, Stoet & Geary 2020`{=html} {#stoet-geary-2020-section} **[`Sex-specific academic ability and attitude patterns in students across developed countries`{=html}](/doc/iq/2020-stoet.pdf "'Sex-specific academic ability and attitude patterns in students across developed countries', Stoet & Geary 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Chronometric Model of the Relationship between Frontal Midline Theta Functional Connectivity and Human Intelligence”, Schubert et al 2020`{=html} {#schubert-et-al-2020-section} **[`A chronometric model of the relationship between frontal midline theta functional connectivity and human intelligence`{=html}](/doc/iq/2020-schubert.pdf "'A chronometric model of the relationship between frontal midline theta functional connectivity and human intelligence', Schubert et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Creative Tripod: The Stitching and the Unstitching Revisited”, Marr 2020`{=html} {#marr-2020-section} **[`The Creative Tripod: The Stitching and the Unstitching Revisited`{=html}](/doc/iq/2020-marr.pdf "'The Creative Tripod: The Stitching and the Unstitching Revisited', Marr 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Primer on Assessing Intelligence in Laboratory Studies”, Ackerman & Hambrick 2020`{=html} {#ackerman-hambrick-2020-section} **[`A primer on assessing intelligence in laboratory studies`{=html}](/doc/iq/2020-ackerman.pdf "'A primer on assessing intelligence in laboratory studies', Ackerman & Hambrick 2020"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“US Public Perceptions of an Intelligence Quotient Test Score Gap Between Black Americans and White Americans”, Zigerell 2020`{=html} {#zigerell-2020-section} **[`US Public Perceptions of an Intelligence Quotient Test Score Gap Between Black Americans and White Americans`{=html}](/doc/iq/2020-zigerell.pdf "'US Public Perceptions of an Intelligence Quotient Test Score Gap Between Black Americans and White Americans', Zigerell 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Educational Attainment Polygenic Scores Are Associated With Cortical Total Surface Area and Regions Important for Language and Memory”, Mitchell et al 2020`{=html} {#mitchell-et-al-2020-section} **[`Educational attainment polygenic scores are associated with cortical total surface area and regions important for language and memory`{=html}](https://www.sciencedirect.com/science/article/pii/S1053811920301786 "'Educational attainment polygenic scores are associated with cortical total surface area and regions important for language and memory', Mitchell et al 2020"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Genome-Wide Association Study of School Grades Identifies a Genetic Overlap between Language Ability, Psychopathology and Creativity”, Rajagopal et al 2020`{=html} {#rajagopal-et-al-2020-section} **[`Genome-wide association study of school grades identifies a genetic overlap between language ability, psychopathology and creativity`{=html}](https://www.biorxiv.org/content/10.1101/2020.05.09.075226.full "'Genome-wide association study of school grades identifies a genetic overlap between language ability, psychopathology and creativity', Rajagopal et al 2020"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Diffusion Modeling and Intelligence: Drift Rates Show Both Domain-General and Domain-Specific Relations With Intelligence”, Lerche et al 2020`{=html} {#lerche-et-al-2020-section} **[`Diffusion Modeling and Intelligence: Drift Rates Show Both Domain-General and Domain-Specific Relations With Intelligence`{=html}](/doc/iq/2020-lerche.pdf "'Diffusion Modeling and Intelligence: Drift Rates Show Both Domain-General and Domain-Specific Relations With Intelligence', Lerche et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Estimating the Effect-Size of Gene Dosage on Cognitive Ability across the Coding Genome”, Huguet et al 2020`{=html} {#huguet-et-al-2020-section} **[`Estimating the effect-size of gene dosage on cognitive ability across the coding genome`{=html}](https://www.biorxiv.org/content/10.1101/2020.04.03.024554.full "'Estimating the effect-size of gene dosage on cognitive ability across the coding genome', Huguet et al 2020"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“The Dunning-Kruger Effect Is (Mostly) a Statistical Artefact: Valid Approaches to Testing the Hypothesis With Individual Differences Data”, Gignac & Zajenkowski 2020`{=html} {#gignac-zajenkowski-2020-section} **[`The Dunning-Kruger effect is (mostly) a statistical artefact: Valid approaches to testing the hypothesis with individual differences data`{=html}](/doc/iq/2020-gignac.pdf "'The Dunning-Kruger effect is (mostly) a statistical artefact: Valid approaches to testing the hypothesis with individual differences data', Gignac & Zajenkowski 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Social and General Intelligence Improves Collective Action in a Common Pool Resource System”, Freeman et al 2020`{=html} {#freeman-et-al-2020-section} **[`Social and general intelligence improves collective action in a common pool resource system`{=html}](/doc/iq/2020-freeman.pdf "'Social and general intelligence improves collective action in a common pool resource system', Freeman et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers”, Warne & Burton 2020`{=html} {#warne-burton-2020-section} **[`Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers`{=html}](/doc/iq/2020-warne.pdf "'Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers', Warne & Burton 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Genetic Architecture of the Human Cerebral Cortex”, Grasby et al 2020`{=html} {#grasby-et-al-2020-section} **[`The genetic architecture of the human cerebral cortex`{=html}](/doc/iq/2020-grasby.pdf "'The genetic architecture of the human cerebral cortex', Grasby et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Disliked but Free to Speak: Cognitive Ability Is Related to Supporting Freedom of Speech for Groups Across the Ideological Spectrum”, keersmaecker et al 2020`{=html} {#keersmaecker-et-al-2020-section} **[`Disliked but Free to Speak: Cognitive Ability Is Related to Supporting Freedom of Speech for Groups Across the Ideological Spectrum`{=html}](https://journals.sagepub.com/doi/full/10.1177/1948550619896168 "'Disliked but Free to Speak: Cognitive Ability Is Related to Supporting Freedom of Speech for Groups Across the Ideological Spectrum', keersmaecker et al 2020"){.link-annotated .id-not .include-annotation link-icon="SAGE" link-icon-type="text,quad,sans" link-icon-color="#046ff8"}** ## `“Foreign Language Learning in Older Age Does Not Improve Memory or Intelligence: Evidence from a Randomized Controlled Study”, Berggren et al 2020`{=html} {#berggren-et-al-2020-section} **[`Foreign language learning in older age does not improve memory or intelligence: Evidence from a randomized controlled study`{=html}](/doc/iq/2020-berggren.pdf "'Foreign language learning in older age does not improve memory or intelligence: Evidence from a randomized controlled study', Berggren et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Will Foolish Ideas Die in an Avalanche of Data? [Book Review of Human Diversity, Charles C. Murray, ‘Human Diversity: The Biology of Gender, Race and Class’, 12, New York (2020)]”, Detterman 2020`{=html} {#detterman-2020-section} **[`Will foolish ideas die in an avalanche of data? [Book review of Human Diversity, Charles C. Murray, ‘Human Diversity: The Biology of Gender, Race and Class’, 12, New York (2020)]`{=html}](/doc/iq/2020-detterman.pdf "'Will foolish ideas die in an avalanche of data? [Book review of Human Diversity, Charles C. Murray, ‘Human Diversity: The Biology of Gender, Race and Class’, 12, New York (2020)]', Detterman 2020"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cognitive Enhancement and Network Effects: How Individual Prosperity Depends on Group Traits”, Anomaly & Jones 2020`{=html} {#anomaly-jones-2020-section} **[`Cognitive Enhancement and Network Effects: how Individual Prosperity Depends on Group Traits`{=html}](https://link.springer.com/article/10.1007/s11406-020-00189-3 "'Cognitive Enhancement and Network Effects: how Individual Prosperity Depends on Group Traits', Anomaly & Jones 2020"){.link-annotated .id-not .include-annotation link-icon="springerlink" link-icon-type="svg"}** ## `“Beyond Individual Intelligence Tests: Application of Cattell-Horn-Carroll Theory”, Caemmerer et al 2020`{=html} {#caemmerer-et-al-2020-section} **[`Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory`{=html}](/doc/iq/2020-caemmerer.pdf "'Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory', Caemmerer et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Social and Genetic Inheritance of Educational Attainment: Genes, Parental Education, and Educational Expansion”, Lin 2020`{=html} {#lin-2020-section} **[`The social and genetic inheritance of educational attainment: Genes, parental education, and educational expansion`{=html}](/doc/iq/2020-lin.pdf "'The social and genetic inheritance of educational attainment: Genes, parental education, and educational expansion', Lin 2020"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Analytic Atheism: A Cross-Culturally Weak and Fickle Phenomenon?”, Gervais et al 2020`{=html} {#gervais-et-al-2020-section} **[`Analytic atheism: A cross-culturally weak and fickle phenomenon?`{=html}](https://osf.io/preprints/psyarxiv/92r8x "'Analytic atheism: A cross-culturally weak and fickle phenomenon?', Gervais et al 2020"){.link-annotated .id-not .include-annotation link-icon="ψ" link-icon-type="text" link-icon-color="#cf1d35"}** ## `“Working Memory Training in Typically Developing Children: A Multilevel Meta-Analysis”, Sala & Gobet 2020`{=html} {#sala-gobet-2020-2-section} **[`Working memory training in typically developing children: A multilevel meta-analysis`{=html}](https://link.springer.com/article/10.3758/s13423-019-01681-y "'Working memory training in typically developing children: A multilevel meta-analysis', Sala & Gobet 2020"){.link-annotated .id-not .include-annotation link-icon="springerlink" link-icon-type="svg"}** ## `“Report of the UC Academic Council Standardized Testing Task Force (STTF)”, Sánchez et al 2020`{=html} {#sánchez-et-al-2020-section} **[`Report of the UC Academic Council Standardized Testing Task Force (STTF)`{=html}](/doc/iq/2020-sanchez-ucstandardizedtestingtaskforcefinalreport.pdf "'Report of the UC Academic Council Standardized Testing Task Force (STTF)', Sánchez et al 2020"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Problem of Bias in Psychological Assessment”, Reynolds et al 2020`{=html} {#reynolds-et-al-2020-section} **[`The Problem of Bias in Psychological Assessment`{=html}](/doc/iq/2020-reynolds.pdf "'The Problem of Bias in Psychological Assessment', Reynolds et al 2020"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Supplement, ‘Societal Level Gender Inequalities Amplify Gender Gaps in Problem Solving More Than in Academic Disciplines’, Borgonovi & Greiff 2020”, Borgonovi & Greiff 2020`{=html} {#borgonovi-greiff-2020-section} **[`Supplement, ‘Societal level gender inequalities amplify gender gaps in problem solving more than in academic disciplines’, Borgonovi & Greiff 2020`{=html}](/doc/iq/2020-borgonovi-supplement.pdf "'Supplement, ‘Societal level gender inequalities amplify gender gaps in problem solving more than in academic disciplines’, Borgonovi & Greiff 2020', Borgonovi & Greiff 2020"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Societal Level Gender Inequalities Amplify Gender Gaps in Problem Solving More Than in Academic Disciplines”, Borgonovi 2020`{=html} {#borgonovi-2020-section} **[`Societal level gender inequalities amplify gender gaps in problem solving more than in academic disciplines`{=html}](/doc/iq/2020-borgonovi.pdf "'Societal level gender inequalities amplify gender gaps in problem solving more than in academic disciplines', Borgonovi 2020"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Limited Evidence for the Effect of Red Color on Cognitive Performance: A Meta-Analysis”, Gnambs 2020`{=html} {#gnambs-2020-section} **[`Limited evidence for the effect of red color on cognitive performance: A meta-analysis`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7704521/ "'Limited evidence for the effect of red color on cognitive performance: A meta-analysis', Gnambs 2020"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Life Cycle Patterns of Cognitive Performance over the Long Run”, Strittmatter et al 2020`{=html} {#strittmatter-et-al-2020-section} **[`Life cycle patterns of cognitive performance over the long run`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7959507/ "'Life cycle patterns of cognitive performance over the long run', Strittmatter et al 2020"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Life without a Brain: Neuroradiological and Behavioral Evidence of Neuroplasticity Necessary to Sustain Brain Function in the Face of Severe Hydrocephalus”, Ferris et al 2019`{=html} {#ferris-et-al-2019-section} **[`Life without a brain: Neuroradiological and behavioral evidence of neuroplasticity necessary to sustain brain function in the face of severe hydrocephalus`{=html}](https://www.nature.com/articles/s41598-019-53042-3 "'Life without a brain: Neuroradiological and behavioral evidence of neuroplasticity necessary to sustain brain function in the face of severe hydrocephalus', Ferris et al 2019"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“The Louisville Twin Study: Past, Present and Future”, Davis et al 2019`{=html} {#davis-et-al-2019-section} **[`The Louisville Twin Study: Past, Present and Future`{=html}](/doc/genetics/heritable/2019-davis.pdf "'The Louisville Twin Study: Past, Present and Future', Davis et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“How the Brain Can Rewire Itself After Half of It Is Removed: New Scans Showed How the Brains of People Who Had a Hemisphere Removed in Childhood Continue to Function”, Sheikh 2019`{=html} {#sheikh-2019-section} **[`How the Brain Can Rewire Itself After Half of It Is Removed: New scans showed how the brains of people who had a hemisphere removed in childhood continue to function`{=html}](https://www.nytimes.com/2019/11/19/health/brain-removal-hemispherectomies-scans.html "'How the Brain Can Rewire Itself After Half of It Is Removed: New scans showed how the brains of people who had a hemisphere removed in childhood continue to function', Sheikh 2019"){.link-annotated .id-not .include-annotation link-icon="new-york-times" link-icon-type="svg"}** ## `“On the Measure of Intelligence”, Chollet 2019`{=html} {#chollet-2019-section} **[`On the Measure of Intelligence`{=html}](https://arxiv.org/abs/1911.01547#google "'On the Measure of Intelligence', Chollet 2019"){.link-annotated .id-not .include-annotation link-icon="alphabet" link-icon-type="svg" link-icon-color="#4285f4"}** ## `“A Scientometric Analysis of Controversies in the Field of Intelligence Research”, Carl & Woodley 2019`{=html} {#carl-woodley-2019-section} **[`A scientometric analysis of controversies in the field of intelligence research`{=html}](/doc/iq/2019-carl.pdf "'A scientometric analysis of controversies in the field of intelligence research', Carl & Woodley 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Flynn Effect for Fluid IQ May Not Generalize to All Ages or Ability Levels: A Population-Based Study of 10,000 US Adolescents”, Platt et al 2019`{=html} {#platt-et-al-2019-section} **[`The Flynn effect for fluid IQ may not generalize to all ages or ability levels: A population-based study of 10,000 US adolescents`{=html}](/doc/iq/2019-platt.pdf "'The Flynn effect for fluid IQ may not generalize to all ages or ability levels: A population-based study of 10,000 US adolescents', Platt et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Working Memory Capacity and Strategy Use on the RAPM”, Jarosz et al 2019`{=html} {#jarosz-et-al-2019-section} **[`Working memory capacity and strategy use on the RAPM`{=html}](/doc/iq/2019-jarosz.pdf "'Working memory capacity and strategy use on the RAPM', Jarosz et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Working Memory Training Does Not Enhance Older Adults’ Cognitive Skills: A Comprehensive Meta-Analysis”, Sala et al 2019`{=html} {#sala-et-al-2019-1-section} **[`Working memory training does not enhance older adults’ cognitive skills: A comprehensive meta-analysis`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289619301680 "'Working memory training does not enhance older adults’ cognitive skills: A comprehensive meta-analysis', Sala et al 2019"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Childhood Adoption and Mental Health in Adulthood: The Role of Gene-Environment Correlations and Interactions in the UK Biobank”, Lehto et al 2019`{=html} {#lehto-et-al-2019-section} **[`Childhood Adoption and Mental Health in Adulthood: The Role of Gene-Environment Correlations and Interactions in the UK Biobank`{=html}](https://www.sciencedirect.com/science/article/pii/S0006322319318141 "'Childhood Adoption and Mental Health in Adulthood: The Role of Gene-Environment Correlations and Interactions in the UK Biobank', Lehto et al 2019"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Abilities of Students from Private and State Schools in Germany”, Hoffmann et al 2019`{=html} {#hoffmann-et-al-2019-section} **[`Abilities of Students from Private and State Schools in Germany`{=html}](/doc/iq/2019-hoffmann.pdf "'Abilities of Students from Private and State Schools in Germany', Hoffmann et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic ‘General Intelligence’, Objectively Determined and Measured”, Fuente et al 2019`{=html} {#fuente-et-al-2019-section} **[`Genetic ‘General Intelligence’, Objectively Determined and Measured`{=html}](https://www.biorxiv.org/content/10.1101/766600.full "'Genetic ‘General Intelligence’, Objectively Determined and Measured', Fuente et al 2019"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Invisible Designers: Brain Evolution Through the Lens of Parasite Manipulation”, Giudice 2019`{=html} {#giudice-2019-section} **[`Invisible Designers: Brain Evolution Through the Lens of Parasite Manipulation`{=html}](/doc/genetics/selection/natural/2019-delguidice.pdf "'Invisible Designers: Brain Evolution Through the Lens of Parasite Manipulation', Giudice 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Predicting Musical Aptitude and Achievement: Practice, Teaching, and Intelligence”, Mosing et al 2019`{=html} {#mosing-et-al-2019-section} **[`Predicting Musical Aptitude and Achievement: Practice, Teaching, and Intelligence`{=html}](https://www.journalofexpertise.org/articles/volume2_issue3/JoE_2019_2_3_Mosing_etal.pdf "'Predicting Musical Aptitude and Achievement: Practice, Teaching, and Intelligence', Mosing et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Structural Brain Imaging Correlates of General Intelligence in UK Biobank”, Cox et al 2019`{=html} {#cox-et-al-2019-1-section} **[`Structural brain imaging correlates of general intelligence in UK Biobank`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289619300789 "'Structural brain imaging correlates of general intelligence in UK Biobank', Cox et al 2019"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“The Joint Influence of Intelligence and Practice on Skill Development throughout the Life Span”, Vaci et al 2019`{=html} {#vaci-et-al-2019-section} **[`The joint influence of intelligence and practice on skill development throughout the life span`{=html}](/doc/iq/2019-vaci.pdf "'The joint influence of intelligence and practice on skill development throughout the life span', Vaci et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Role of Parental Genotype in Predicting Offspring Years of Education: Evidence for Genetic Nurture”, Willoughby et al 2019`{=html} {#willoughby-et-al-2019-section} **[`The role of parental genotype in predicting offspring years of education: evidence for genetic nurture`{=html}](/doc/iq/2019-willoughby.pdf "'The role of parental genotype in predicting offspring years of education: evidence for genetic nurture', Willoughby et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Reliability and Validity of the UK Biobank Cognitive Tests”, Fawns-Ritchie & Deary 2019`{=html} {#fawns-ritchie-deary-2019-section} **[`Reliability and validity of the UK Biobank cognitive tests`{=html}](https://www.medrxiv.org/content/10.1101/19002204.full "'Reliability and validity of the UK Biobank cognitive tests', Fawns-Ritchie & Deary 2019"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Widespread Associations between Grey Matter Structure and the Human Phenome”, Couvy-Duchesne et al 2019`{=html} {#couvy-duchesne-et-al-2019-section} **[`Widespread associations between grey matter structure and the human phenome`{=html}](https://www.biorxiv.org/content/10.1101/696864.full "'Widespread associations between grey matter structure and the human phenome', Couvy-Duchesne et al 2019"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“The Causal Influence of Brain Size on Human Intelligence: Evidence from Within-Family Phenotypic Associations and GWAS Modeling”, Lee et al 2019c`{=html} {#lee-et-al-2019c-section} **[`The causal influence of brain size on human intelligence: Evidence from within-family phenotypic associations and GWAS modeling`{=html}](/doc/iq/2019-lee-3.pdf "'The causal influence of brain size on human intelligence: Evidence from within-family phenotypic associations and GWAS modeling', Lee et al 2019c"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Meta-Analysis of the Relationship between Emotion Recognition Ability and Intelligence”, Schlegel et al 2019`{=html} {#schlegel-et-al-2019-section} **[`A meta-analysis of the relationship between emotion recognition ability and intelligence`{=html}](/doc/iq/2019-schlegel.pdf "'A meta-analysis of the relationship between emotion recognition ability and intelligence', Schlegel et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“WANN: Weight Agnostic Neural Networks”, Gaier & Ha 2019`{=html} {#gaier-ha-2019-section} **[`WANN: Weight Agnostic Neural Networks`{=html}](https://arxiv.org/abs/1906.04358#google "'WANN: Weight Agnostic Neural Networks', Gaier & Ha 2019"){.link-annotated .id-not .include-annotation link-icon="alphabet" link-icon-type="svg" link-icon-color="#4285f4"}** ## `“The Influence of Familial Factors on the Association between IQ and Educational and Occupational Achievement: A Sibling Approach”, Hegelund et al 2019`{=html} {#hegelund-et-al-2019-section} **[`The influence of familial factors on the association between IQ and educational and occupational achievement: A sibling approach`{=html}](/doc/iq/2019-hegelund.pdf "'The influence of familial factors on the association between IQ and educational and occupational achievement: A sibling approach', Hegelund et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Three Individual Difference Constructs, One Converging Concept: Adaptive Problem Solving in the Human Brain”, Jung & Chohan 2019b`{=html} {#jung-chohan-2019b-section} **[`Three individual difference constructs, one converging concept: adaptive problem solving in the human brain`{=html}](/doc/iq/2019-jung-2.pdf "'Three individual difference constructs, one converging concept: adaptive problem solving in the human brain', Jung & Chohan 2019b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“GWAS of Brain Volume on 54,407 Individuals and Cross-Trait Analysis With Intelligence Identifies Shared Genomic Loci and Genes”, Jansen et al 2019`{=html} {#jansen-et-al-2019-section} **[`GWAS of brain volume on 54,407 individuals and cross-trait analysis with intelligence identifies shared genomic loci and genes`{=html}](https://www.biorxiv.org/content/10.1101/613489.full "'GWAS of brain volume on 54,407 individuals and cross-trait analysis with intelligence identifies shared genomic loci and genes', Jansen et al 2019"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“A Major Role for Common Genetic Variation in Anxiety Disorders”, Purves et al 2019`{=html} {#purves-et-al-2019-section} **[`A Major Role for Common Genetic Variation in Anxiety Disorders`{=html}](https://www.biorxiv.org/content/10.1101/203844.full "'A Major Role for Common Genetic Variation in Anxiety Disorders', Purves et al 2019"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Comparing Within-Family and Between-Family Polygenic Score Prediction”, Selzam et al 2019`{=html} {#selzam-et-al-2019-section} **[`Comparing within-family and between-family polygenic score prediction`{=html}](https://www.biorxiv.org/content/10.1101/605006.full "'Comparing within-family and between-family polygenic score prediction', Selzam et al 2019"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Genetic Associations With Mathematics Tracking and Persistence in Secondary School”, Harden et al 2019`{=html} {#harden-et-al-2019-math-section} **[`Genetic Associations with Mathematics Tracking and Persistence in Secondary School`{=html}](https://www.biorxiv.org/content/10.1101/598532.full "'Genetic Associations with Mathematics Tracking and Persistence in Secondary School', Harden et al 2019"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Familial Influences on Neuroticism and Education in the UK Biobank”, Cheesman et al 2019`{=html} {#cheesman-et-al-2019-section} **[`Familial influences on Neuroticism and Education in the UK Biobank`{=html}](https://www.biorxiv.org/content/10.1101/582627.full "'Familial influences on Neuroticism and Education in the UK Biobank', Cheesman et al 2019"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Bifactor and Hierarchical Models: Specification, Inference, and Interpretation”, Markon 2019`{=html} {#markon-2019-section} **[`Bifactor and Hierarchical Models: Specification, Inference, and Interpretation`{=html}](/doc/statistics/2019-markon.pdf "'Bifactor and Hierarchical Models: Specification, Inference, and Interpretation', Markon 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Tech Tilt Predicts Jobs, College Majors, and Specific Abilities: Support for Investment Theories”, Coyle 2019`{=html} {#coyle-2019-section} **[`Tech tilt predicts jobs, college majors, and specific abilities: Support for investment theories`{=html}](/doc/iq/2019-coyle.pdf "'Tech tilt predicts jobs, college majors, and specific abilities: Support for investment theories', Coyle 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“IQ, [Inflation] Expectations, and Choice”, D’Acunto et al 2019`{=html} {#dacunto-et-al-2019-section} **[`IQ, [Inflation] Expectations, and Choice`{=html}](/doc/iq/2019-dacunto.pdf "'IQ, [Inflation] Expectations, and Choice', D’Acunto et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Neural Architecture of General Knowledge”, Genç et al 2019`{=html} {#genç-et-al-2019-section} **[`The Neural Architecture of General Knowledge`{=html}](/doc/iq/2019-genc.pdf "'The Neural Architecture of General Knowledge', Genç et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Multimodal Data Revealed Different Neurobiological Correlates of Intelligence between Males and Females”, Jiang et al 2019`{=html} {#jiang-et-al-2019-4-section} **[`Multimodal data revealed different neurobiological correlates of intelligence between males and females`{=html}](/doc/iq/2019-jiang.pdf "'Multimodal data revealed different neurobiological correlates of intelligence between males and females', Jiang et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“CCR5 Is a Therapeutic Target for Recovery After Stroke and Traumatic Brain Injury”, Joy et al 2019`{=html} {#joy-et-al-2019-section} **[`CCR5 Is a Therapeutic Target for Recovery after Stroke and Traumatic Brain Injury`{=html}](/doc/iq/2019-joy.pdf "'CCR5 Is a Therapeutic Target for Recovery after Stroke and Traumatic Brain Injury', Joy et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Structure of Ape (Hominoidea) Intelligence”, Kaufman et al 2019`{=html} {#kaufman-et-al-2019-section} **[`The structure of ape (hominoidea) intelligence`{=html}](/doc/iq/2019-kaufman.pdf "'The structure of ape (hominoidea) intelligence', Kaufman et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic and Environmental Influences on Spatial Reasoning: A Meta-Analysis of Twin Studies”, King et al 2019`{=html} {#king-et-al-2019-section} **[`Genetic and environmental influences on spatial reasoning: A meta-analysis of twin studies`{=html}](/doc/iq/2019-king.pdf "'Genetic and environmental influences on spatial reasoning: A meta-analysis of twin studies', King et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Solid Numbers, Missed Opportunities: Review of The Intelligence Of Nations [Lynn & Becker 2019]”, Kirkegaard 2019`{=html} {#kirkegaard-2019-section} **[`Solid numbers, missed opportunities: Review of The Intelligence Of Nations [Lynn & Becker 2019]`{=html}](/doc/iq/2019-kirkegaard.pdf "'Solid numbers, missed opportunities: Review of The Intelligence Of Nations [Lynn & Becker 2019]', Kirkegaard 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Influence of Young Adult Cognitive Ability and Additional Education on Later-Life Cognition”, Kremen et al 2019`{=html} {#kremen-et-al-2019-section} **[`Influence of young adult cognitive ability and additional education on later-life cognition`{=html}](/doc/iq/2019-kremen.pdf "'Influence of young adult cognitive ability and additional education on later-life cognition', Kremen et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Is the Impact of SES on Educational Performance Overestimated? Evidence from the PISA Survey”, O’Connell 2019`{=html} {#oconnell-2019-section} **[`Is the impact of SES on educational performance overestimated? Evidence from the PISA survey`{=html}](/doc/iq/2019-oconnell.pdf "'Is the impact of SES on educational performance overestimated? Evidence from the PISA survey', O’Connell 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Dynamic Associations Between Cortical Thickness and General Intelligence Are Genetically Mediated”, Schmitt et al 2019`{=html} {#schmitt-et-al-2019-section} **[`The Dynamic Associations Between Cortical Thickness and General Intelligence are Genetically Mediated`{=html}](/doc/iq/2019-schmitt.pdf "'The Dynamic Associations Between Cortical Thickness and General Intelligence are Genetically Mediated', Schmitt et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Declines in Vocabulary among American Adults within Levels of Educational Attainment, 1974–2016”, Twenge et al 2019`{=html} {#twenge-et-al-2019-section} **[`Declines in vocabulary among American adults within levels of educational attainment, 1974–2016`{=html}](/doc/iq/2019-twenge.pdf "'Declines in vocabulary among American adults within levels of educational attainment, 1974–2016', Twenge et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Are the Effects of Lead Exposure Linked to the g Factor? A Meta-Analysis”, Woodley et al 2019`{=html} {#woodley-et-al-2019-section} **[`Are the effects of lead exposure linked to the g factor? A meta-analysis`{=html}](/doc/iq/2019-woodley.pdf "'Are the effects of lead exposure linked to the g factor? A meta-analysis', Woodley et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genome-Wide Analysis Reveals Extensive Genetic Overlap between Schizophrenia, Bipolar Disorder, and Intelligence”, Smeland et al 2019`{=html} {#smeland-et-al-2019-section} **[`Genome-wide analysis reveals extensive genetic overlap between schizophrenia, bipolar disorder, and intelligence`{=html}](/doc/genetics/heritable/correlation/2019-smeland.pdf "'Genome-wide analysis reveals extensive genetic overlap between schizophrenia, bipolar disorder, and intelligence', Smeland et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Common Polygenic Variations for Psychiatric Disorders and Cognition in Relation to Brain Morphology in the General Pediatric Population”, Alemany et al 2019`{=html} {#alemany-et-al-2019-section} **[`Common Polygenic Variations for Psychiatric Disorders and Cognition in Relation to Brain Morphology in the General Pediatric Population`{=html}](/doc/iq/2019-alemany.pdf "'Common Polygenic Variations for Psychiatric Disorders and Cognition in Relation to Brain Morphology in the General Pediatric Population', Alemany et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Could Peers Influence Intelligence during Adolescence? An Exploratory Study”, Meldrum et al 2019`{=html} {#meldrum-et-al-2019-section} **[`Could peers influence intelligence during adolescence? An exploratory study`{=html}](/doc/iq/2019-meldrum.pdf "'Could peers influence intelligence during adolescence? An exploratory study', Meldrum et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Conceptual Replication of Emotional Intelligence As a Second-Stratum Factor of Intelligence”, Evans et al 2019`{=html} {#evans-et-al-2019-section} **[`A conceptual replication of emotional intelligence as a second-stratum factor of intelligence`{=html}](/doc/iq/2019-evans.pdf "'A conceptual replication of emotional intelligence as a second-stratum factor of intelligence', Evans et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Remarkable Cognitive Catch-Up in Chinese Adoptees 9 Years After Adoption”, Finet 2019`{=html} {#finet-2019-section} **[`Remarkable cognitive catch-up in Chinese Adoptees 9 years after adoption`{=html}](/doc/iq/2019-finet.pdf "'Remarkable cognitive catch-up in Chinese Adoptees 9 years after adoption', Finet 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cohort Differences on the CVLT-II and CVLT3: Evidence of a Negative Flynn Effect on the Attention/working Memory and Learning Trials”, Graves et al 2019`{=html} {#graves-et-al-2019-section} **[`Cohort differences on the CVLT-II and CVLT3: evidence of a negative Flynn effect on the attention/working memory and learning trials`{=html}](/doc/iq/2019-graves.pdf "'Cohort differences on the CVLT-II and CVLT3: evidence of a negative Flynn effect on the attention/working memory and learning trials', Graves et al 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample”, Rabinowitz 2019`{=html} {#rabinowitz-2019-2-section} **[`Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample`{=html}](/doc/iq/2019-rabinowitz.pdf "'Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample', Rabinowitz 2019"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Comprehensive Quantitative Genetic Analysis of Cerebral Surface Area in Youth”, Schmitt et al 2019b`{=html} {#schmitt-et-al-2019b-section} **[`A Comprehensive Quantitative Genetic Analysis of Cerebral Surface Area in Youth`{=html}](/doc/iq/2019-schmitt-2.pdf "'A Comprehensive Quantitative Genetic Analysis of Cerebral Surface Area in Youth', Schmitt et al 2019b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Differential Contribution of Cortical Thickness, Surface Area, and Gyrification to Fluid and Crystallized Intelligence”, Tadayon et al 2019`{=html} {#tadayon-et-al-2019-section} **[`Differential Contribution of Cortical Thickness, Surface Area, and Gyrification to Fluid and Crystallized Intelligence`{=html}](/doc/iq/2019-tadayon.pdf "'Differential Contribution of Cortical Thickness, Surface Area, and Gyrification to Fluid and Crystallized Intelligence', Tadayon et al 2019"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“How Intelligence Affects Fertility 30 Years On: Retherford and Sewell Revisited—With Polygenic Scores and Numbers of Grandchildren”, Woodley et al 2019b`{=html} {#woodley-et-al-2019b-section} **[`How Intelligence Affects Fertility 30 Years On: Retherford and Sewell Revisited—With Polygenic Scores and Numbers of Grandchildren`{=html}](/doc/iq/2019-woodley-2.pdf "'How Intelligence Affects Fertility 30 Years On: Retherford and Sewell Revisited—With Polygenic Scores and Numbers of Grandchildren', Woodley et al 2019b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“No Evidence for a Bilingual Executive Function Advantage in the Nationally Representative ABCD Study”, Dick et al 2019`{=html} {#dick-et-al-2019-section} **[`No evidence for a bilingual executive function advantage in the nationally representative ABCD study`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7156280/ "'No evidence for a bilingual executive function advantage in the nationally representative ABCD study', Dick et al 2019"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“‘Same but Different’: Associations between Multiple Aspects of Self-Regulation, Cognition, and Academic Abilities”, Malanchini et al 2018`{=html} {#malanchini-et-al-2018-section} **[`‘Same but different’: Associations between multiple aspects of self-regulation, cognition, and academic abilities`{=html}](/doc/genetics/heritable/correlation/2018-malanchini.pdf "'‘Same but different’: Associations between multiple aspects of self-regulation, cognition, and academic abilities', Malanchini et al 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Systematic Review of the Teacher Expectation Literature over the past 30 Years”, Wang et al 2018d`{=html} {#wang-et-al-2018d-section} **[`A systematic review of the teacher expectation literature over the past 30 years`{=html}](/doc/iq/2018-wang-4.pdf "'A systematic review of the teacher expectation literature over the past 30 years', Wang et al 2018d"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Are Bigger Brains Smarter? Evidence From a Large-Scale Preregistered Study”, Nave et al 2018`{=html} {#nave-et-al-2018-1-section} **[`Are Bigger Brains Smarter? Evidence From a Large-Scale Preregistered Study`{=html}](https://scottbarrykaufman.com/wp-content/uploads/2018/08/Gideon-et-al.-2018.pdf "'Are Bigger Brains Smarter? Evidence From a Large-Scale Preregistered Study', Nave et al 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Overstating the Role of Environmental Factors in Success: A Cautionary Note”, Moreau et al 2018`{=html} {#moreau-et-al-2018-section} **[`Overstating the Role of Environmental Factors in Success: A Cautionary Note`{=html}](https://journals.sagepub.com/doi/full/10.1177/0963721418797300 "'Overstating the Role of Environmental Factors in Success: A Cautionary Note', Moreau et al 2018"){.link-annotated .id-not .include-annotation link-icon="SAGE" link-icon-type="text,quad,sans" link-icon-color="#046ff8"}** ## `“Intelligence in the People's Republic of China”, Wang & Lynn 2018c`{=html} {#wang-lynn-2018c-section} **[`Intelligence in the People's Republic of China`{=html}](/doc/iq/2018-wang-3.pdf "'Intelligence in the People's Republic of China', Wang & Lynn 2018c"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Systematic Review of the State of Literature Relating Parental General Cognitive Ability and Number of Offspring”, Reeve et al 2018`{=html} {#reeve-et-al-2018-section} **[`A systematic review of the state of literature relating parental general cognitive ability and number of offspring`{=html}](/doc/genetics/selection/natural/human/dysgenics/2018-reeve.pdf "'A systematic review of the state of literature relating parental general cognitive ability and number of offspring', Reeve et al 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Debate Over Race and Intelligence”, O’Neil et al 2018`{=html} {#oneil-et-al-2018-2-section} **[`Debate Over Race and Intelligence`{=html}](/doc/genetics/selection/natural/human/1996-oneil.pdf "'Debate Over Race and Intelligence', O’Neil et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Faster, but Not Smarter: An Experimental Analysis of the Relationship between Mental Speed and Mental Abilities”, Schubert et al 2018`{=html} {#schubert-et-al-2018-section} **[`Faster, but not smarter: An experimental analysis of the relationship between mental speed and mental abilities`{=html}](/doc/nicotine/2018-schubert.pdf "'Faster, but not smarter: An experimental analysis of the relationship between mental speed and mental abilities', Schubert et al 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels”, Rindermann & Ceci 2018b`{=html} {#rindermann-ceci-2018b-section} **[`Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels`{=html}](/doc/iq/2018-rindermann-2.pdf "'Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels', Rindermann & Ceci 2018b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genomic Prediction of Cognitive Traits in Childhood and Adolescence”, Allegrini et al 2018`{=html} {#allegrini-et-al-2018-section} **[`Genomic prediction of cognitive traits in childhood and adolescence`{=html}](https://www.biorxiv.org/content/10.1101/418210.full "'Genomic prediction of cognitive traits in childhood and adolescence', Allegrini et al 2018"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Towards a ‘Treadmill Test’ for Cognition: Reliable Prediction of Intelligence From Whole-Brain Task Activation Patterns”, Sripada et al 2018`{=html} {#sripada-et-al-2018-section} **[`Towards a ‘Treadmill Test’ for Cognition: Reliable Prediction of Intelligence From Whole-Brain Task Activation Patterns`{=html}](https://www.biorxiv.org/content/10.1101/412056.full "'Towards a ‘Treadmill Test’ for Cognition: Reliable Prediction of Intelligence From Whole-Brain Task Activation Patterns', Sripada et al 2018"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“The Stability of Educational Achievement across School Years Is Largely Explained by Genetic Factors”, Rimfeld et al 2018`{=html} {#rimfeld-et-al-2018-1-section} **[`The stability of educational achievement across school years is largely explained by genetic factors`{=html}](https://www.nature.com/articles/s41539-018-0030-0 "'The stability of educational achievement across school years is largely explained by genetic factors', Rimfeld et al 2018"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Multi-Polygenic Score Approach to Trait Prediction”, Krapohl et al 2018`{=html} {#krapohl-et-al-2018-section} **[`Multi-polygenic score approach to trait prediction`{=html}](https://www.nature.com/articles/mp2017163 "'Multi-polygenic score approach to trait prediction', Krapohl et al 2018"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Gene Discovery and Polygenic Prediction from a Genome-Wide Association Study of Educational Attainment in 1.1 Million Individuals”, Lee et al 2018`{=html} {#lee-et-al-2018-2-section} **[`Gene discovery and polygenic prediction from a genome-wide association study of educational attainment in 1.1 million individuals`{=html}](/doc/iq/2018-lee.pdf "'Gene discovery and polygenic prediction from a genome-wide association study of educational attainment in 1.1 million individuals', Lee et al 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic & Environmental Influences on the Phenotypic Associations between Intelligence, Personality, & Creative Achievement in the Arts and Sciences”, Manzano & Ullén 2018`{=html} {#manzano-ullén-2018-section} **[`Genetic & environmental influences on the phenotypic associations between intelligence, personality, & creative achievement in the arts and sciences`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289618300266 "'Genetic & environmental influences on the phenotypic associations between intelligence, personality, & creative achievement in the arts and sciences', Manzano & Ullén 2018"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children”, Månsson et al 2018`{=html} {#månsson-et-al-2018-section} **[`Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children`{=html}](/doc/iq/2018-mansson.pdf "'Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children', Månsson et al 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Flynn Effect and Its Reversal Are Both Environmentally Caused”, Bratsberg & Rogeberg 2018`{=html} {#bratsberg-rogeberg-2018-section} **[`Flynn effect and its reversal are both environmentally caused`{=html}](/doc/iq/2018-bratsberg.pdf "'Flynn effect and its reversal are both environmentally caused', Bratsberg & Rogeberg 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Study of 300,486 Individuals Identifies 148 Independent Genetic Loci Influencing General Cognitive Function”, Davies et al 2018`{=html} {#davies-et-al-2018-1-section} **[`Study of 300,486 individuals identifies 148 independent genetic loci influencing general cognitive function`{=html}](https://www.nature.com/articles/s41467-018-04362-x "'Study of 300,486 individuals identifies 148 independent genetic loci influencing general cognitive function', Davies et al 2018"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Differentiation of Cognitive Abilities and the Medical College Admission Test”, McLarnon et al 2018`{=html} {#mclarnon-et-al-2018-section} **[`Differentiation of cognitive abilities and the Medical College Admission Test`{=html}](/doc/iq/2018-mclarnon.pdf "'Differentiation of cognitive abilities and the Medical College Admission Test', McLarnon et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Combined Analysis of Genetically Correlated Traits Identifies 187 Loci and a Role for Neurogenesis and Myelination in Intelligence”, Hill et al 2018`{=html} {#hill-et-al-2018-1-section} **[`A combined analysis of genetically correlated traits identifies 187 loci and a role for neurogenesis and myelination in intelligence`{=html}](https://www.nature.com/articles/s41380-017-0001-5 "'A combined analysis of genetically correlated traits identifies 187 loci and a role for neurogenesis and myelination in intelligence', Hill et al 2018"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“The Shared Genetic Basis of Human Fluid Intelligence and Brain Morphology”, Ge et al 2018`{=html} {#ge-et-al-2018-section} **[`The Shared Genetic Basis of Human Fluid Intelligence and Brain Morphology`{=html}](https://www.biorxiv.org/content/10.1101/242776.full "'The Shared Genetic Basis of Human Fluid Intelligence and Brain Morphology', Ge et al 2018"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Cognitive Performance Is Linked to Group Size and Affects Fitness in Australian Magpies”, Ashton et al 2018`{=html} {#ashton-et-al-2018-section} **[`Cognitive performance is linked to group size and affects fitness in Australian magpies`{=html}](/doc/iq/2018-ashton.pdf "'Cognitive performance is linked to group size and affects fitness in Australian magpies', Ashton et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“General Intelligence (G), ACT Scores, and Theory of Mind: (ACT)g Predicts Limited Variance Among Theory of Mind Tests”, Coyle et al 2018`{=html} {#coyle-et-al-2018-section} **[`General Intelligence (g), ACT Scores, and Theory of Mind: (ACT)g Predicts Limited Variance Among Theory of Mind Tests`{=html}](/doc/iq/2018-coyle.pdf "'General Intelligence (g), ACT Scores, and Theory of Mind: (ACT)g Predicts Limited Variance Among Theory of Mind Tests', Coyle et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Polygenic Score for Higher Educational Attainment Is Associated With Larger Brains”, Elliott et al 2018`{=html} {#elliott-et-al-2018-section} **[`A Polygenic Score for Higher Educational Attainment is Associated With Larger Brains`{=html}](/doc/iq/2018-elliott.pdf "'A Polygenic Score for Higher Educational Attainment is Associated With Larger Brains', Elliott et al 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Moderate Financial Incentive Can Increase Effort, but Not Intelligence Test Performance in Adult Volunteers”`{=html} {#_AcD49qlM-section} **[`A moderate financial incentive can increase effort, but not intelligence test performance in adult volunteers`{=html}](/doc/iq/2018-gignac.pdf "A moderate financial incentive can increase effort, but not intelligence test performance in adult volunteers"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“G Theory: How Recurring Variation in Human Intelligence and the Complexity of Everyday Tasks Create Social Structure and the Democratic Dilemma”, Gottfredson 2018`{=html} {#gottfredson-2018-section} **[`g Theory: How Recurring Variation in Human Intelligence and the Complexity of Everyday Tasks Create Social Structure and the Democratic Dilemma`{=html}](/doc/iq/2018-gottfredson.pdf "'g Theory: How Recurring Variation in Human Intelligence and the Complexity of Everyday Tasks Create Social Structure and the Democratic Dilemma', Gottfredson 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“More Intelligent Chimpanzees (Pan Troglodytes) Have Larger Brains and Increased Cortical Thickness”, Hopkins et al 2018`{=html} {#hopkins-et-al-2018-section} **[`More intelligent chimpanzees (Pan troglodytes) have larger brains and increased cortical thickness`{=html}](/doc/iq/2018-hopkins.pdf "'More intelligent chimpanzees (Pan troglodytes) have larger brains and increased cortical thickness', Hopkins et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic Influence on Cognitive Development between Childhood and Adulthood”, Mollon et al 2018`{=html} {#mollon-et-al-2018-section} **[`Genetic influence on cognitive development between childhood and adulthood`{=html}](/doc/iq/2018-mollon.pdf "'Genetic influence on cognitive development between childhood and adulthood', Mollon et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Retest Effects in Cognitive Ability Tests: A Meta-Analysis”, Scharfen et al 2018`{=html} {#scharfen-et-al-2018-section} **[`Retest effects in cognitive ability tests: A meta-analysis`{=html}](/doc/iq/2018-scharfen.pdf "'Retest effects in cognitive ability tests: A meta-analysis', Scharfen et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Lessons from 1 Million Genomes”, Trenkmann 2018`{=html} {#trenkmann-2018-section} **[`Lessons from 1 million genomes`{=html}](/doc/iq/2018-trenkmann.pdf "'Lessons from 1 million genomes', Trenkmann 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Sex Differences in Ability Tilt in the Right Tail of Cognitive Abilities: A 35-Year Examination”, Wai et al 2018`{=html} {#wai-et-al-2018-section} **[`Sex differences in ability tilt in the right tail of cognitive abilities: A 35-year examination`{=html}](/doc/iq/2018-wai.pdf "'Sex differences in ability tilt in the right tail of cognitive abilities: A 35-year examination', Wai et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“‘Importance of Intelligence and Emotional Intelligence for Physicians’: Letter to The Editor by Emily Willoughby & Brian B. Boutwell”, Willoughby & Boutwell 2018`{=html} {#willoughby-boutwell-2018-section} **[`‘Importance of Intelligence and Emotional Intelligence for Physicians’: Letter to The Editor by Emily Willoughby & Brian B. Boutwell`{=html}](/doc/iq/2018-willoughby.pdf "'‘Importance of Intelligence and Emotional Intelligence for Physicians’: Letter to The Editor by Emily Willoughby & Brian B. Boutwell', Willoughby & Boutwell 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Meta-Analysis of the Relationship between Academic Achievement and Broad Abilities of the Cattell-Horn-Carroll Theory”, Zaboski et al 2018`{=html} {#zaboski-et-al-2018-section} **[`Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-horn-Carroll theory`{=html}](/doc/iq/2018-zaboski.pdf "'Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-horn-Carroll theory', Zaboski et al 2018"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The New Genetics of Intelligence”, Plomin & Stumm 2018`{=html} {#plomin-stumm-2018-section} **[`The new genetics of intelligence`{=html}](/doc/iq/2018-plomin.pdf "'The new genetics of intelligence', Plomin & Stumm 2018"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“86 Genomic Sites Associated With Educational Attainment Provide Insight into the Biology of Cognitive Performance”, Lee 2018`{=html} {#lee-2018-1-section} **[`86 genomic sites associated with educational attainment provide insight into the biology of cognitive performance`{=html}](https://drjamesthompson.blogspot.com/2015/09/scholar-in-86-snps.html "'86 genomic sites associated with educational attainment provide insight into the biology of cognitive performance', Lee 2018"){.id-not .include-annotation}** ::: aux-links-transclude-file ::: collapse **View HTML**: [`https://drjamesthompson.blogspot.com/2015/09/scholar-in-86-snps.html`](https://drjamesthompson.blogspot.com/2015/09/scholar-in-86-snps.html){.id-not .link-annotated-not .include-content .include-lazy} ::: ::: ## `“Measuring and Estimating the Effect Sizes of Copy Number Variants on General Intelligence in Community-Based Samples”, Huguet et al 2018`{=html} {#huguet-et-al-2018-section} **[`Measuring and Estimating the Effect Sizes of Copy Number Variants on General Intelligence in Community-Based Samples`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5875373/ "'Measuring and Estimating the Effect Sizes of Copy Number Variants on General Intelligence in Community-Based Samples', Huguet et al 2018"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Breastfeeding during Infancy and Neurocognitive Function in Adolescence: 16-Year Follow-Up of the PROBIT Cluster-Randomized Trial”, Yang et al 2018`{=html} {#yang-et-al-2018-1-section} **[`Breastfeeding during infancy and neurocognitive function in adolescence: 16-year follow-up of the PROBIT cluster-randomized trial`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5909901/ "'Breastfeeding during infancy and neurocognitive function in adolescence: 16-year follow-up of the PROBIT cluster-randomized trial', Yang et al 2018"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“A Distributed Brain Network Predicts General Intelligence from Resting-State Human Neuroimaging Data”, Dubois 2018`{=html} {#dubois-2018-section} **[`A distributed brain network predicts general intelligence from resting-state human neuroimaging data`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6107566/ "'A distributed brain network predicts general intelligence from resting-state human neuroimaging data', Dubois 2018"){.id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“The Genetics of University Success”, Smith-Woolley et al 2018`{=html} {#smith-woolley-et-al-2018-section} **[`The genetics of university success`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6194053/ "'The genetics of university success', Smith-Woolley et al 2018"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Genome-Wide Association Meta-Analysis in 269,867 Individuals Identifies New Genetic and Functional Links to Intelligence”, Savage et al 2018`{=html} {#savage-et-al-2018-section} **[`Genome-wide association meta-analysis in 269,867 individuals identifies new genetic and functional links to intelligence`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411041/ "'Genome-wide association meta-analysis in 269,867 individuals identifies new genetic and functional links to intelligence', Savage et al 2018"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“The Negative Relationship between Reasoning and Religiosity Is Underpinned by a Bias for Intuitive Responses Specifically When Intuition and Logic Are in Conflict”, Daws & Hampshire 2017`{=html} {#daws-hampshire-2017-section} **[`The Negative Relationship between Reasoning and Religiosity Is Underpinned by a Bias for Intuitive Responses Specifically When Intuition and Logic Are in Conflict`{=html}](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02191/full "'The Negative Relationship between Reasoning and Religiosity Is Underpinned by a Bias for Intuitive Responses Specifically When Intuition and Logic Are in Conflict', Daws & Hampshire 2017"){.link-annotated .id-not .include-annotation link-icon="FS" link-icon-type="text,sans"}** ## `“How the Zombie Fungus Takes Over Ants’ Bodies to Control Their Minds: The Infamous Parasite’s Methods Are More Complex and More Sinister Than Anyone Suspected”, Yong 2017`{=html} {#yong-2017-section} **[`How the Zombie Fungus Takes Over Ants’ Bodies to Control Their Minds: The infamous parasite’s methods are more complex and more sinister than anyone suspected`{=html}](https://www.theatlantic.com/science/archive/2017/11/how-the-zombie-fungus-takes-over-ants-bodies-to-control-their-minds/545864/ "'How the Zombie Fungus Takes Over Ants’ Bodies to Control Their Minds: The infamous parasite’s methods are more complex and more sinister than anyone suspected', Yong 2017"){.link-annotated .id-not .include-annotation link-icon="A" link-icon-type="text,italic" link-icon-color="#e7131a"}** ## `“Socioeconomic Status and Genetic Influences on Cognitive Development”, Figlioa et al 2017`{=html} {#figlioa-et-al-2017-section} **[`Socioeconomic status and genetic influences on cognitive development`{=html}](/doc/genetics/heritable/2017-figlio.pdf "'Socioeconomic status and genetic influences on cognitive development', Figlioa et al 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Double Decomposition of Level-1 Variables in Multilevel Models: An Analysis of the Flynn Effect in the NLSY Data”, O’Keefe & Rodgers 2017`{=html} {#okeefe-rodgers-2017-section} **[`Double Decomposition of Level-1 Variables in Multilevel Models: An Analysis of the Flynn Effect in the NLSY Data`{=html}](/doc/iq/2017-okeefe.pdf "'Double Decomposition of Level-1 Variables in Multilevel Models: An Analysis of the Flynn Effect in the NLSY Data', O’Keefe & Rodgers 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Brain Structure Mediates the Association between Height and Cognitive Ability”, Vuoksimaa et al 2017`{=html} {#vuoksimaa-et-al-2017-section} **[`Brain structure mediates the association between height and cognitive ability`{=html}](https://www.biorxiv.org/content/10.1101/183525.full "'Brain structure mediates the association between height and cognitive ability', Vuoksimaa et al 2017"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“The Flynn Effect for Verbal and Visuospatial Short-Term and Working Memory: A Cross-Temporal Meta-Analysis”, Wongupparaj et al 2017`{=html} {#wongupparaj-et-al-2017-section} **[`The Flynn effect for verbal and visuospatial short-term and working memory: A cross-temporal meta-analysis`{=html}](/doc/iq/2017-wongupparaj.pdf "'The Flynn effect for verbal and visuospatial short-term and working memory: A cross-temporal meta-analysis', Wongupparaj et al 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“99 Independent Genetic Loci Influencing General Cognitive Function Include Genes Associated With Brain Health and Structure (n = 280,360)”, Davies et al 2017`{=html} {#davies-et-al-2017-1-section} **[`99 independent genetic loci influencing general cognitive function include genes associated with brain health and structure (n = 280,360)`{=html}](https://www.biorxiv.org/content/10.1101/176511.full "'99 independent genetic loci influencing general cognitive function include genes associated with brain health and structure (n = 280,360)', Davies et al 2017"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Middle Responding: An Unobtrusive Measure of National Cognitive Ability and Personality”, Minkov 2017`{=html} {#minkov-2017-section} **[`Middle responding: An unobtrusive measure of national cognitive ability and personality`{=html}](/doc/psychology/personality/2017-minkov.pdf "'Middle responding: An unobtrusive measure of national cognitive ability and personality', Minkov 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Combined Analysis of Genetically Correlated Traits Identifies 107 Loci Associated With Intelligence”, Hill et al 2017`{=html} {#hill-et-al-2017-1-section} **[`A combined analysis of genetically correlated traits identifies 107 loci associated with intelligence`{=html}](https://www.biorxiv.org/content/10.1101/160291.full "'A combined analysis of genetically correlated traits identifies 107 loci associated with intelligence', Hill et al 2017"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“The Effect of Active Video Games on Cognitive Functioning in Clinical and Non-Clinical Populations: A Meta-Analysis of Randomized Controlled Trials”, Stanmore et al 2017`{=html} {#stanmore-et-al-2017-section} **[`The effect of active video games on cognitive functioning in clinical and non-clinical populations: A meta-analysis of randomized controlled trials`{=html}](https://www.sciencedirect.com/science/article/pii/S014976341730129X "'The effect of active video games on cognitive functioning in clinical and non-clinical populations: A meta-analysis of randomized controlled trials', Stanmore et al 2017"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Quantifying the Impact of Rare and Ultra-Rare Coding Variation across the Phenotypic Spectrum”, Ganna et al 2017`{=html} {#ganna-et-al-2017-section} **[`Quantifying the impact of rare and ultra-rare coding variation across the phenotypic spectrum`{=html}](https://www.biorxiv.org/content/10.1101/148247.full "'Quantifying the impact of rare and ultra-rare coding variation across the phenotypic spectrum', Ganna et al 2017"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Genetic Contribution to Two Factors of Neuroticism Is Associated With Affluence, Better Health, and Longer Life”, Hill et al 2017`{=html} {#hill-et-al-2017-4-section} **[`Genetic contribution to two factors of Neuroticism is associated with affluence, better health, and longer life`{=html}](https://www.biorxiv.org/content/10.1101/146787.full "'Genetic contribution to two factors of Neuroticism is associated with affluence, better health, and longer life', Hill et al 2017"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Who Becomes A Politician?”, Bó et al 2017`{=html} {#bó-et-al-2017-section} **[`Who Becomes A Politician?`{=html}](/doc/iq/2017-bo.pdf "'Who Becomes A Politician?', Bó et al 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genome-Wide Association Meta-Analysis of 78,308 Individuals Identifies New Loci and Genes Influencing Human Intelligence”, Sniekers et al 2017`{=html} {#sniekers-et-al-2017-section} **[`Genome-wide association meta-analysis of 78,308 individuals identifies new loci and genes influencing human intelligence`{=html}](/doc/iq/2017-sniekers.pdf "'Genome-wide association meta-analysis of 78,308 individuals identifies new loci and genes influencing human intelligence', Sniekers et al 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Book Review [Review of The Rationality Quotient: Toward a Test of Rational Thinking, Stanovich Et Al 2017]”, Ritchie 2017`{=html} {#ritchie-2017-section} **[`Book Review [Review of The Rationality Quotient: Toward a Test of Rational Thinking, Stanovich et al 2017]`{=html}](/doc/iq/2017-ritchie.pdf "'Book Review [Review of The Rationality Quotient: Toward a Test of Rational Thinking, Stanovich et al 2017]', Ritchie 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Clever Enough to Tell the Truth”, Ruffle & Tobol 2017`{=html} {#ruffle-tobol-2017-section} **[`Clever enough to tell the truth`{=html}](/doc/iq/2017-ruffle.pdf "'Clever enough to tell the truth', Ruffle & Tobol 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Holocene Selection for Variants Associated With Cognitive Ability: Comparing Ancient and Modern Genomes”, Menie et al 2017`{=html} {#menie-et-al-2017-section} **[`Holocene selection for variants associated with cognitive ability: Comparing ancient and modern genomes`{=html}](https://www.biorxiv.org/content/10.1101/109678.full "'Holocene selection for variants associated with cognitive ability: Comparing ancient and modern genomes', Menie et al 2017"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Genomic Analysis of Family Data Reveals Additional Genetic Effects on Intelligence and Personality”, Hill et al 2017`{=html} {#hill-et-al-2017-3-section} **[`Genomic analysis of family data reveals additional genetic effects on intelligence and personality`{=html}](https://www.biorxiv.org/content/10.1101/106203.full "'Genomic analysis of family data reveals additional genetic effects on intelligence and personality', Hill et al 2017"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“GWAS Meta-Analysis Reveals Novel Loci and Genetic Correlates for General Cognitive Function: a Report from the COGENT Consortium”, Trampush et al 2017`{=html} {#trampush-et-al-2017-section} **[`GWAS meta-analysis reveals novel loci and genetic correlates for general cognitive function: a report from the COGENT consortium`{=html}](https://www.nature.com/articles/mp2016244 "'GWAS meta-analysis reveals novel loci and genetic correlates for general cognitive function: a report from the COGENT consortium', Trampush et al 2017"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Executive Functions and Substance Use: Relations in Late Adolescence and Early Adulthood”, Gustavson et al 2017`{=html} {#gustavson-et-al-2017-section} **[`Executive Functions and Substance Use: Relations in Late Adolescence and Early Adulthood`{=html}](/doc/genetics/heritable/correlation/2017-gustavson.pdf "'Executive Functions and Substance Use: Relations in Late Adolescence and Early Adulthood', Gustavson et al 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Education and Intelligence: Pity the Poor Teacher Because Student Characteristics Are More Significant Than Teachers or Schools”, Detterman 2017`{=html} {#detterman-2017-section} **[`Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools`{=html}](/doc/iq/2016-detterman.pdf "'Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools', Detterman 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Spearman's Law of Diminishing Returns. A Meta-Analysis”, BlumDiego & HollingHeinz 2017`{=html} {#blumdiego-hollingheinz-2017-section} **[`Spearman's law of diminishing returns. A meta-analysis`{=html}](/doc/iq/2017-blum.pdf "'Spearman's law of diminishing returns. A meta-analysis', BlumDiego & HollingHeinz 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Does Gender Moderate the Association between Intellectual Ability and Accidental Injuries? Evidence from the 1953 Stockholm Birth Cohort Study”, Bonander & Jernbro 2017`{=html} {#bonander-jernbro-2017-section} **[`Does gender moderate the association between intellectual ability and accidental injuries? Evidence from the 1953 Stockholm Birth Cohort study`{=html}](/doc/iq/2017-bonander.pdf "'Does gender moderate the association between intellectual ability and accidental injuries? Evidence from the 1953 Stockholm Birth Cohort study', Bonander & Jernbro 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“IQ Decline and Piaget: Does the Rot Start at the Top?”, Flynn & Shayer 2017`{=html} {#flynn-shayer-2017-section} **[`IQ decline and Piaget: Does the rot start at the top?`{=html}](/doc/iq/2017-flynn.pdf "'IQ decline and Piaget: Does the rot start at the top?', Flynn & Shayer 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Brain Volume and Intelligence: The Moderating Role of Intelligence Measurement Quality”, Gignac & Bates 2017`{=html} {#gignac-bates-2017-section} **[`Brain volume and intelligence: The moderating role of intelligence measurement quality`{=html}](/doc/iq/2017-gignac.pdf "'Brain volume and intelligence: The moderating role of intelligence measurement quality', Gignac & Bates 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Does Teaching Children How to Play Cognitively Demanding Games Improve Their Educational Attainment? Evidence from a Randomized Controlled Trial of Chess Instruction in England”, jerrim 2017`{=html} {#jerrim-2017-section} **[`Does teaching children how to play cognitively demanding games improve their educational attainment? Evidence from a Randomized Controlled Trial of chess instruction in England`{=html}](/doc/iq/2017-jerrim.pdf "'Does teaching children how to play cognitively demanding games improve their educational attainment? Evidence from a Randomized Controlled Trial of chess instruction in England', jerrim 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Association of Fluid Intelligence and Psychiatric Disorders in a Population-Representative Sample of US Adolescents”, Association 2017`{=html} {#association-2017-3-section} **[`Association of Fluid Intelligence and Psychiatric Disorders in a Population-Representative Sample of US Adolescents`{=html}](/doc/iq/2017-keyes.pdf "'Association of Fluid Intelligence and Psychiatric Disorders in a Population-Representative Sample of US Adolescents', Association 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Approximate Number Sense Shares Etiological Overlap With Mathematics and General Cognitive Ability”, Lukowski et al 2017`{=html} {#lukowski-et-al-2017-section} **[`Approximate number sense shares etiological overlap with mathematics and general cognitive ability`{=html}](/doc/iq/2017-lukowski.pdf "'Approximate number sense shares etiological overlap with mathematics and general cognitive ability', Lukowski et al 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Predicting Group Differences from the Correlation of Vectors”, Sorjonen et al 2017`{=html} {#sorjonen-et-al-2017-section} **[`Predicting group differences from the correlation of vectors`{=html}](/doc/iq/2017-sorjonen.pdf "'Predicting group differences from the correlation of vectors', Sorjonen et al 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Comparing the Cognitive Abilities of Hackers and Non-Hackers Using a Self-Report Questionnaire”, Treadway 2017`{=html} {#treadway-2017-section} **[`Comparing the Cognitive Abilities of Hackers and Non-Hackers Using a Self-Report Questionnaire`{=html}](/doc/iq/2017-treadway.pdf "'Comparing the Cognitive Abilities of Hackers and Non-Hackers Using a Self-Report Questionnaire', Treadway 2017"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison Among African American, Asian, Hispanic, and Caucasian Children”, Trundt et al 2017`{=html} {#trundt-et-al-2017-section} **[`Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison Among African American, Asian, Hispanic, and Caucasian Children`{=html}](/doc/iq/2017-trundt.pdf "'Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison Among African American, Asian, Hispanic, and Caucasian Children', Trundt et al 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Beyond Questionable Research Methods: The Role of Omitted Relevant Research in the Credibility of Research”, Schmidt 2017`{=html} {#schmidt-2017-section} **[`Beyond Questionable Research Methods: The Role of Omitted Relevant Research in the Credibility of Research`{=html}](/doc/genetics/heritable/2017-schmidt.pdf "'Beyond Questionable Research Methods: The Role of Omitted Relevant Research in the Credibility of Research', Schmidt 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Anomalous Results in G-Factor Models: Explanations and Alternatives”, Eid et al 2017`{=html} {#eid-et-al-2017-section} **[`Anomalous results in G-factor models: Explanations and alternatives`{=html}](/doc/psychology/2017-eid.pdf "'Anomalous results in G-factor models: Explanations and alternatives', Eid et al 2017"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Foundations of Plant Intelligence”, Trewavas 2017`{=html} {#trewavas-2017-section} **[`The foundations of plant intelligence`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5413888/ "'The foundations of plant intelligence', Trewavas 2017"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Childhood Social Class and Cognitive Aging in the Swedish Adoption/Twin Study of Aging”, Ericsson et al 2017`{=html} {#ericsson-et-al-2017-section} **[`Childhood social class and cognitive aging in the Swedish Adoption/Twin Study of Aging`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5502597/ "'Childhood social class and cognitive aging in the Swedish Adoption/Twin Study of Aging', Ericsson et al 2017"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“The Relationship between Baseline Pupil Size and Intelligence”, Tsukahara et al 2016`{=html} {#tsukahara-et-al-2016-section} **[`The relationship between baseline pupil size and intelligence`{=html}](/doc/iq/2016-tsukahara.pdf "'The relationship between baseline pupil size and intelligence', Tsukahara et al 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genome-Wide Association Study Reveals First Locus for Anorexia Nervosa and Metabolic Correlations”, Duncan et al 2016`{=html} {#duncan-et-al-2016-section} **[`Genome-Wide Association Study Reveals First Locus for Anorexia Nervosa and Metabolic Correlations`{=html}](https://www.biorxiv.org/content/10.1101/088815.full "'Genome-Wide Association Study Reveals First Locus for Anorexia Nervosa and Metabolic Correlations', Duncan et al 2016"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“The Relationship between Cognitive Ability and Chess Skill: A Comprehensive Meta-Analysis”, Burgoyne et al 2016`{=html} {#burgoyne-et-al-2016-section} **[`The relationship between cognitive ability and chess skill: A comprehensive meta-analysis`{=html}](/doc/psychology/chess/2016-burgoyne.pdf "'The relationship between cognitive ability and chess skill: A comprehensive meta-analysis', Burgoyne et al 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Learning Style, Judgements of Learning, and Learning of Verbal and Visual Information”, Knoll et al 2016`{=html} {#knoll-et-al-2016-section} **[`Learning style, judgements of learning, and learning of verbal and visual information`{=html}](/doc/iq/2016-knoll.pdf "'Learning style, judgements of learning, and learning of verbal and visual information', Knoll et al 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Morphometricity As a Measure of the Neuroanatomical Signature of a Trait”, Sabuncu et al 2016`{=html} {#sabuncu-et-al-2016-section} **[`Morphometricity as a measure of the neuroanatomical signature of a trait`{=html}](https://www.pnas.org/doi/full/10.1073/pnas.1604378113 "'Morphometricity as a measure of the neuroanatomical signature of a trait', Sabuncu et al 2016"){.link-annotated .id-not .include-annotation link-icon="PNAS" link-icon-type="text,quad" link-icon-color="#1f75b9"}** ## `“The U-Shaped Association of Body Mass Index With Mortality: Influence of the Traits Height, Intelligence, and Education”, Jørgensen et al 2016`{=html} {#jørgensen-et-al-2016-section} **[`The U-shaped association of body mass index with mortality: Influence of the traits height, intelligence, and education`{=html}](https://onlinelibrary.wiley.com/doi/full/10.1002/oby.21615 "'The U-shaped association of body mass index with mortality: Influence of the traits height, intelligence, and education', Jørgensen et al 2016"){.link-annotated .id-not .include-annotation link-icon="W" link-icon-type="text,sans"}** ## `“Differences in the Intelligence of Children across 31 Provinces and Municipalities of China and Their Economic and Social Correlates”, Lynn et al 2016`{=html} {#lynn-et-al-2016-section} **[`Differences in the intelligence of children across 31 provinces and municipalities of China and their economic and social correlates`{=html}](/doc/iq/2016-lynn.pdf "'Differences in the intelligence of children across 31 provinces and municipalities of China and their economic and social correlates', Lynn et al 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“How Cognitive Genetic Factors Influence Fertility Outcomes: A Mediational SEM Analysis”, Menie et al 2016`{=html} {#menie-et-al-2016-section} **[`How cognitive genetic factors influence fertility outcomes: A mediational SEM analysis`{=html}](https://www.biorxiv.org/content/10.1101/070128.full "'How cognitive genetic factors influence fertility outcomes: A mediational SEM analysis', Menie et al 2016"){.link-annotated .id-not .include-annotation link-icon="chi-dna" link-icon-type="svg" link-icon-color="#bd2736"}** ## `“Process Overlap Theory: A Unified Account of the General Factor of Intelligence”, Kovacs & Conway 2016`{=html} {#kovacs-conway-2016-section} **[`Process Overlap Theory: A Unified Account of the General Factor of Intelligence`{=html}](/doc/iq/2016-kovacs.pdf "'Process Overlap Theory: A Unified Account of the General Factor of Intelligence', Kovacs & Conway 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Process of Deforestation in Weak Democracies and the Role of Intelligence”, Obydenkova et al 2016`{=html} {#obydenkova-et-al-2016-section} **[`The process of deforestation in weak democracies and the role of Intelligence`{=html}](/doc/iq/2016-obydenkova.pdf "'The process of deforestation in weak democracies and the role of Intelligence', Obydenkova et al 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetically-Mediated Associations Between Measures of Childhood Character and Academic Achievement”, Tucker-Drob et al 2016`{=html} {#tucker-drob-et-al-2016-section} **[`Genetically-Mediated Associations Between Measures of Childhood Character and Academic Achievement`{=html}](/doc/genetics/heritable/correlation/2016-tuckerdrob.pdf "'Genetically-Mediated Associations Between Measures of Childhood Character and Academic Achievement', Tucker-Drob et al 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Do the Benefits of Chess Instruction Transfer to Academic and Cognitive Skills? A Meta-Analysis”, Sala & Gobet 2016`{=html} {#sala-gobet-2016-section} **[`Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis`{=html}](https://www.sciencedirect.com/science/article/pii/S1747938X16300112 "'Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis', Sala & Gobet 2016"){.link-annotated .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Genome-Wide Association Study of Cognitive Functions and Educational Attainment in UK Biobank (n = 112 151)”, Davies et al 2016`{=html} {#davies-et-al-2016-1-section} **[`Genome-wide association study of cognitive functions and educational attainment in UK Biobank (n = 112 151)`{=html}](https://www.nature.com/articles/mp201645 "'Genome-wide association study of cognitive functions and educational attainment in UK Biobank (n = 112 151)', Davies et al 2016"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Atheists and Agnostics Are More Reflective Than Religious Believers: Four Empirical Studies and a Meta-Analysis”, Pennycook et al 2016`{=html} {#pennycook-et-al-2016-section} **[`Atheists and Agnostics Are More Reflective than Religious Believers: Four Empirical Studies and a Meta-Analysis`{=html}](https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0153039 "'Atheists and Agnostics Are More Reflective than Religious Believers: Four Empirical Studies and a Meta-Analysis', Pennycook et al 2016"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Dual N-Back Working Memory Training in Healthy Adults: A Randomized Comparison to Processing Speed Training”, Lawlor-Savage & Goghari 2016`{=html} {#lawlor-savage-goghari-2016-section} **[`Dual N-Back Working Memory Training in Healthy Adults: A Randomized Comparison to Processing Speed Training`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0151817 "'Dual N-Back Working Memory Training in Healthy Adults: A Randomized Comparison to Processing Speed Training', Lawlor-Savage & Goghari 2016"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Talent Identification and Selection in Elite Youth Football: An Australian Context”, O’Connor et al 2016`{=html} {#oconnor-et-al-2016-section} **[`Talent identification and selection in elite youth football: An Australian context`{=html}](/doc/iq/2016-oconnor.pdf "'Talent identification and selection in elite youth football: An Australian context', O’Connor et al 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Evolutionary Genetics of Personality Revisited”, Penke & Jokela 2016`{=html} {#penke-jokela-2016-section} **[`The Evolutionary Genetics of Personality Revisited`{=html}](https://www.larspenke.eu/pdfs/Penke_&_Jokela_in_press_-_Evolutionary_Genetics_of_Personality_Revisited.pdf "'The Evolutionary Genetics of Personality Revisited', Penke & Jokela 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Influence of Nonshared Environmental Factors on Number and Word Recall Test Performance”, Boccio & Beaver 2016`{=html} {#boccio-beaver-2016-section} **[`The influence of nonshared environmental factors on number and word recall test performance`{=html}](/doc/iq/2016-boccio.pdf "'The influence of nonshared environmental factors on number and word recall test performance', Boccio & Beaver 2016"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Answering Unresolved Questions About the Relationship Between Cognitive Ability and Prejudice”, Brandt & Crawford 2016`{=html} {#brandt-crawford-2016-section} **[`Answering Unresolved Questions About the Relationship Between Cognitive Ability and Prejudice`{=html}](/doc/iq/2016-brandt.pdf "'Answering Unresolved Questions About the Relationship Between Cognitive Ability and Prejudice', Brandt & Crawford 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence in Young Adulthood and Cause-Specific Mortality in the Danish Conscription Database—A Cohort Study of 728,160 Men”, Christensen et al 2016`{=html} {#christensen-et-al-2016-section} **[`Intelligence in young adulthood and cause-specific mortality in the Danish Conscription Database—A cohort study of 728,160 men`{=html}](/doc/iq/2016-christensen.pdf "'Intelligence in young adulthood and cause-specific mortality in the Danish Conscription Database—A cohort study of 728,160 men', Christensen et al 2016"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Negative Flynn Effect: A Systematic Literature Review”, Dutton et al 2016`{=html} {#dutton-et-al-2016-section} **[`The negative Flynn Effect: A systematic literature review`{=html}](/doc/iq/2016-dutton.pdf "'The negative Flynn Effect: A systematic literature review', Dutton et al 2016"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Assortative Mating on Educational Attainment Leads to Genetic Spousal Resemblance for Causal Alleles”, Hugh-Jones et al 2016`{=html} {#hugh-jones-et-al-2016-section} **[`Assortative mating on educational attainment leads to genetic spousal resemblance for causal alleles`{=html}](/doc/iq/2016-hughjones.pdf "'Assortative mating on educational attainment leads to genetic spousal resemblance for causal alleles', Hugh-Jones et al 2016"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Effects of Cognitive Training on the Structure of Intelligence”, Protzko 2016`{=html} {#protzko-2016-section} **[`Effects of cognitive training on the structure of intelligence`{=html}](/doc/iq/2016-protzko.pdf "'Effects of cognitive training on the structure of intelligence', Protzko 2016"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Do the Kaufman Tests of Cognitive Ability and Academic Achievement Display Construct Bias Across a Representative Sample of Black, Hispanic, and Caucasian School-Age Children in Grades 1 Through 12?”, Scheiber 2016`{=html} {#scheiber-2016-section} **[`Do the Kaufman Tests of Cognitive Ability and Academic Achievement Display Construct Bias Across a Representative Sample of Black, Hispanic, and Caucasian School-Age Children in Grades 1 Through 12?`{=html}](/doc/iq/2016-scheiber.pdf "'Do the Kaufman Tests of Cognitive Ability and Academic Achievement Display Construct Bias Across a Representative Sample of Black, Hispanic, and Caucasian School-Age Children in Grades 1 Through 12?', Scheiber 2016"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Evidence of Contemporary Polygenic Selection on the Big G of National Cognitive Ability: A Cross-Cultural Sociogenetic Analysis”, Woodley et al 2016`{=html} {#woodley-et-al-2016-section} **[`Evidence of contemporary polygenic selection on the Big G of national cognitive ability: A cross-cultural sociogenetic analysis`{=html}](/doc/iq/2016-woodley.pdf "'Evidence of contemporary polygenic selection on the Big G of national cognitive ability: A cross-cultural sociogenetic analysis', Woodley et al 2016"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Is Spearman’s Law of Diminishing Returns (SLODR) Meaningful for Artificial Agents?”, Hernandez-Orallo 2016`{=html} {#hernandez-orallo-2016-section} **[`Is Spearman’s law of diminishing returns (SLODR) meaningful for artificial agents?`{=html}](/doc/ai/2016-hernandezorallo.pdf "'Is Spearman’s law of diminishing returns (SLODR) meaningful for artificial agents?', Hernandez-Orallo 2016"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Role of Mental Abilities and Mental Tests in Explaining High-School Grades”, Cucina et al 2016`{=html} {#cucina-et-al-2016-section} **[`Role of mental abilities and mental tests in explaining high-school grades`{=html}](/doc/iq/2016-cucina.pdf "'Role of mental abilities and mental tests in explaining high-school grades', Cucina et al 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Smart Groups of Smart People: Evidence for IQ As the Origin of Collective Intelligence in the Performance of Human Groups”, Bates & Gupta 2016`{=html} {#bates-gupta-2016-section} **[`Smart groups of smart people: Evidence for IQ as the origin of collective intelligence in the performance of human groups`{=html}](/doc/iq/2016-bates.pdf "'Smart groups of smart people: Evidence for IQ as the origin of collective intelligence in the performance of human groups', Bates & Gupta 2016"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Showing Their True Colors: Possible Secular Declines and a Jensen Effect on Color Acuity—More Evidence for the Weaker Variant of Spearman’s Other Hypothesis”, Woodley & Fernandes 2016b`{=html} {#woodley-fernandes-2016b-section} **[`Showing their true colors: Possible secular declines and a Jensen effect on color acuity—More evidence for the weaker variant of Spearman’s Other Hypothesis`{=html}](/doc/iq/2016-woodley-2.pdf "'Showing their true colors: Possible secular declines and a Jensen effect on color acuity—More evidence for the weaker variant of Spearman’s Other Hypothesis', Woodley & Fernandes 2016b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Top 10 Replicated Findings From Behavioral Genetics § #7: The Environment Is Genetic”, Plomin et al 2016 (page 10)`{=html} {#plomin-et-al-2016-page-10-section} **[`Top 10 Replicated Findings From Behavioral Genetics § #7: The Environment Is Genetic`{=html}](/doc/genetics/heritable/adoption/2016-plomin.pdf#page=10 "'Top 10 Replicated Findings From Behavioral Genetics § #7: The Environment Is Genetic', Plomin et al 2016 (page 10)"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“GWAS for Executive Function and Processing Speed Suggests Involvement of the CADM2 Gene”, Ibrahim-Verbaas et al 2016`{=html} {#ibrahim-verbaas-et-al-2016-section} **[`GWAS for executive function and processing speed suggests involvement of the CADM2 gene`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4722802/ "'GWAS for executive function and processing speed suggests involvement of the CADM2 gene', Ibrahim-Verbaas et al 2016"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Survey of Expert Opinion on Intelligence: Causes of International Differences in Cognitive Ability Tests”, Rindermann et al 2016`{=html} {#rindermann-et-al-2016-section} **[`Survey of Expert Opinion on Intelligence: Causes of International Differences in Cognitive Ability Tests`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4804158/ "'Survey of Expert Opinion on Intelligence: Causes of International Differences in Cognitive Ability Tests', Rindermann et al 2016"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Assessing the Genetic Overlap between BMI and Cognitive Function”, Marioni et al 2016`{=html} {#marioni-et-al-2016-section} **[`Assessing the genetic overlap between BMI and cognitive function`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4863955/ "'Assessing the genetic overlap between BMI and cognitive function', Marioni et al 2016"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Universal Screening Increases the Representation of Low-Income and Minority Students in Gifted Education”, Card & Giuliano 2016`{=html} {#card-giuliano-2016-section} **[`Universal screening increases the representation of low-income and minority students in gifted education`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5137751/ "'Universal screening increases the representation of low-income and minority students in gifted education', Card & Giuliano 2016"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Interindividual Differences in General Cognitive Ability from Age 18 to Age 65 Years Are Extremely Stable and Strongly Associated With Working Memory Capacity”, Rönnlund et al 2015`{=html} {#rönnlund-et-al-2015-section} **[`Interindividual differences in general cognitive ability from age 18 to age 65 years are extremely stable and strongly associated with working memory capacity`{=html}](/doc/iq/2015-ronnlund.pdf "'Interindividual differences in general cognitive ability from age 18 to age 65 years are extremely stable and strongly associated with working memory capacity', Rönnlund et al 2015"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Reviving the Louisville Twin Study: An Introduction”, Rhea 2015`{=html} {#rhea-2015-section} **[`Reviving the Louisville Twin Study: An Introduction`{=html}](/doc/iq/2015-rhea.pdf "'Reviving the Louisville Twin Study: An Introduction', Rhea 2015"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“SNP Hits on Cognitive Ability from 300k Individuals”, Hsu 2015`{=html} {#hsu-2015-section} **[`SNP hits on cognitive ability from 300k individuals`{=html}](https://infoproc.blogspot.com/2015/09/snp-hits-on-cognitive-ability-from-300k.html "'SNP hits on cognitive ability from 300k individuals', Hsu 2015"){.id-not .include-annotation link-icon="Hsu" link-icon-type="text,tri,sans"}** ::: aux-links-transclude-file ::: collapse **View HTML**: [`https://infoproc.blogspot.com/2015/09/snp-hits-on-cognitive-ability-from-300k.html`](https://infoproc.blogspot.com/2015/09/snp-hits-on-cognitive-ability-from-300k.html){.id-not .link-annotated-not .include-content .include-lazy link-icon="Hsu" link-icon-type="text,tri,sans"} ::: ::: ## `“Wittgenstein’s Certainty Is Uncertain: Brain Scans of Cured Hydrocephalics Challenge Cherished Assumptions”, Forsdyke 2015`{=html} {#forsdyke-2015-section} **[`Wittgenstein’s Certainty is Uncertain: Brain Scans of Cured Hydrocephalics Challenge Cherished Assumptions`{=html}](https://www.rifters.com/real/articles/Forsdyke-2015-BrainScansofHydrocephalicsChallengeCherishedAssumptions.pdf "'Wittgenstein’s Certainty is Uncertain: Brain Scans of Cured Hydrocephalics Challenge Cherished Assumptions', Forsdyke 2015"){.link-annotated .id-not .include-annotation link-icon="PW" link-icon-type="text,sans" link-icon-color="#737500"}** ## `“Testing Spearman’s Hypotheses Using a Bi-Factor Model With WAIS-IV/WMS-IV Standardization Data”, Frisby & Beaujean 2015`{=html} {#frisby-beaujean-2015-section} **[`Testing Spearman’s hypotheses using a bi-factor model with WAIS-IV/WMS-IV standardization data`{=html}](/doc/iq/2015-frisby.pdf "'Testing Spearman’s hypotheses using a bi-factor model with WAIS-IV/WMS-IV standardization data', Frisby & Beaujean 2015"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Decomposing the Relationship between Mental Speed and Mental Abilities”, Schubert et al 2015`{=html} {#schubert-et-al-2015-section} **[`Decomposing the relationship between mental speed and mental abilities`{=html}](/doc/iq/2015-schubert.pdf "'Decomposing the relationship between mental speed and mental abilities', Schubert et al 2015"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Schizophrenia Patients With High Intelligence: A Clinically Distinct Sub-Type of Schizophrenia?”, Černis et al 2015`{=html} {#černis-et-al-2015-section} **[`Schizophrenia patients with high intelligence: A clinically distinct sub-type of schizophrenia?`{=html}](/doc/psychiatry/schizophrenia/2015-cernis.pdf "'Schizophrenia patients with high intelligence: A clinically distinct sub-type of schizophrenia?', Černis et al 2015"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Eyes and IQ: A Meta-Analysis of the Relationship between Intelligence and ‘Reading the Mind in the Eyes’”, Baker et al 2015`{=html} {#baker-et-al-2015-2-section} **[`Eyes and IQ: A meta-analysis of the relationship between intelligence and ‘Reading the Mind in the Eyes’`{=html}](/doc/iq/2014-baker.pdf "'Eyes and IQ: A meta-analysis of the relationship between intelligence and ‘Reading the Mind in the Eyes’', Baker et al 2015"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Genetic Architecture of Pediatric Cognitive Abilities in the Philadelphia Neurodevelopmental Cohort”, Robinson et al 2015`{=html} {#robinson-et-al-2015-2-section} **[`The genetic architecture of pediatric cognitive abilities in the Philadelphia Neurodevelopmental Cohort`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4294962/ "'The genetic architecture of pediatric cognitive abilities in the Philadelphia Neurodevelopmental Cohort', Robinson et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Is the Effect of Parental Education on Offspring Biased or Moderated by Genotype?”, Conley et al 2015`{=html} {#conley-et-al-2015-section} **[`Is the Effect of Parental Education on Offspring Biased or Moderated by Genotype?`{=html}](https://www.sociologicalscience.com/download/volume-2/february/SocSci_v2_82to105.pdf "'Is the Effect of Parental Education on Offspring Biased or Moderated by Genotype?', Conley et al 2015"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic Contributions to Variation in General Cognitive Function: a Meta-Analysis of Genome-Wide Association Studies in the CHARGE Consortium (N = 53,949)”, Davies et al 2015`{=html} {#davies-et-al-2015-section} **[`Genetic contributions to variation in general cognitive function: a meta-analysis of genome-wide association studies in the CHARGE consortium (N = 53,949)`{=html}](https://www.nature.com/articles/mp2014188/ "'Genetic contributions to variation in general cognitive function: a meta-analysis of genome-wide association studies in the CHARGE consortium (N = 53,949)', Davies et al 2015"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Classical and Molecular Genetic Research on General Cognitive Ability”`{=html} {#_8aX3qRxk-section} **[`Classical and Molecular Genetic Research on General Cognitive Ability`{=html}](/doc/iq/2015-mcgue.pdf "Classical and Molecular Genetic Research on General Cognitive Ability"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Review of Intelligence GWAS Hits: Their Relationship to Country IQ and the Issue of Spatial Autocorrelation”, Piffer 2015`{=html} {#piffer-2015-section} **[`A review of intelligence GWAS hits: Their relationship to country IQ and the issue of spatial autocorrelation`{=html}](/doc/iq/2015-piffer.pdf "'A review of intelligence GWAS hits: Their relationship to country IQ and the issue of spatial autocorrelation', Piffer 2015"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Environment in Raising Early Intelligence: A Meta-Analysis of the Fadeout Effect”, Protzko 2015`{=html} {#protzko-2015-section} **[`The environment in raising early intelligence: A meta-analysis of the fadeout effect`{=html}](/doc/iq/2015-protzko.pdf "'The environment in raising early intelligence: A meta-analysis of the fadeout effect', Protzko 2015"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence and School Grades: A Meta-Analysis”, Roth et al 2015`{=html} {#roth-et-al-2015-section} **[`Intelligence and school grades: A meta-analysis`{=html}](/doc/iq/2015-roth.pdf "'Intelligence and school grades: A meta-analysis', Roth et al 2015"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Do the Kaufman Tests of Cognitive Ability and Academic Achievement Display Ethnic Bias for Students in Grades 1 through 12?”, Scheiber 2015`{=html} {#scheiber-2015-section} **[`Do the Kaufman Tests of Cognitive Ability and Academic Achievement Display Ethnic Bias for Students in Grades 1 through 12?`{=html}](/doc/iq/2015-scheiber.pdf "'Do the Kaufman Tests of Cognitive Ability and Academic Achievement Display Ethnic Bias for Students in Grades 1 through 12?', Scheiber 2015"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Are Adoption Gains on the g Factor? A Meta-Analysis”, Nijenhuis et al 2015`{=html} {#nijenhuis-et-al-2015-section} **[`Are adoption gains on the g factor? A meta-analysis`{=html}](/doc/iq/2015-tenijenhuis.pdf "'Are adoption gains on the g factor? A meta-analysis', Nijenhuis et al 2015"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Association between G and K in a Sample of 4246 Swedish Twins: A Behavior Genetic Analysis”, Woodley & Madison 2015`{=html} {#woodley-madison-2015-section} **[`The association between g and K in a sample of 4246 Swedish twins: A behavior genetic analysis`{=html}](/doc/iq/2015-woodley.pdf "'The association between g and K in a sample of 4246 Swedish twins: A behavior genetic analysis', Woodley & Madison 2015"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Educational Attainment-Related Loci Identified by GWAS Are Associated With Select Personality Traits and Mathematics and Language Abilities”, Zhu et al 2015`{=html} {#zhu-et-al-2015-section} **[`Educational attainment-related loci identified by GWAS are associated with select personality traits and mathematics and language abilities`{=html}](/doc/genetics/heritable/correlation/2015-zhu.pdf "'Educational attainment-related loci identified by GWAS are associated with select personality traits and mathematics and language abilities', Zhu et al 2015"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Do We Really Become Smarter When Our Fluid-Intelligence Test Scores Improve?”, Hayes et al 2015`{=html} {#hayes-et-al-2015-section} **[`Do We Really Become Smarter When Our Fluid-Intelligence Test Scores Improve?`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4226176/ "'Do We Really Become Smarter When Our Fluid-Intelligence Test Scores Improve?', Hayes et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“IQ and Schizophrenia in a Swedish National Sample: Their Causal Relationship and the Interaction of IQ With Genetic Risk”, Kendler et al 2015`{=html} {#kendler-et-al-2015-2-section} **[`IQ and schizophrenia in a Swedish national sample: their causal relationship and the interaction of IQ with genetic risk`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4391822/ "'IQ and schizophrenia in a Swedish national sample: their causal relationship and the interaction of IQ with genetic risk', Kendler et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Family Environment and the Malleability of Cognitive Ability: a Swedish National Home-Reared and Adopted-Away Cosibling Control Study”, Kendler et al 2015`{=html} {#kendler-et-al-2015-1-section} **[`Family environment and the malleability of cognitive ability: a Swedish national home-reared and adopted-away cosibling control study`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4403216/ "'Family environment and the malleability of cognitive ability: a Swedish national home-reared and adopted-away cosibling control study', Kendler et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Is Education Associated With Improvements in General Cognitive Ability, or in Specific Skills?”, Ritchie et al 2015`{=html} {#ritchie-et-al-2015-section} **[`Is education associated with improvements in general cognitive ability, or in specific skills?`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4445388/ "'Is education associated with improvements in general cognitive ability, or in specific skills?', Ritchie et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Pleiotropy across Academic Subjects at the End of Compulsory Education”, Rimfeld et al 2015`{=html} {#rimfeld-et-al-2015-section} **[`Pleiotropy across academic subjects at the end of compulsory education`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4512149/ "'Pleiotropy across academic subjects at the end of compulsory education', Rimfeld et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Directional Dominance on Stature and Cognition in Diverse Human Populations”, Joshi et al 2015`{=html} {#joshi-et-al-2015-section} **[`Directional dominance on stature and cognition in diverse human populations`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4516141/ "'Directional dominance on stature and cognition in diverse human populations', Joshi et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Childhood IQ and Risk of Bipolar Disorder in Adulthood: Prospective Birth Cohort Study”, Smith et al 2015`{=html} {#smith-et-al-2015-section} **[`Childhood IQ and risk of bipolar disorder in adulthood: prospective birth cohort study`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4995557/ "'Childhood IQ and risk of bipolar disorder in adulthood: prospective birth cohort study', Smith et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Functional Connectome Fingerprinting: Identifying Individuals Using Patterns of Brain Connectivity”, Finn et al 2015`{=html} {#finn-et-al-2015-section} **[`Functional connectome fingerprinting: identifying individuals using patterns of brain connectivity`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5008686/ "'Functional connectome fingerprinting: identifying individuals using patterns of brain connectivity', Finn et al 2015"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“When Correcting for Unreliability of Job Performance Ratings, the Best Estimate Is Still 0.52”, Shen et al 2014`{=html} {#shen-et-al-2014-link-section} **[`When Correcting for Unreliability of Job Performance Ratings, the Best Estimate Is Still 0.52`{=html}](/doc/psychology/2014-shen.pdf "'When Correcting for Unreliability of Job Performance Ratings, the Best Estimate Is Still 0.52', Shen et al 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Paternal Antisocial Behavior and Sons’ Cognitive Ability: A Population-Based Quasiexperimental Study”, Latvala et al 2014`{=html} {#latvala-et-al-2014-section} **[`Paternal Antisocial Behavior and Sons’ Cognitive Ability: A Population-Based Quasiexperimental Study`{=html}](/doc/crime/2014-latvala.pdf "'Paternal Antisocial Behavior and Sons’ Cognitive Ability: A Population-Based Quasiexperimental Study', Latvala et al 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genomic Architecture of Human Neuroanatomical Diversity”, Toro et al 2014`{=html} {#toro-et-al-2014-section} **[`Genomic architecture of human neuroanatomical diversity`{=html}](/doc/iq/2014-toro.pdf "'Genomic architecture of human neuroanatomical diversity', Toro et al 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Closer Look at the Role of Parenting-Related Influences on Verbal Intelligence over the Life Course: Results from an Adoption-Based Research Design”, Beaver et al 2014`{=html} {#beaver-et-al-2014-section} **[`A closer look at the role of parenting-related influences on verbal intelligence over the life course: Results from an adoption-based research design`{=html}](/doc/iq/2014-beaver.pdf "'A closer look at the role of parenting-related influences on verbal intelligence over the life course: Results from an adoption-based research design', Beaver et al 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“High IQ in Early Adolescence and Career Success in Adulthood: Findings from a Swedish Longitudinal Study”, Bergman et al 2014`{=html} {#bergman-et-al-2014-section} **[`High IQ in Early Adolescence and Career Success in Adulthood: Findings from a Swedish Longitudinal Study`{=html}](/doc/iq/2014-bergman.pdf "'High IQ in Early Adolescence and Career Success in Adulthood: Findings from a Swedish Longitudinal Study', Bergman et al 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Deliberate Practice: Is That All It Takes to Become an Expert?”, Hambrick et al 2014`{=html} {#hambrick-et-al-2014-section} **[`Deliberate practice: Is that all it takes to become an expert?`{=html}](/doc/psychology/chess/2014-hambrick.pdf "'Deliberate practice: Is that all it takes to become an expert?', Hambrick et al 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Long-Term Memory: Scaling of Information to Brain Size”, Forsdyke 2014`{=html} {#forsdyke-2014-section} **[`Long-term memory: scaling of information to brain size`{=html}](https://www.frontiersin.org/journals/human-neuroscience/articles/10.3389/fnhum.2014.00397/full "'Long-term memory: scaling of information to brain size', Forsdyke 2014"){.link-annotated .id-not .include-annotation link-icon="FS" link-icon-type="text,sans"}** ## `“Genetic Variation Associated With Differential Educational Attainment in Adults Has Anticipated Associations With School Performance in Children”, Ward et al 2014`{=html} {#ward-et-al-2014-2-section} **[`Genetic Variation Associated with Differential Educational Attainment in Adults Has Anticipated Associations with School Performance in Children`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0100248 "'Genetic Variation Associated with Differential Educational Attainment in Adults Has Anticipated Associations with School Performance in Children', Ward et al 2014"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Results of a ‘GWAS Plus:’ General Cognitive Ability Is Substantially Heritable and Massively Polygenic”, Kirkpatrick et al 2014`{=html} {#kirkpatrick-et-al-2014-section} **[`Results of a ‘GWAS Plus:’ General Cognitive Ability Is Substantially Heritable and Massively Polygenic`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0112390 "'Results of a ‘GWAS Plus:’ General Cognitive Ability Is Substantially Heritable and Massively Polygenic', Kirkpatrick et al 2014"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Emotional Intelligence among Black and White Job Applicants: Examining Differences in Test Performance and Test Reactions”, Whitman et al 2014`{=html} {#whitman-et-al-2014-section} **[`Emotional Intelligence among Black and White Job Applicants: Examining differences in test performance and test reactions`{=html}](/doc/iq/2014-whitman.pdf "'Emotional Intelligence among Black and White Job Applicants: Examining differences in test performance and test reactions', Whitman et al 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Continuity of Genetic and Environmental Influences on Cognition across the Life Span: A Meta-Analysis of Longitudinal Twin and Adoption Studies”, Tucker-Drob & Briley 2014`{=html} {#tucker-drob-briley-2014-section} **[`Continuity of Genetic and Environmental Influences on Cognition across the Life Span: A Meta-Analysis of Longitudinal Twin and Adoption Studies`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4069230/ "'Continuity of Genetic and Environmental Influences on Cognition across the Life Span: A Meta-Analysis of Longitudinal Twin and Adoption Studies', Tucker-Drob & Briley 2014"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“The International Cognitive Ability Resource: Development and Initial Validation of a Public-Domain Measure”, Condon & Revelle 2014`{=html} {#condon-revelle-2014-section} **[`The international cognitive ability resource: Development and initial validation of a public-domain measure`{=html}](/doc/iq/2014-condon.pdf "'The international cognitive ability resource: Development and initial validation of a public-domain measure', Condon & Revelle 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Generalized Trust and Intelligence in the United States”, Carl & Billari 2014`{=html} {#carl-billari-2014-section} **[`Generalized Trust and Intelligence in the United States`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0091786 "'Generalized Trust and Intelligence in the United States', Carl & Billari 2014"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Assessing the Flynn Effect in the Wechsler Scales”, Beaujean & Sheng 2014`{=html} {#beaujean-sheng-2014-section} **[`Assessing the Flynn Effect in the Wechsler Scales`{=html}](/doc/iq/2014-beaujean.pdf "'Assessing the Flynn Effect in the Wechsler Scales', Beaujean & Sheng 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Verbal Intelligence Is Correlated With Socially and Economically Liberal Beliefs”, Carl 2014`{=html} {#carl-2014-section} **[`Verbal intelligence is correlated with socially and economically liberal beliefs`{=html}](/doc/iq/2014-carl.pdf "'Verbal intelligence is correlated with socially and economically liberal beliefs', Carl 2014"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Comment on ‘Fractionating Intelligence’ and the Peer Review Process”, Haier et al 2014`{=html} {#haier-et-al-2014-section} **[`A comment on ‘Fractionating Intelligence’ and the peer review process`{=html}](/doc/iq/2014-haier.pdf "'A comment on ‘Fractionating Intelligence’ and the peer review process', Haier et al 2014"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Are Headstart Gains on the g Factor? A Meta-Analysis”, Nijenhuis et al 2014`{=html} {#nijenhuis-et-al-2014-section} **[`Are Headstart gains on the g factor? A meta-analysis`{=html}](/doc/iq/2014-tenijenhuis.pdf "'Are Headstart gains on the g factor? A meta-analysis', Nijenhuis et al 2014"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Consistent g-Factor as well as Consistent Verbal-Factor, Numerical-Factor and Figural-Factors in Nested Factor Models? Confirmatory Factor Analyses Using 3 Test Batteries”, Valerius & Sparfeldt 2014`{=html} {#valerius-sparfeldt-2014-section} **[`Consistent g-factor as well as consistent verbal-factor, numerical-factor and figural-factors in nested factor models? Confirmatory factor analyses using 3 test batteries`{=html}](/doc/iq/2014-valerius.pdf "'Consistent g-factor as well as consistent verbal-factor, numerical-factor and figural-factors in nested factor models? Confirmatory factor analyses using 3 test batteries', Valerius & Sparfeldt 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Exploring the Various Interpretations of ‘Test Bias’”, Warne et al 2014`{=html} {#warne-et-al-2014-section} **[`Exploring the Various Interpretations of ‘Test Bias’`{=html}](/doc/iq/2014-warne.pdf "'Exploring the Various Interpretations of ‘Test Bias’', Warne et al 2014"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Psychology for Pedagogy: Intelligence Testing in USSR in the 1920s”, Leopoldoff 2014`{=html} {#leopoldoff-2014-section} **[`A psychology for pedagogy: Intelligence testing in USSR in the 1920s`{=html}](/doc/iq/2014-leopoldoff.pdf "'A psychology for pedagogy: Intelligence testing in USSR in the 1920s', Leopoldoff 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Embryo Selection for Cognitive Enhancement: Curiosity or Game-Changer?”`{=html} {#_4KihIqRt-section} **[`Embryo Selection for Cognitive Enhancement: Curiosity or Game-changer?`{=html}](/doc/iq/2014-shulman.pdf "Embryo Selection for Cognitive Enhancement: Curiosity or Game-changer?"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Education, Intelligence, and Attitude Extremity”, Makowsky & Miller 2014`{=html} {#makowsky-miller-2014-section} **[`Education, Intelligence, and Attitude Extremity`{=html}](https://static1.squarespace.com/static/5329e895e4b09fd4786211a3/t/56cb78e3d51cd4c4751d1245/1456175333161/Public+Opin+Q-2014-Makowsky-poq-nfu041.pdf "'Education, Intelligence, and Attitude Extremity', Makowsky & Miller 2014"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The High Heritability of Educational Achievement Reflects Many Genetically Influenced Traits, Not Just Intelligence”, Krapohl et al 2014`{=html} {#krapohl-et-al-2014-section} **[`The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4210287/ "'The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence', Krapohl et al 2014"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment”, Mehr et al 2013`{=html} {#mehr-et-al-2013-section} **[`Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0082007 "'Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment', Mehr et al 2013"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“The Effect of Paternal Age on Offspring Intelligence and Personality When Controlling for Paternal Trait Level”, Arslan et al 2013`{=html} {#arslan-et-al-2013-section} **[`The effect of paternal age on offspring intelligence and personality when controlling for paternal trait level`{=html}](https://arxiv.org/abs/1309.4625 "'The effect of paternal age on offspring intelligence and personality when controlling for paternal trait level', Arslan et al 2013"){.link-annotated .id-not .include-annotation link-icon="𝛘" link-icon-type="text" link-icon-color="#b31b1b"}** ## `“The Cognitive Underpinnings of Creative Thought: A Latent Variable Analysis Exploring the Roles of Intelligence and Working Memory in Three Creative Thinking Processes”, Lee & Therriault 2013`{=html} {#lee-therriault-2013-section} **[`The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes`{=html}](/doc/iq/2013-lee.pdf "'The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes', Lee & Therriault 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Long-Term Functional Outcomes and Their Predictors After Hemispherectomy in 115 Children”, Moosa et al 2013`{=html} {#moosa-et-al-2013-section} **[`Long-term functional outcomes and their predictors after hemispherectomy in 115 children`{=html}](https://onlinelibrary.wiley.com/doi/full/10.1111/epi.12342 "'Long-term functional outcomes and their predictors after hemispherectomy in 115 children', Moosa et al 2013"){.link-annotated .id-not .include-annotation link-icon="W" link-icon-type="text,sans"}** ## `“The Relation Between Intelligence and Religiosity: A Meta-Analysis and Some Proposed Explanations”, Zuckerman et al 2013`{=html} {#zuckerman-et-al-2013-section} **[`The Relation Between Intelligence and Religiosity: A Meta-Analysis and Some Proposed Explanations`{=html}](/doc/iq/2013-zuckerman.pdf "'The Relation Between Intelligence and Religiosity: A Meta-Analysis and Some Proposed Explanations', Zuckerman et al 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“GWAS of 126,559 Individuals Identifies Genetic Variants Associated With Educational Attainment”, Rietveld et al 2013`{=html} {#rietveld-et-al-2013-2-section} **[`GWAS of 126,559 Individuals Identifies Genetic Variants Associated with Educational Attainment`{=html}](/doc/iq/2013-rietveld.pdf "'GWAS of 126,559 Individuals Identifies Genetic Variants Associated with Educational Attainment', Rietveld et al 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cognitive Style and Religiosity: The Role of Conflict Detection”, Pennycook et al 2013`{=html} {#pennycook-et-al-2013-section} **[`Cognitive style and religiosity: The role of conflict detection`{=html}](/doc/iq/2013-pennycook.pdf "'Cognitive style and religiosity: The role of conflict detection', Pennycook et al 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Is It the Music or Is It Selection Bias? A Nationwide Analysis of Music and Non-Music Students’ SAT Scores”, Elpus 2013`{=html} {#elpus-2013-section} **[`Is It the Music or Is It Selection Bias? A Nationwide Analysis of Music and Non-Music Students’ SAT Scores`{=html}](/doc/dual-n-back/2013-elpus.pdf "'Is It the Music or Is It Selection Bias? A Nationwide Analysis of Music and Non-Music Students’ SAT Scores', Elpus 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Polygenic Risk for Schizophrenia Is Associated With Cognitive Change Between Childhood and Old Age”, McIntosh et al 2013`{=html} {#mcintosh-et-al-2013-section} **[`Polygenic Risk for Schizophrenia Is Associated with Cognitive Change Between Childhood and Old Age`{=html}](/doc/psychiatry/schizophrenia/2013-mcintosh.pdf "'Polygenic Risk for Schizophrenia Is Associated with Cognitive Change Between Childhood and Old Age', McIntosh et al 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Role of Active Assortment in Spousal Similarity”, Watson et al 2013`{=html} {#watson-et-al-2013-section} **[`The Role of Active Assortment in Spousal Similarity`{=html}](/doc/psychology/personality/neuroticism/2013-watson.pdf "'The Role of Active Assortment in Spousal Similarity', Watson et al 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Investing in Preschool Programs”, Duncan & Magnuson 2013`{=html} {#duncan-magnuson-2013-section} **[`Investing in Preschool Programs`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4318654/ "'Investing in Preschool Programs', Duncan & Magnuson 2013"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Childhood Intelligence Is Heritable, Highly Polygenic and Associated With FNBP1L”, Benyamin et al 2013`{=html} {#benyamin-et-al-2013-section} **[`Childhood intelligence is heritable, highly polygenic and associated with FNBP1L`{=html}](/doc/iq/2013-benyamin.pdf "'Childhood intelligence is heritable, highly polygenic and associated with FNBP1L', Benyamin et al 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Artificial Selection on Relative Brain Size in the Guppy Reveals Costs and Benefits of Evolving a Larger Brain”, Kotrschal et al 2013`{=html} {#kotrschal-et-al-2013-section} **[`Artificial Selection on Relative Brain Size in the Guppy Reveals Costs and Benefits of Evolving a Larger Brain`{=html}](https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.659.8433&rep=rep1&type=pdf "'Artificial Selection on Relative Brain Size in the Guppy Reveals Costs and Benefits of Evolving a Larger Brain', Kotrschal et al 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Stability and Change in Intelligence From Age 12 to Age 52: Results From the Luxembourg MAGRIP Study”, Schalke et al 2013`{=html} {#schalke-et-al-2013-section} **[`Stability and Change in Intelligence From Age 12 to Age 52: Results From the Luxembourg MAGRIP Study`{=html}](/doc/iq/2013-schalke.pdf "'Stability and Change in Intelligence From Age 12 to Age 52: Results From the Luxembourg MAGRIP Study', Schalke et al 2013"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Wilson Effect: The Increase in Heritability of IQ With Age”`{=html} {#_jkQGuNTV-section} **[`The Wilson Effect: The Increase in Heritability of IQ With Age`{=html}](/doc/iq/2013-bouchard.pdf "The Wilson Effect: The Increase in Heritability of IQ With Age"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Http://www.science.sciencemag.org/highwire/filestream/594571/field_highwire_adjunct_files/1/Rietveld.SM.revision.2.pdf”`{=html} {#_Rs7M5ePu-section} **[`http://www.science.sciencemag.org/highwire/filestream/594571/field_highwire_adjunct_files/1/Rietveld.SM.revision.2.pdf`{=html}](/doc/iq/2013-rietveld-supplementary-revision2.pdf "http://www.science.sciencemag.org/highwire/filestream/594571/field_highwire_adjunct_files/1/Rietveld.SM.revision.2.pdf"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Common DNA Markers Can Account for More Than Half of the Genetic Influence on Cognitive Abilities”, Plomin et al 2013`{=html} {#plomin-et-al-2013-section} **[`Common DNA markers can account for more than half of the genetic influence on cognitive abilities`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3652710/ "'Common DNA markers can account for more than half of the genetic influence on cognitive abilities', Plomin et al 2013"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Cognition Assessment Using the NIH Toolbox”, Weintraub et al 2013`{=html} {#weintraub-et-al-2013-section} **[`Cognition assessment using the NIH Toolbox`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3662346/ "'Cognition assessment using the NIH Toolbox', Weintraub et al 2013"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Is Bipolar Disorder More Common in Highly Intelligent People? A Cohort Study of a Million Men”, Gale et al 2013`{=html} {#gale-et-al-2013-section} **[`Is bipolar disorder more common in highly intelligent people? A cohort study of a million men`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3705611/ "'Is bipolar disorder more common in highly intelligent people? A cohort study of a million men', Gale et al 2013"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Some Consequences of Having Too Little”, Shah et al 2012`{=html} {#shah-et-al-2012-section} **[`Some Consequences of Having Too Little`{=html}](/doc/psychology/cognitive-bias/2012-shah.pdf "'Some Consequences of Having Too Little', Shah et al 2012"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Understanding Libertarian Morality: The Psychological Dispositions of Self-Identified Libertarians”, Iyer et al 2012`{=html} {#iyer-et-al-2012-section} **[`Understanding Libertarian Morality: The Psychological Dispositions of Self-Identified Libertarians`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0042366 "'Understanding Libertarian Morality: The Psychological Dispositions of Self-Identified Libertarians', Iyer et al 2012"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Brain Plasticity Through the Life Span: Learning to Learn and Action Video Games”, Bavelier et al 2012`{=html} {#bavelier-et-al-2012-section} **[`Brain Plasticity Through the Life Span: Learning to Learn and Action Video Games`{=html}](/doc/iq/2012-bavelier.pdf "'Brain Plasticity Through the Life Span: Learning to Learn and Action Video Games', Bavelier et al 2012"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Sex Differences in g: An Analysis of the US Standardization Sample of the WAIS-III”, Irwing 2012`{=html} {#irwing-2012-section} **[`Sex differences in g: An analysis of the US standardization sample of the WAIS-III`{=html}](/doc/iq/2012-irwing.pdf "'Sex differences in g: An analysis of the US standardization sample of the WAIS-III', Irwing 2012"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Remarkable, yet Not Extraordinary, Human Brain As a Scaled-Up Primate Brain and Its Associated Cost”, Herculano-Houzel 2012`{=html} {#herculano-houzel-2012-section} **[`The remarkable, yet not extraordinary, human brain as a scaled-up primate brain and its associated cost`{=html}](/doc/psychology/neuroscience/2012-herculanohouzel.pdf "'The remarkable, yet not extraordinary, human brain as a scaled-up primate brain and its associated cost', Herculano-Houzel 2012"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Terminal Dedifferentiation of Cognitive Abilities”, Wilson et al 2012`{=html} {#wilson-et-al-2012-section} **[`Terminal dedifferentiation of cognitive abilities`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3320052/ "'Terminal dedifferentiation of cognitive abilities', Wilson et al 2012"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Executive Functions Predict the Success of Top-Soccer Players”, Vestberg et al 2012`{=html} {#vestberg-et-al-2012-section} **[`Executive Functions Predict the Success of Top-Soccer Players`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0034731 "'Executive Functions Predict the Success of Top-Soccer Players', Vestberg et al 2012"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Revisiting Hydrocephalus As a Model to Study Brain Resilience [RETRACTED]”, Oliveira et al 2012`{=html} {#oliveira-et-al-2012-section} **[`Revisiting hydrocephalus as a model to study brain resilience [RETRACTED]`{=html}](https://www.frontiersin.org/journals/human-neuroscience/articles/10.3389/fnhum.2016.00375/full "'Revisiting hydrocephalus as a model to study brain resilience [RETRACTED]', Oliveira et al 2012"){.link-annotated .id-not .include-annotation link-icon="FS" link-icon-type="text,sans"}** ## `“The Cognitive Basis of Trust”, Sofie 2012`{=html} {#sofie-2012-section} **[`The cognitive basis of trust`{=html}](/doc/iq/2012-hooghe.pdf "'The cognitive basis of trust', Sofie 2012"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic Contributions to Stability and Change in Intelligence from Childhood to Old Age”, Deary et al 2012b`{=html} {#deary-et-al-2012b-section} **[`Genetic contributions to stability and change in intelligence from childhood to old age`{=html}](/doc/genetics/heritable/correlation/2012-deary-2.pdf "'Genetic contributions to stability and change in intelligence from childhood to old age', Deary et al 2012b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Effects of Acute Exercise on Cognitive Performance: A Meta-Analysis”`{=html} {#_MDAzfy3L-section} **[`The effects of acute exercise on cognitive performance: A meta-analysis`{=html}](/doc/iq/2012-chang.pdf "The effects of acute exercise on cognitive performance: A meta-analysis"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Contribution of Working Memory to Fluid Reasoning: Capacity, Control, or Both?”, Chuderski & Necka 2012`{=html} {#chuderski-necka-2012-section} **[`The contribution of working memory to fluid reasoning: Capacity, control, or both?`{=html}](/doc/dual-n-back/2012-chuderski.pdf "'The contribution of working memory to fluid reasoning: Capacity, control, or both?', Chuderski & Necka 2012"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Most Reported Genetic Associations With General Intelligence Are Probably False Positives”, Chabris et al 2012`{=html} {#chabris-et-al-2012-section} **[`Most reported genetic associations with general intelligence are probably false positives`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3498585/ "'Most reported genetic associations with general intelligence are probably false positives', Chabris et al 2012"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking”, Kim 2011`{=html} {#kim-2011-section} **[`The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking`{=html}](/doc/psychology/novelty/2011-kim.pdf "'The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking', Kim 2011"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Reconsidering the Heritability of Intelligence in Adulthood: Taking Assortative Mating and Cultural Transmission into Account”, Vinkhuyzen et al 2011`{=html} {#vinkhuyzen-et-al-2011-section} **[`Reconsidering the Heritability of Intelligence in Adulthood: Taking Assortative Mating and Cultural Transmission into Account`{=html}](https://link.springer.com/article/10.1007/s10519-011-9507-9 "'Reconsidering the Heritability of Intelligence in Adulthood: Taking Assortative Mating and Cultural Transmission into Account', Vinkhuyzen et al 2011"){.link-annotated .id-not .include-annotation link-icon="springerlink" link-icon-type="svg"}** ## `“Intelligence [Review]”, Deary 2011`{=html} {#deary-2011-section} **[`Intelligence [review]`{=html}](/doc/iq/2012-deary.pdf "'Intelligence [review]', Deary 2011"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genome-Wide Association Studies Establish That Human Intelligence Is Highly Heritable and Polygenic”, Davies et al 2011`{=html} {#davies-et-al-2011-section} **[`Genome-wide association studies establish that human intelligence is highly heritable and polygenic`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3182557/ "'Genome-wide association studies establish that human intelligence is highly heritable and polygenic', Davies et al 2011"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“The Association between County-Level IQ and County-Level Crime Rates”, Beaver & Wright 2011`{=html} {#beaver-wright-2011-section} **[`The association between county-level IQ and county-level crime rates`{=html}](/doc/iq/2011-beaver.pdf "'The association between county-level IQ and county-level crime rates', Beaver & Wright 2011"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence and Interpersonal Sensitivity: A Meta-Analysis”, Murphy & Hall 2011`{=html} {#murphy-hall-2011-section} **[`Intelligence and interpersonal sensitivity: A meta-analysis`{=html}](/doc/iq/2011-murphy.pdf "'Intelligence and interpersonal sensitivity: A meta-analysis', Murphy & Hall 2011"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Sex Differences in Cognitive Abilities: 4th Edition: Chapter 3: Empirical Evidence for Cognitive Sex Differences”, Halpern 2011`{=html} {#halpern-2011-section} **[`Sex Differences in Cognitive Abilities: 4th Edition: Chapter 3: Empirical Evidence for Cognitive Sex Differences`{=html}](/doc/psychology/2011-halpern-sexdifferencesincognitiveabilities-ch3-empiricalevidenceforcognitivesexdifferences.pdf "'Sex Differences in Cognitive Abilities: 4th Edition: Chapter 3: Empirical Evidence for Cognitive Sex Differences', Halpern 2011"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Likelihood of Cognitive Enhancement”, Lynch et al 2011`{=html} {#lynch-et-al-2011-section} **[`The likelihood of cognitive enhancement`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3114293/ "'The likelihood of cognitive enhancement', Lynch et al 2011"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Why Are Children in the Same Family so Different from One Another?”, Plomin & Daniels 2011`{=html} {#plomin-daniels-2011-section} **[`Why are children in the same family so different from one another?`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3147063/ "'Why are children in the same family so different from one another?', Plomin & Daniels 2011"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Intelligence in Youth and All-Cause-Mortality: Systematic Review With Meta-Analysis”, Calvin et al 2011`{=html} {#calvin-et-al-2011-section} **[`Intelligence in youth and all-cause-mortality: systematic review with meta-analysis`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3147066/ "'Intelligence in youth and all-cause-mortality: systematic review with meta-analysis', Calvin et al 2011"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Verbal and Non-Verbal Intelligence Changes in the Teenage Brain”, Ramsden et al 2011`{=html} {#ramsden-et-al-2011-section} **[`Verbal and non-verbal intelligence changes in the teenage brain`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3672949/ "'Verbal and non-verbal intelligence changes in the teenage brain', Ramsden et al 2011"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Fact and Fiction in Cognitive Ability Testing for Admissions and Hiring Decisions”, Kuncel & Hezlett 2010`{=html} {#kuncel-hezlett-2010-section} **[`Fact and Fiction in Cognitive Ability Testing for Admissions and Hiring Decisions`{=html}](/doc/iq/2010-kuncel.pdf "'Fact and Fiction in Cognitive Ability Testing for Admissions and Hiring Decisions', Kuncel & Hezlett 2010"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Rare Copy Number Deletions Predict Individual Variation in Intelligence”, Yeo et al 2010`{=html} {#yeo-et-al-2010-section} **[`Rare Copy Number Deletions Predict Individual Variation in Intelligence`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0016339 "'Rare Copy Number Deletions Predict Individual Variation in Intelligence', Yeo et al 2010"){.link-annotated .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Evidence for a Collective Intelligence Factor in the Performance of Human Groups”, Woolley et al 2010`{=html} {#woolley-et-al-2010-section} **[`Evidence for a Collective Intelligence Factor in the Performance of Human Groups`{=html}](/doc/iq/2010-woolley.pdf "'Evidence for a Collective Intelligence Factor in the Performance of Human Groups', Woolley et al 2010"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“How Much Do Students’ Scores in PISA Reflect General Intelligence and How Much Do They Reflect Specific Abilities?”, Pokropek et al 2010`{=html} {#pokropek-et-al-2010-section} **[`How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities?`{=html}](/doc/iq/2021-pokropek.pdf "'How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities?', Pokropek et al 2010"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Concurrent Validity of the N-Back Task As a Working Memory Measure”, Jaeggi et al 2010b`{=html} {#jaeggi-et-al-2010b-section} **[`The concurrent validity of the N-back task as a working memory measure`{=html}](/doc/dual-n-back/2010-jaeggi-2.pdf "'The concurrent validity of the N-back task as a working memory measure', Jaeggi et al 2010b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Data Mining the University: College GPA Predictions from SAT Scores”, Hsu & Schombert 2010`{=html} {#hsu-schombert-2010-section} **[`Data Mining the University: College GPA Predictions from SAT Scores`{=html}](https://arxiv.org/abs/1004.2731 "'Data Mining the University: College GPA Predictions from SAT Scores', Hsu & Schombert 2010"){.link-annotated .id-not .include-annotation link-icon="𝛘" link-icon-type="text" link-icon-color="#b31b1b"}** ## `“Excellent School Performance at Age 16 and Risk of Adult Bipolar Disorder: National Cohort Study”, MacCabe et al 2010`{=html} {#maccabe-et-al-2010-section} **[`Excellent school performance at age 16 and risk of adult bipolar disorder: national cohort study`{=html}](/doc/psychiatry/bipolar/energy/2010-maccabe.pdf "'Excellent school performance at age 16 and risk of adult bipolar disorder: national cohort study', MacCabe et al 2010"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Correspondence Between the General Ability to Discriminate Sensory Stimuli and General Intelligence”, Meyer et al 2010`{=html} {#meyer-et-al-2010-section} **[`Correspondence Between the General Ability to Discriminate Sensory Stimuli and General Intelligence`{=html}](/doc/iq/2010-meyer.pdf "'Correspondence Between the General Ability to Discriminate Sensory Stimuli and General Intelligence', Meyer et al 2010"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Factor Structure of the Air Force Officer Qualifying Test Form S: Analysis and Comparison With Previous Forms”, Drasgow et al 2010`{=html} {#drasgow-et-al-2010-section} **[`Factor Structure of the Air Force Officer Qualifying Test Form S: Analysis and Comparison with Previous Forms`{=html}](/doc/iq/2010-drasgow.pdf "'Factor Structure of the Air Force Officer Qualifying Test Form S: Analysis and Comparison with Previous Forms', Drasgow et al 2010"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Relationships between Cognitive Ability and Dental Status in a National Sample of USA Adults”, Sabbah & Sheiham 2010`{=html} {#sabbah-sheiham-2010-section} **[`The relationships between cognitive ability and dental status in a national sample of USA adults`{=html}](/doc/iq/2010-sabbah.pdf "'The relationships between cognitive ability and dental status in a national sample of USA adults', Sabbah & Sheiham 2010"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Selection and Classification in the US Military”, Sellman et al 2010`{=html} {#sellman-et-al-2010-section} **[`Selection and Classification in the US Military`{=html}](/doc/iq/2010-sellman.pdf "'Selection and Classification in the US Military', Sellman et al 2010"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Does Intelligence Foster Generalized Trust? An Empirical Test Using the UK Birth Cohort Studies”, Sturgis et al 2010`{=html} {#sturgis-et-al-2010-section} **[`Does intelligence foster generalized trust? An empirical test using the UK birth cohort studies`{=html}](/doc/iq/2010-sturgis.pdf "'Does intelligence foster generalized trust? An empirical test using the UK birth cohort studies', Sturgis et al 2010"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Associations between IQ and Cigarette Smoking among Swedish Male Twins”, Wennerstad et al 2010`{=html} {#wennerstad-et-al-2010-section} **[`Associations between IQ and cigarette smoking among Swedish male twins`{=html}](/doc/iq/2010-wennerstad.pdf "'Associations between IQ and cigarette smoking among Swedish male twins', Wennerstad et al 2010"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Estimated Intelligence Quotient in Anorexia Nervosa: a Systematic Review and Meta-Analysis of the Literature”, Lopez et al 2010`{=html} {#lopez-et-al-2010-section} **[`Estimated intelligence quotient in anorexia nervosa: a systematic review and meta-analysis of the literature`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3016382/ "'Estimated intelligence quotient in anorexia nervosa: a systematic review and meta-analysis of the literature', Lopez et al 2010"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources”, Bound et al 2010`{=html} {#bound-et-al-2010-section} **[`Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3140225/ "'Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources', Bound et al 2010"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Consequences of Chronic Ketamine Self-Administration upon Neurocognitive Function and Psychological Wellbeing: a 1-Year Longitudinal Study”, Morgan et al 2009`{=html} {#morgan-et-al-2009-section} **[`Consequences of chronic ketamine self-administration upon neurocognitive function and psychological wellbeing: a 1-year longitudinal study`{=html}](/doc/psychedelic/ketamine/2009-morgan.pdf "'Consequences of chronic ketamine self-administration upon neurocognitive function and psychological wellbeing: a 1-year longitudinal study', Morgan et al 2009"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“How to Gain 11 IQ Points in 10 Minutes: Thinking Aloud Improves Raven’s Matrices Performance in Older Adults”, Fox & Charness 2009`{=html} {#fox-charness-2009-section} **[`How to Gain 11 IQ Points in 10 Minutes: Thinking Aloud Improves Raven’s Matrices Performance in Older Adults`{=html}](/doc/iq/2009-fox.pdf "'How to Gain 11 IQ Points in 10 Minutes: Thinking Aloud Improves Raven’s Matrices Performance in Older Adults', Fox & Charness 2009"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Heritability of General Cognitive Ability Increases Linearly from Childhood to Young Adulthood”, Haworth et al 2009`{=html} {#haworth-et-al-2009-section} **[`The heritability of general cognitive ability increases linearly from childhood to young adulthood`{=html}](https://www.nature.com/articles/mp200955/ "'The heritability of general cognitive ability increases linearly from childhood to young adulthood', Haworth et al 2009"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Is g an Entity? A Japanese Twin Study Using Syllogisms and Intelligence Tests”, Shikishima et al 2009`{=html} {#shikishima-et-al-2009-section} **[`Is g an entity? A Japanese twin study using syllogisms and intelligence tests`{=html}](/doc/iq/2009-shikishima.pdf "'Is g an entity? A Japanese twin study using syllogisms and intelligence tests', Shikishima et al 2009"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“When Does Age-Related Cognitive Decline Begin?”, Salthouse 2009`{=html} {#salthouse-2009-section} **[`When does age-related cognitive decline begin?`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2683339/ "'When does age-related cognitive decline begin?', Salthouse 2009"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Childhood IQ and Adult Mental Disorders: a Test of the Cognitive Reserve Hypothesis”, Koenen et al 2009`{=html} {#koenen-et-al-2009-section} **[`Childhood IQ and adult mental disorders: a test of the cognitive reserve hypothesis`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2705657/ "'Childhood IQ and adult mental disorders: a test of the cognitive reserve hypothesis', Koenen et al 2009"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Why Is Intelligence Correlated With Semen Quality?: Biochemical Pathways Common to Sperm and Neuron Function and Their Vulnerability to Pleiotropic Mutations”, Ar et al 2009`{=html} {#ar-et-al-2009-section} **[`Why is intelligence correlated with semen quality?: Biochemical pathways common to sperm and neuron function and their vulnerability to pleiotropic mutations`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2775227/ "'Why is intelligence correlated with semen quality?: Biochemical pathways common to sperm and neuron function and their vulnerability to pleiotropic mutations', Ar et al 2009"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Orangutans, Resistance and the Zoo”, Hribal 2008`{=html} {#hribal-2008-section} **[`Orangutans, Resistance and the Zoo`{=html}](https://www.counterpunch.org/2008/12/16/orangutans-resistance-and-the-zoo/ "'Orangutans, Resistance and the Zoo', Hribal 2008"){.link-annotated .id-not .include-annotation}** ## `“Intelligence and Semen Quality Are Positively Correlated”, Arden et al 2008`{=html} {#arden-et-al-2008-section} **[`Intelligence and semen quality are positively correlated`{=html}](/doc/iq/2008-arden.pdf "'Intelligence and semen quality are positively correlated', Arden et al 2008"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Global Sex Differences in Test Score Variability: International Testing Results Show Greater Variance in Boys‘ Scores Than in Girls’ Scores”, Machin & Pekkarinen 2008`{=html} {#machin-pekkarinen-2008-section} **[`Global Sex Differences in Test Score Variability: International testing results show greater variance in boys‘ scores than in girls’ scores`{=html}](/doc/iq/2008-machin.pdf "'Global Sex Differences in Test Score Variability: International testing results show greater variance in boys‘ scores than in girls’ scores', Machin & Pekkarinen 2008"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Survey of Opinions on the Primacy of G and Social Consequences of Ability Testing: A Comparison of Expert and Non-Expert Views”, Reeve & Charles 2008`{=html} {#reeve-charles-2008-section} **[`Survey of opinions on the primacy of g and social consequences of ability testing: A comparison of expert and non-expert views`{=html}](/doc/iq/2008-reeve.pdf "'Survey of opinions on the primacy of g and social consequences of ability testing: A comparison of expert and non-expert views', Reeve & Charles 2008"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Personality, Intelligence and Approaches to Learning As Predictors of Academic Performance”, Chamorro-Premuzic & Furnham 2008`{=html} {#chamorro-premuzic-furnham-2008-section} **[`Personality, intelligence and approaches to learning as predictors of academic performance`{=html}](/doc/psychology/personality/conscientiousness/2008-chamorropremuzic.pdf "'Personality, intelligence and approaches to learning as predictors of academic performance', Chamorro-Premuzic & Furnham 2008"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Premorbid IQ in Schizophrenia: A Meta-Analytic Review”, Woodberry et al 2008`{=html} {#woodberry-et-al-2008-section} **[`Premorbid IQ in Schizophrenia: A Meta-Analytic Review`{=html}](https://psychiatryonline.org/doi/full/10.1176/appi.ajp.2008.07081242 "'Premorbid IQ in Schizophrenia: A Meta-Analytic Review', Woodberry et al 2008"){.link-annotated .id-not .include-annotation}** ## `“Secular Declines in Cognitive Test Scores: A Reversal of the Flynn Effect”, Teasdale & Owen 2008`{=html} {#teasdale-owen-2008-section} **[`Secular declines in cognitive test scores: A reversal of the Flynn Effect`{=html}](/doc/iq/2008-teasdale.pdf "'Secular declines in cognitive test scores: A reversal of the Flynn Effect', Teasdale & Owen 2008"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Twin-Family Study of General IQ”, Leeuwen et al 2008`{=html} {#leeuwen-et-al-2008-section} **[`A twin-family study of general IQ`{=html}](/doc/iq/2008-vanleeuwen.pdf "'A twin-family study of general IQ', Leeuwen et al 2008"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Exercise and Children’s Intelligence, Cognition, and Academic Achievement”, Tomporowski et al 2008`{=html} {#tomporowski-et-al-2008-section} **[`Exercise and Children’s Intelligence, Cognition, and Academic Achievement`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2748863/ "'Exercise and Children’s Intelligence, Cognition, and Academic Achievement', Tomporowski et al 2008"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Individual Differences in Executive Functions Are Almost Entirely Genetic in Origin”, Friedman et al 2008`{=html} {#friedman-et-al-2008-section} **[`Individual differences in executive functions are almost entirely genetic in origin`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2762790/ "'Individual differences in executive functions are almost entirely genetic in origin', Friedman et al 2008"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Brain Fiber Architecture, Genetics, and Intelligence: a High Angular Resolution Diffusion Imaging (HARDI) Study”, Chiang et al 2008`{=html} {#chiang-et-al-2008-section} **[`Brain fiber architecture, genetics, and intelligence: a high angular resolution diffusion imaging (HARDI) study`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3073165/ "'Brain fiber architecture, genetics, and intelligence: a high angular resolution diffusion imaging (HARDI) study', Chiang et al 2008"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Revisiting Interview-Cognitive Ability Relationships: Attending To Specific Range Restriction Mechanisms In Meta-Analysis”, Berry et al 2007`{=html} {#berry-et-al-2007-section} **[`Revisiting Interview-Cognitive Ability Relationships: Attending To Specific Range Restriction Mechanisms In Meta-Analysis`{=html}](/doc/iq/2007-berry.pdf "'Revisiting Interview-Cognitive Ability Relationships: Attending To Specific Range Restriction Mechanisms In Meta-Analysis', Berry et al 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Scholastic Achievement at Age 16 and Risk of Schizophrenia and Other Psychoses: a National Cohort Study”, MacCabe et al 2007`{=html} {#maccabe-et-al-2007-section} **[`Scholastic achievement at age 16 and risk of schizophrenia and other psychoses: a national cohort study`{=html}](/doc/psychiatry/schizophrenia/2008-maccabe.pdf "'Scholastic achievement at age 16 and risk of schizophrenia and other psychoses: a national cohort study', MacCabe et al 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic and Environmental Influences on the Verbal-Perceptual-Image Rotation (VPR) Model of the Structure of Mental Abilities in the Minnesota Study of Twins Reared Apart”, Johnson et al 2007b`{=html} {#johnson-et-al-2007b-section} **[`Genetic and environmental influences on the Verbal-Perceptual-Image Rotation (VPR) model of the structure of mental abilities in the Minnesota study of twins reared apart`{=html}](/doc/iq/2007-johnson-2.pdf "'Genetic and environmental influences on the Verbal-Perceptual-Image Rotation (VPR) model of the structure of mental abilities in the Minnesota study of twins reared apart', Johnson et al 2007b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Becoming an Expert in the Musical Domain: It Takes More Than Just Practice”, Ruthsatz et al 2007`{=html} {#ruthsatz-et-al-2007-section} **[`Becoming an expert in the musical domain: It takes more than just practice`{=html}](/doc/psychology/music/2007-ruthsatz.pdf "'Becoming an expert in the musical domain: It takes more than just practice', Ruthsatz et al 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Humans Have Evolved Specialized Skills of Social Cognition: The Cultural Intelligence Hypothesis”, Herrmann et al 2007`{=html} {#herrmann-et-al-2007-section} **[`Humans Have Evolved Specialized Skills of Social Cognition: The Cultural Intelligence Hypothesis`{=html}](/doc/iq/2007-hermann.pdf "'Humans Have Evolved Specialized Skills of Social Cognition: The Cultural Intelligence Hypothesis', Herrmann et al 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Does Chess Need Intelligence?—A Study With Young Chess Players”, Bilalić et al 2007`{=html} {#bilalić-et-al-2007-section} **[`Does chess need intelligence?—A study with young chess players`{=html}](/doc/psychology/chess/2007-bilalic.pdf "'Does chess need intelligence?—A study with young chess players', Bilalić et al 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Brain of a White-Collar Worker”, Feuillet et al 2007`{=html} {#feuillet-et-al-2007-section} **[`Brain of a white-collar worker`{=html}](/doc/iq/2007-feuillet.pdf "'Brain of a white-collar worker', Feuillet et al 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Language and Communicative Development in Williams Syndrome”, Mervis & Becerra 2007`{=html} {#mervis-becerra-2007-section} **[`Language and communicative development in Williams syndrome`{=html}](/doc/genetics/heritable/rare/2007-mervis.pdf "'Language and communicative development in Williams syndrome', Mervis & Becerra 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Sex Differences in Mental Abilities: g Masks the Dimensions on Which They Lie”, Johnson & Bouchard 2007`{=html} {#johnson-bouchard-2007-section} **[`Sex differences in mental abilities: g masks the dimensions on which they lie`{=html}](/doc/iq/2007-johnson.pdf "'Sex differences in mental abilities: g masks the dimensions on which they lie', Johnson & Bouchard 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Parieto-Frontal Integration Theory (P-FIT) of Intelligence: Converging Neuroimaging Evidence”, Demetriou & Mouyi 2007`{=html} {#demetriou-mouyi-2007-section} **[`The Parieto-Frontal Integration Theory (P-FIT) of intelligence: Converging neuroimaging evidence`{=html}](/doc/iq/2007-jung.pdf "'The Parieto-Frontal Integration Theory (P-FIT) of intelligence: Converging neuroimaging evidence', Demetriou & Mouyi 2007"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Standardized Tests Predict Graduate Students' Success”, Kuncel & Hezlett 2007`{=html} {#kuncel-hezlett-2007-section} **[`Standardized Tests Predict Graduate Students' Success`{=html}](/doc/iq/2007-kuncel.pdf "'Standardized Tests Predict Graduate Students' Success', Kuncel & Hezlett 2007"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Achievement and Ascription in Educational Attainment: Genetic and Environmental Influences on Adolescent Schooling”, Nielsen 2006`{=html} {#nielsen-2006-section} **[`Achievement and Ascription in Educational Attainment: Genetic and Environmental Influences on Adolescent Schooling`{=html}](/doc/iq/2006-nielsen.pdf "'Achievement and Ascription in Educational Attainment: Genetic and Environmental Influences on Adolescent Schooling', Nielsen 2006"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Maternal Smoking During Pregnancy and School Performance at Age 15”, Lambe et al 2006`{=html} {#lambe-et-al-2006-section} **[`Maternal Smoking During Pregnancy and School Performance at Age 15`{=html}](/doc/nicotine/2006-lambe.pdf "'Maternal Smoking During Pregnancy and School Performance at Age 15', Lambe et al 2006"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Dynamical Model of General Intelligence: The Positive Manifold of Intelligence by Mutualism”, Maas et al 2006`{=html} {#maas-et-al-2006-section} **[`A dynamical model of general intelligence: The positive manifold of intelligence by mutualism`{=html}](/doc/iq/2006-vandermaas.pdf "'A dynamical model of general intelligence: The positive manifold of intelligence by mutualism', Maas et al 2006"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Clocking the Mind: Mental Chronometry and Individual Differences”, Jensen 2006`{=html} {#jensen-2006-section} **[`Clocking the Mind: Mental chronometry and individual differences`{=html}](https://lesacreduprintemps19.wordpress.com/wp-content/uploads/2012/11/clocking-the-mind-mental-chronometry-and-individual-differences.pdf "'Clocking the Mind: Mental chronometry and individual differences', Jensen 2006"){.id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}[  :]{.mobile-not}** ::: aux-links-transclude-file ::: collapse **View PDF**: [`https://lesacreduprintemps19.wordpress.com/wp-content/uploads/2012/11/clocking-the-mind-mental-chronometry-and-individual-differences.pdf`](https://lesacreduprintemps19.wordpress.com/wp-content/uploads/2012/11/clocking-the-mind-mental-chronometry-and-individual-differences.pdf){.id-not .link-annotated-not .include-content .include-lazy link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"} ::: ::: ## `“Premorbid Intellectual Functioning in Bipolar Disorder and Schizophrenia: Results From a Cohort Study of Male Conscripts”, Tiihonen et al 2005`{=html} {#tiihonen-et-al-2005-section} **[`Premorbid Intellectual Functioning in Bipolar Disorder and Schizophrenia: Results From a Cohort Study of Male Conscripts`{=html}](/doc/psychiatry/bipolar/energy/2005-tiihonen.pdf "'Premorbid Intellectual Functioning in Bipolar Disorder and Schizophrenia: Results From a Cohort Study of Male Conscripts', Tiihonen et al 2005"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Perceptual Speed Does Not Cause Intelligence, and Intelligence Does Not Cause Perceptual Speed”, Luciano et al 2005`{=html} {#luciano-et-al-2005-section} **[`Perceptual speed does not cause intelligence, and intelligence does not cause perceptual speed`{=html}](/doc/iq/2005-luciano.pdf "'Perceptual speed does not cause intelligence, and intelligence does not cause perceptual speed', Luciano et al 2005"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Structure of Human Intelligence: It Is Verbal, Perceptual, and Image Rotation (VPR), Not Fluid and Crystallized”, Johnson & Bouchard 2005b`{=html} {#johnson-bouchard-2005b-section} **[`The structure of human intelligence: It is verbal, perceptual, and image rotation (VPR), not fluid and crystallized`{=html}](/doc/iq/2005-johnson-2.pdf "'The structure of human intelligence: It is verbal, perceptual, and image rotation (VPR), not fluid and crystallized', Johnson & Bouchard 2005b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Constructive Replication of the Visual-Perceptual-Image Rotation Model in Thurstone’s (1941) Battery of 60 Tests of Mental Ability”, Johnson & Bouchard 2005`{=html} {#johnson-bouchard-2005-section} **[`Constructive replication of the visual-perceptual-image rotation model in Thurstone’s (1941) battery of 60 tests of mental ability`{=html}](/doc/iq/2005-johnson.pdf "'Constructive replication of the visual-perceptual-image rotation model in Thurstone’s (1941) battery of 60 tests of mental ability', Johnson & Bouchard 2005"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Job Performance: Assessment Issues in Personnel Selection”, Viswesvaran & Ones 2005`{=html} {#viswesvaran-ones-2005-section} **[`Job Performance: Assessment Issues in Personnel Selection`{=html}](/doc/iq/2005-viswesvaran.pdf "'Job Performance: Assessment Issues in Personnel Selection', Viswesvaran & Ones 2005"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Generalist Genes and Learning Disabilities”, Plomin & Kovas 2005`{=html} {#plomin-kovas-2005-section} **[`Generalist Genes and Learning Disabilities`{=html}](/doc/iq/2005-plomin.pdf "'Generalist Genes and Learning Disabilities', Plomin & Kovas 2005"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Cognitive Cost of Being a Twin: Evidence from Comparisons within Families in the Aberdeen Children of the 1950s Cohort Study”, Ronalds 2005`{=html} {#ronalds-2005-section} **[`The cognitive cost of being a twin: evidence from comparisons within families in the Aberdeen children of the 1950s cohort study`{=html}](https://www.bmj.com/content/331/7528/1306 "'The cognitive cost of being a twin: evidence from comparisons within families in the Aberdeen children of the 1950s cohort study', Ronalds 2005"){.id-not .include-annotation link-icon="bmj" link-icon-type="text,tri,sans" link-icon-color="#2a6ebb"}** ## `“Training, Maturation, and Genetic Influences on the Development of Executive Attention”, Rueda et al 2005`{=html} {#rueda-et-al-2005-section} **[`Training, maturation, and genetic influences on the development of executive attention`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1253585/ "'Training, maturation, and genetic influences on the development of executive attention', Rueda et al 2005"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Low Intelligence Test Scores in 18 Year Old Men and Risk of Suicide: Cohort Study”, Gunnell et al 2005`{=html} {#gunnell-et-al-2005-section} **[`Low intelligence test scores in 18 year old men and risk of suicide: cohort study`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC544986/ "'Low intelligence test scores in 18 year old men and risk of suicide: cohort study', Gunnell et al 2005"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Predicting Academic Success: General Intelligence, ‘Big Five’ Personality Traits, and Work Drive”, Ridgell & Lounsbury 2004`{=html} {#ridgell-lounsbury-2004-section} **[`Predicting Academic Success: General Intelligence, ‘Big Five’ Personality Traits, and Work Drive`{=html}](/doc/iq/2004-ridgell.pdf "'Predicting Academic Success: General Intelligence, ‘Big Five’ Personality Traits, and Work Drive', Ridgell & Lounsbury 2004"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Emotional Intelligence: Not Much More Than g and Personality”, Schulte et al 2004`{=html} {#schulte-et-al-2004-section} **[`Emotional intelligence: not much more than g and personality`{=html}](/doc/iq/2004-schulte.pdf "'Emotional intelligence: not much more than g and personality', Schulte et al 2004"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Are Correlations between Cognitive Abilities Highest in Low-IQ Groups during Childhood?”, Facon 2004`{=html} {#facon-2004-section} **[`Are correlations between cognitive abilities highest in low-IQ groups during childhood?`{=html}](/doc/iq/2004-facon.pdf "'Are correlations between cognitive abilities highest in low-IQ groups during childhood?', Facon 2004"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Neurobiology of Intelligence: Science and Ethics”, Gray & Thompson 2004`{=html} {#gray-thompson-2004-section} **[`Neurobiology of intelligence: science and ethics`{=html}](/doc/iq/2004-gray.pdf "'Neurobiology of intelligence: science and ethics', Gray & Thompson 2004"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Age-Related Differentiation of Cognitive Abilities in Ages 3-7”, Tideman & Gustafsson 2004`{=html} {#tideman-gustafsson-2004-section} **[`Age-related differentiation of cognitive abilities in ages 3-7`{=html}](/doc/iq/2004-tideman.pdf "'Age-related differentiation of cognitive abilities in ages 3-7', Tideman & Gustafsson 2004"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence Predicts Health and Longevity, but Why?”, Gottfredson & Deary 2004b`{=html} {#gottfredson-deary-2004b-section} **[`Intelligence Predicts Health and Longevity, but Why?`{=html}](/doc/iq/2004-gottfredson-2.pdf "'Intelligence Predicts Health and Longevity, but Why?', Gottfredson & Deary 2004b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Just One g: Consistent Results from 3 Test Batteries”, Johnson et al 2004`{=html} {#johnson-et-al-2004-section} **[`Just one g: consistent results from 3 test batteries`{=html}](/doc/iq/2004-johnson.pdf "'Just one g: consistent results from 3 test batteries', Johnson et al 2004"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence: Genetics, Genes, and Genomics”, Plomin & Spinath 2004`{=html} {#plomin-spinath-2004-section} **[`Intelligence: Genetics, Genes, and Genomics`{=html}](/doc/iq/2004-plomin.pdf "'Intelligence: Genetics, Genes, and Genomics', Plomin & Spinath 2004"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence Quotient and Iodine Intake: A Cross-Sectional Study in Children”, Santiago-Fernandez 2004`{=html} {#santiago-fernandez-2004-section} **[`Intelligence Quotient and Iodine Intake: A Cross-Sectional Study in Children`{=html}](https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=40c3208b636e093564eeb5d0a1b6384103b7d6b8 "'Intelligence Quotient and Iodine Intake: A Cross-Sectional Study in Children', Santiago-Fernandez 2004"){.id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Working Memory Capacity and Its Relation to General Intelligence”, Conway et al 2003`{=html} {#conway-et-al-2003-section} **[`Working memory capacity and its relation to general intelligence`{=html}](/doc/dual-n-back/2003-conway.pdf "'Working memory capacity and its relation to general intelligence', Conway et al 2003"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Wealth of Nations Is Mapped by Their IQ”, Owen 2003`{=html} {#owen-2003-section} **[`The wealth of nations is mapped by their IQ`{=html}](/doc/iq/2003-owen.pdf "'The wealth of nations is mapped by their IQ', Owen 2003"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“On the Relationship between Sources of Within-Group & Between-Group Differences and Measurement Invariance in the Common Factor Model”, Lubkea et al 2003`{=html} {#lubkea-et-al-2003-section} **[`On the relationship between sources of within-group & between-group differences and measurement invariance in the common factor model`{=html}](/doc/iq/2003-lubke.pdf "'On the relationship between sources of within-group & between-group differences and measurement invariance in the common factor model', Lubkea et al 2003"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“IQ, Reaction Time and the Differentiation Hypothesis”, Der & Deary 2003`{=html} {#der-deary-2003-section} **[`IQ, reaction time and the differentiation hypothesis`{=html}](/doc/iq/2003-der.pdf "'IQ, reaction time and the differentiation hypothesis', Der & Deary 2003"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Theory of Mind and the Role of IQ in Chronic Disorganized Schizophrenia”, Bruene 2003`{=html} {#bruene-2003-section} **[`Theory of mind and the role of IQ in chronic disorganized schizophrenia`{=html}](/doc/psychiatry/schizophrenia/2003-brune.pdf "'Theory of mind and the role of IQ in chronic disorganized schizophrenia', Bruene 2003"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“What Sternberg Should Have Concluded”`{=html} {#_r4cheCCR-section} **[`What Sternberg should have concluded`{=html}](/doc/iq/2003-brody.pdf "What Sternberg should have concluded"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Learner Characteristics That Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review”`{=html} {#_YjLto93d-section} **[`Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review`{=html}](/doc/iq/2003-nelson.pdf "Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“An Arthurian Romance”, Arden 2003`{=html} {#arden-2003-section} **[`An Arthurian Romance`{=html}](/doc/iq/2003-arden.pdf "'An Arthurian Romance', Arden 2003"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“New Concepts of Intelligence: Their Practical and Legal Implications for Employee Selection”, Barrett et al 2003`{=html} {#barrett-et-al-2003-section} **[`New Concepts of Intelligence: Their Practical and Legal Implications for Employee Selection`{=html}](/doc/iq/2003-barrett.pdf "'New Concepts of Intelligence: Their Practical and Legal Implications for Employee Selection', Barrett et al 2003"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Oral Creatine Monohydrate Supplementation Improves Brain Performance: a Double-Blind, Placebo-Controlled, Cross-Over Trial”, Rae et al 2003`{=html} {#rae-et-al-2003-section} **[`Oral creatine monohydrate supplementation improves brain performance: a double-blind, placebo-controlled, cross-over trial`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1691485/pdf/14561278.pdf "'Oral creatine monohydrate supplementation improves brain performance: a double-blind, placebo-controlled, cross-over trial', Rae et al 2003"){.link-annotated .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“Evidence for Early-Childhood, Pan-Developmental Impairment Specific to Schizophreniform Disorder: Results From a Longitudinal Birth Cohort”, Cannon et al 2002`{=html} {#cannon-et-al-2002-section} **[`Evidence for Early-Childhood, Pan-Developmental Impairment Specific to Schizophreniform Disorder: Results From a Longitudinal Birth Cohort`{=html}](https://jamanetwork.com/journals/jamapsychiatry/article-abstract/206310 "'Evidence for Early-Childhood, Pan-Developmental Impairment Specific to Schizophreniform Disorder: Results From a Longitudinal Birth Cohort', Cannon et al 2002"){.link-annotated .id-not .include-annotation link-icon="JAMA" link-icon-type="text,sans,quad" link-icon-color="#d71635"}** ## `“g and Cognitive Elements of Information Processing: An Agnostic View”, Deary 2002`{=html} {#deary-2002-section} **[`g and Cognitive Elements of Information Processing: An Agnostic View`{=html}](/doc/iq/2002-deary.pdf "'g and Cognitive Elements of Information Processing: An Agnostic View', Deary 2002"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Mean Graduate Record Examination (GRE) Score and Gender Distribution As Function of Academic Discipline”, Templer & Tomeo 2002`{=html} {#templer-tomeo-2002-section} **[`Mean Graduate Record Examination (GRE) score and gender distribution as function of academic discipline`{=html}](/doc/iq/2002-templer.pdf "'Mean Graduate Record Examination (GRE) score and gender distribution as function of academic discipline', Templer & Tomeo 2002"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“General Intelligence: Cognitive and Biological Explanations”, Detterman 2002`{=html} {#detterman-2002-section} **[`General Intelligence: Cognitive and Biological Explanations`{=html}](/doc/iq/2002-detterman.pdf "'General Intelligence: Cognitive and Biological Explanations', Detterman 2002"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Understanding the Nature of the General Factor of Intelligence: The Role of Individual Differences in Neural Plasticity As an Explanatory Mechanism”, Garlick 2002`{=html} {#garlick-2002-section} **[`Understanding the nature of the general factor of intelligence: The role of individual differences in neural plasticity as an explanatory mechanism`{=html}](/doc/iq/2002-garlick.pdf "'Understanding the nature of the general factor of intelligence: The role of individual differences in neural plasticity as an explanatory mechanism', Garlick 2002"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Models of Visuospatial and Verbal Memory across the Adult Life Span”, Park et al 2002`{=html} {#park-et-al-2002-section} **[`Models of visuospatial and verbal memory across the adult life span`{=html}](/doc/iq/2002-park.pdf "'Models of visuospatial and verbal memory across the adult life span', Park et al 2002"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Comparative Longitudinal Structural Analyses of the Growth and Decline of Multiple Intellectual Abilities Over the Life Span”, McArdle 2002`{=html} {#mcardle-2002-section} **[`Comparative Longitudinal Structural Analyses of the Growth and Decline of Multiple Intellectual Abilities Over the Life Span`{=html}](http://www.iapsych.com/wj3ewok/LinkedDocuments/McArdle2002.pdf "'Comparative Longitudinal Structural Analyses of the Growth and Decline of Multiple Intellectual Abilities Over the Life Span', McArdle 2002"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Reaction times and Intelligence Differences: A Population-Based Cohort Study”, Deary et al 2001`{=html} {#deary-et-al-2001-section} **[`Reaction times and intelligence differences: A population-based cohort study`{=html}](/doc/iq/2001-deary.pdf "'Reaction times and intelligence differences: A population-based cohort study', Deary et al 2001"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence and Personality: Bridging the Gap in Theory and Measurement”, Collis & Messick 2001`{=html} {#collis-messick-2001-section} **[`Intelligence and Personality: Bridging the Gap in Theory and Measurement`{=html}](/doc/iq/2001-collis-intelligenceandpersonality.pdf "'Intelligence and Personality: Bridging the Gap in Theory and Measurement', Collis & Messick 2001"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Vocabulary and General Intelligence”, Jensen 2001`{=html} {#jensen-2001-section} **[`Vocabulary and general intelligence`{=html}](/doc/iq/2001-jensen.pdf "'Vocabulary and general intelligence', Jensen 2001"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Misuses of Statistics in the Study of Intelligence: The Case of Arthur Jensen”, Kaplan et al 2001`{=html} {#kaplan-et-al-2001-section} **[`Misuses of Statistics in the Study of Intelligence: The Case of Arthur Jensen`{=html}](/doc/iq/2001-kaplan.pdf "'Misuses of Statistics in the Study of Intelligence: The Case of Arthur Jensen', Kaplan et al 2001"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Robert J. Sternberg, Elena Grigorenko, and Donald A. Bundy—The Predictive Value of IQ—Merrill-Palmer Quarterly 47:1”`{=html} {#_Bnroqaeu-section} **[`Robert J. Sternberg, Elena Grigorenko, and Donald A. Bundy—The Predictive Value of IQ—Merrill-Palmer Quarterly 47:1`{=html}](/doc/iq/2001-sternberg.pdf "Robert J. Sternberg, Elena Grigorenko, and Donald A. Bundy—The Predictive Value of IQ—Merrill-Palmer Quarterly 47:1"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Heritability Estimates versus Large Environmental Effects: The IQ Paradox Resolved”, Dickens & Flynn 2001`{=html} {#dickens-flynn-2001-section} **[`Heritability estimates versus large environmental effects: The IQ paradox resolved`{=html}](/doc/iq/2001-dickens.pdf "'Heritability estimates versus large environmental effects: The IQ paradox resolved', Dickens & Flynn 2001"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“An Investigation of Measurement Invariance in the WISC III: Examining a Sample of Referred African American and Caucasian Students”, Reed 2000`{=html} {#reed-2000-section} **[`An investigation of measurement invariance in the WISC III: Examining a sample of referred African American and Caucasian students`{=html}](/doc/iq/2000-reed.pdf "'An investigation of measurement invariance in the WISC III: Examining a sample of referred African American and Caucasian students', Reed 2000"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Prolonged Survival With Hydranencephaly: Report of Two Patients and Literature Review”, McAbee et al 2000`{=html} {#mcabee-et-al-2000-section} **[`Prolonged survival with hydranencephaly: report of two patients and literature review`{=html}](/doc/psychology/neuroscience/anencephaly/2000-mcabee.pdf "'Prolonged survival with hydranencephaly: report of two patients and literature review', McAbee et al 2000"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Meta-Analysis of Antecedents and Correlates of Employee Turnover: Update, Moderator Tests, and Research Implications for the Next Millennium”, Griffeth et al 2000`{=html} {#griffeth-et-al-2000-section} **[`A Meta-Analysis of Antecedents and Correlates of Employee Turnover: Update, Moderator Tests, and Research Implications for the Next Millennium`{=html}](/doc/economics/2000-griffeth.pdf "'A Meta-Analysis of Antecedents and Correlates of Employee Turnover: Update, Moderator Tests, and Research Implications for the Next Millennium', Griffeth et al 2000"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Toward an Integrative Theory of Training Motivation: A Meta-Analytic Path Analysis of 20 Years of Research”, Colquitt et al 2000`{=html} {#colquitt-et-al-2000-section} **[`Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research`{=html}](/doc/iq/2000-colquitt.pdf "'Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research', Colquitt et al 2000"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Scientific and Social Importance of Assessing Individual Differences: ‘Sinking Shafts at a Few Critical Points’”, Lubinski 2000b`{=html} {#lubinski-2000b-section} **[`Scientific and Social Importance of Assessing Individual Differences: ‘Sinking Shafts at a Few Critical Points’`{=html}](/doc/iq/2000-lubinski-2.pdf "'Scientific and Social Importance of Assessing Individual Differences: ‘Sinking Shafts at a Few Critical Points’', Lubinski 2000b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Generalizability of the Factor Structure of the Wisc-III From Standardization Samples to African American Students With Learning Disabilities”, Shindelman 2000`{=html} {#shindelman-2000-section} **[`Generalizability of the Factor Structure of the Wisc-III From Standardization Samples to African American Students With Learning Disabilities`{=html}](/doc/iq/2000-shindelman.pdf "'Generalizability of the Factor Structure of the Wisc-III From Standardization Samples to African American Students With Learning Disabilities', Shindelman 2000"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Young Receptors Make Smart Mice”, Bliss 1999`{=html} {#bliss-1999-section} **[`Young receptors make smart mice`{=html}](/doc/genetics/editing/1999-bliss.pdf "'Young receptors make smart mice', Bliss 1999"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic Enhancement of Learning and Memory in Mice”, Tang et al 1999`{=html} {#tang-et-al-1999-section} **[`Genetic enhancement of learning and memory in mice`{=html}](/doc/genetics/editing/1999-tang.pdf "'Genetic enhancement of learning and memory in mice', Tang et al 1999"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Beleaguered Pygmalion: A History of the Controversy Over Claims That Teacher Expectancy Raises Intelligence”, Spitz 1999`{=html} {#spitz-1999-section} **[`Beleaguered Pygmalion: A History of the Controversy Over Claims that Teacher Expectancy Raises Intelligence`{=html}](/doc/iq/1999-spitz.pdf "'Beleaguered Pygmalion: A History of the Controversy Over Claims that Teacher Expectancy Raises Intelligence', Spitz 1999"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Examining the Measurement Quality of Tests Containing Differentially Functioning Items: Do Biased Items Result in Poor Measurement?”, Roznowski & Reith 1999`{=html} {#roznowski-reith-1999-section} **[`Examining the Measurement Quality of Tests Containing Differentially Functioning Items: Do Biased Items Result in Poor Measurement?`{=html}](/doc/iq/1999-roznowski.pdf "'Examining the Measurement Quality of Tests Containing Differentially Functioning Items: Do Biased Items Result in Poor Measurement?', Roznowski & Reith 1999"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Evidence against Rushton: The Genetic Loading of WISC-R Subtests and the Causes of Between-Group IQ Differences”, Flynn 1999`{=html} {#flynn-1999-section} **[`Evidence against Rushton: The genetic loading of WISC-R subtests and the causes of between-group IQ differences`{=html}](/doc/iq/1999-flynn.pdf "'Evidence against Rushton: The genetic loading of WISC-R subtests and the causes of between-group IQ differences', Flynn 1999"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Secular Gains in IQ Not Related to the g Factor and Inbreeding Depression—Unlike Black-White Differences: A Reply to Flynn”, Rushton 1999`{=html} {#rushton-1999-section} **[`Secular gains in IQ not related to the g factor and inbreeding depression—unlike Black-White differences: A reply to Flynn`{=html}](/doc/iq/1999-rushton.pdf "'Secular gains in IQ not related to the g factor and inbreeding depression—unlike Black-White differences: A reply to Flynn', Rushton 1999"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Comparative Effects of Education and the Complexity of Work on Adult Intellectual Ability”, Tonkin 1999`{=html} {#tonkin-1999-section} **[`The comparative effects of education and the complexity of work on adult intellectual ability`{=html}](/doc/iq/1999-tonkin.pdf "'The comparative effects of education and the complexity of work on adult intellectual ability', Tonkin 1999"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Leading Scientists Still Reject God”, Larson & Witham 1998`{=html} {#larson-witham-1998-section} **[`Leading scientists still reject God`{=html}](https://www.nature.com/articles/28478 "'Leading scientists still reject God', Larson & Witham 1998"){.link-annotated .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“Raven's Advanced Progressive Matrices: Norms for First-Year University Students and the Development of a Short Form”, Bors & Stokes 1998`{=html} {#bors-stokes-1998-section} **[`Raven's Advanced Progressive Matrices: Norms for First-Year University Students and the Development of a Short Form`{=html}](/doc/iq/1998-bors.pdf "'Raven's Advanced Progressive Matrices: Norms for First-Year University Students and the Development of a Short Form', Bors & Stokes 1998"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Inductive Reasoning in Third Grade: Intervention Promises and Constraints”, Hamers et al 1998`{=html} {#hamers-et-al-1998-section} **[`Inductive Reasoning in Third Grade: Intervention Promises and Constraints`{=html}](/doc/iq/1998-hamers.pdf "'Inductive Reasoning in Third Grade: Intervention Promises and Constraints', Hamers et al 1998"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?”, Sternberg 1998`{=html} {#sternberg-1998-section} **[`Metacognition, abilities, and developing expertise: What makes an expert student?`{=html}](/doc/iq/1998-sternberg.pdf "'Metacognition, abilities, and developing expertise: What makes an expert student?', Sternberg 1998"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Local Navajo Norms For The Wechsler Intelligence Scale For Children—Third Edition”, Tempest 1998`{=html} {#tempest-1998-section} **[`Local Navajo Norms For The Wechsler Intelligence Scale For Children—Third Edition`{=html}](/doc/iq/1998-tempest.pdf "'Local Navajo Norms For The Wechsler Intelligence Scale For Children—Third Edition', Tempest 1998"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Psychometric Location of Wisdom-Related Performance: Intelligence, Personality, and More?”, Staudinger et al 1997`{=html} {#staudinger-et-al-1997-section} **[`The Psychometric Location of Wisdom-Related Performance: Intelligence, Personality, and more?`{=html}](/doc/psychology/personality/1997-staudinger.pdf "'The Psychometric Location of Wisdom-Related Performance: Intelligence, Personality, and more?', Staudinger et al 1997"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Assessment Of Factor Models Underlying The WISC-III In White, Black, And Hispanic Subgroups Of The Standardization Sample”, Pandolfi 1997`{=html} {#pandolfi-1997-section} **[`Assessment Of Factor Models Underlying The WISC-III In White, Black, And Hispanic Subgroups Of The Standardization Sample`{=html}](/doc/iq/1997-pandolfi.pdf "'Assessment Of Factor Models Underlying The WISC-III In White, Black, And Hispanic Subgroups Of The Standardization Sample', Pandolfi 1997"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Everyday Life As an Intelligence Test: Effects of Intelligence and Intelligence Context”, Gordon 1997`{=html} {#gordon-1997-section} **[`Everyday Life as an Intelligence Test: Effects of Intelligence and Intelligence Context`{=html}](/doc/iq/1997-gordon.pdf "'Everyday Life as an Intelligence Test: Effects of Intelligence and Intelligence Context', Gordon 1997"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“On the Mathematical Relationship between Factor or Component Coefficients and Differences between Means”, Horn 1997`{=html} {#horn-1997-section} **[`On the mathematical relationship between factor or component coefficients and differences between means`{=html}](/doc/iq/1997-horn.pdf "'On the mathematical relationship between factor or component coefficients and differences between means', Horn 1997"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Direct Evidence for a Genetic Basis for Black-White Differences in IQ”, Lynn 1997`{=html} {#lynn-1997-section} **[`Direct Evidence for a Genetic Basis for Black-White Differences in IQ`{=html}](/doc/iq/1997-lynn.pdf "'Direct Evidence for a Genetic Basis for Black-White Differences in IQ', Lynn 1997"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Never a Dull Moment”, Neisser 1997`{=html} {#neisser-1997-section} **[`Never a Dull Moment`{=html}](/doc/iq/1997-neisser.pdf "'Never a Dull Moment', Neisser 1997"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Search for a Psychometric Left”, Turkheimer 1997`{=html} {#turkheimer-1997-section} **[`The Search for a Psychometric Left`{=html}](/doc/iq/1997-turkheimer.pdf "'The Search for a Psychometric Left', Turkheimer 1997"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“An Examination of Genotype-Environment Interactions for Academic Achievement in an US National Longitudinal Survey”, Ord & Rowe 1997`{=html} {#ord-rowe-1997-section} **[`An examination of genotype-environment interactions for academic achievement in an US national longitudinal survey`{=html}](/doc/genetics/heritable/1997-vandenoord.pdf "'An examination of genotype-environment interactions for academic achievement in an US national longitudinal survey', Ord & Rowe 1997"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence and the Differentiation Hypothesis”, Deary et al 1996`{=html} {#deary-et-al-1996-section} **[`Intelligence and the differentiation hypothesis`{=html}](/doc/iq/1996-deary.pdf "'Intelligence and the differentiation hypothesis', Deary et al 1996"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“IQ Similarity in Twins Reared Apart: Findings and Responses to Critics”, Bouchard 1996b`{=html} {#bouchard-1996b-section} **[`IQ similarity in twins reared apart: Findings and responses to critics`{=html}](/doc/iq/1996-bouchard-2.pdf "'IQ similarity in twins reared apart: Findings and responses to critics', Bouchard 1996b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Galton Lecture: Behavior Genetic Studies of Intelligence, Yesterday and Today: the Long Journey from Plausibility to Proof”, Bouchard 1996`{=html} {#bouchard-1996-section} **[`Galton Lecture: Behavior genetic studies of intelligence, yesterday and today: the long journey from plausibility to proof`{=html}](/doc/iq/1996-bouchard.pdf "'Galton Lecture: Behavior genetic studies of intelligence, yesterday and today: the long journey from plausibility to proof', Bouchard 1996"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Meta-Analysis Of The Predictors Of Adult Offender Recidivism: What Works”`{=html} {#_2LXH0vUH-section} **[`A Meta-Analysis Of The Predictors Of Adult Offender Recidivism: What Works`{=html}](/doc/iq/1996-gendreau.pdf "A Meta-Analysis Of The Predictors Of Adult Offender Recidivism: What Works"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intellectual Development in Adulthood: The Seattle Longitudinal Study”, Schaie et al 1996`{=html} {#schaie-et-al-1996-section} **[`Intellectual development in adulthood: The Seattle Longitudinal Study`{=html}](/doc/iq/1996-schaie-intellectualdevelopmentinadulthood.pdf "'Intellectual development in adulthood: The Seattle Longitudinal Study', Schaie et al 1996"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Role of Intelligence in Modern Society: Are Social Changes Dividing Us into Intellectual Haves and Have-Nots? The Question Pushed aside in the 1970s Is Back, and the Issues Are far from Simple”, Hunt 1995`{=html} {#hunt-1995-section} **[`The Role of Intelligence in Modern Society: are social changes dividing us into intellectual haves and have-nots? The question pushed aside in the 1970s is back, and the issues are far from simple`{=html}](/doc/iq/1995-hunt.pdf "'The Role of Intelligence in Modern Society: are social changes dividing us into intellectual haves and have-nots? The question pushed aside in the 1970s is back, and the issues are far from simple', Hunt 1995"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“For Whom The Bell Curve Tolls: A Look at the Controversy”, Wilkinson 1995`{=html} {#wilkinson-1995-section} **[`For Whom The Bell Curve Tolls: A look at the controversy`{=html}](/doc/iq/1995-wilkinson.pdf "'For Whom The Bell Curve Tolls: A look at the controversy', Wilkinson 1995"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Validity Results for g from an Expanded Test Base”, Larson & Wolfe 1995`{=html} {#larson-wolfe-1995-section} **[`Validity results for g from an expanded test base`{=html}](/doc/iq/1995-larson.pdf "'Validity results for g from an expanded test base', Larson & Wolfe 1995"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Personality and Intelligence in the Military: The Case of War Heroes”, Gal 1995`{=html} {#gal-1995-section} **[`Personality and Intelligence in the Military: The Case of War Heroes`{=html}](/doc/iq/1995-gal.pdf "'Personality and Intelligence in the Military: The Case of War Heroes', Gal 1995"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Gifted Group in Later Maturity [Genetic Studies of Genius #6]”, Holahan et al 1995`{=html} {#holahan-et-al-1995-section} **[`The Gifted Group in Later Maturity [Genetic Studies of Genius #6]`{=html}](/doc/iq/1995-holahan-thegiftedgroupinlatermaturity.pdf "'The Gifted Group in Later Maturity [Genetic Studies of Genius #6]', Holahan et al 1995"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Ethnic and Racial Similarity in Developmental Process: A Study of Academic Achievement”, Rowe et al 1995`{=html} {#rowe-et-al-1995-section} **[`Ethnic and Racial Similarity in Developmental Process: A Study of Academic Achievement`{=html}](/doc/iq/1995-rowe.pdf "'Ethnic and Racial Similarity in Developmental Process: A Study of Academic Achievement', Rowe et al 1995"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Breaking the Last Taboo [Review of the Book The Bell Curve: Intelligence And Class Structure In American Life, by R. J. Herrnstein & C. Murray]”, Bouchard 1995`{=html} {#bouchard-1995-section} **[`Breaking the Last Taboo [Review of the book The Bell Curve: Intelligence And Class Structure In American Life, by R. J. Herrnstein & C. Murray]`{=html}](/doc/iq/1995-bouchard.pdf "'Breaking the Last Taboo [Review of the book The Bell Curve: Intelligence And Class Structure In American Life, by R. J. Herrnstein & C. Murray]', Bouchard 1995"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Biological Limits to Information Processing in the Human Brain”, Cochrane et al 1995`{=html} {#cochrane-et-al-1995-section} **[`Biological limits to information processing in the human brain`{=html}](/doc/iq/1995-cochrane-biologicallimitstoinformationprocessinginthebrain.html "'Biological limits to information processing in the human brain', Cochrane et al 1995"){.link-annotated .id-not .include-annotation link-icon="internet-archive" link-icon-type="svg"}** ## `“Pygmalion and Intelligence?”, Snow 1995`{=html} {#snow-1995-section} **[`Pygmalion and Intelligence?`{=html}](/doc/iq/1995-snow.pdf "'Pygmalion and Intelligence?', Snow 1995"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Toward an Intelligent View of Intelligence”`{=html} {#_JyU-ltH7-section} **[`Toward an Intelligent View of Intelligence`{=html}](/doc/iq/1994-detterman.pdf "Toward an Intelligent View of Intelligence"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Guy Thomas Buswell. In Memoriam (1891–1994)”, Jensen & Ruddell 1994b`{=html} {#jensen-ruddell-1994b-section} **[`Guy Thomas Buswell. In Memoriam (1891–1994)`{=html}](/doc/iq/1994-jensen-2.pdf "'Guy Thomas Buswell. In Memoriam (1891–1994)', Jensen & Ruddell 1994b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“No More Than Skin Deep: Ethnic and Racial Similarity in Development Process”, Rowe et al 1994b`{=html} {#rowe-et-al-1994b-section} **[`No More Than Skin Deep: Ethnic and Racial Similarity in Development Process`{=html}](/doc/iq/1994-rowe-2.pdf "'No More Than Skin Deep: Ethnic and Racial Similarity in Development Process', Rowe et al 1994b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“No More Than Skin Deep”, Rowe 1994`{=html} {#rowe-1994-section} **[`No More Than Skin Deep`{=html}](/doc/iq/1994-rowe.pdf "'No More Than Skin Deep', Rowe 1994"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Empirical Data Say It All”, Barrett 1994`{=html} {#barrett-1994-section} **[`Empirical data say it all`{=html}](/doc/iq/1994-barrett.pdf "'Empirical data say it all', Barrett 1994"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Knowledge-Testing-Educational Complex Strikes Back”, McClelland 1994`{=html} {#mcclelland-1994-section} **[`The knowledge-testing-educational complex strikes back`{=html}](/doc/iq/1994-mcclelland.pdf "'The knowledge-testing-educational complex strikes back', McClelland 1994"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Military Aptitude Testing: The Past Fifty Years”, Maier 1993`{=html} {#maier-1993-section} **[`Military Aptitude Testing: The Past Fifty Years`{=html}](/doc/iq/1993-maier.pdf "'Military Aptitude Testing: The Past Fifty Years', Maier 1993"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Meta-Analysis of Infant Habituation and Recognition Memory Performance As Predictors of Later IQ”, McCall & Carriger 1993`{=html} {#mccall-carriger-1993-section} **[`A Meta-Analysis of Infant Habituation and Recognition Memory Performance as Predictors of Later IQ`{=html}](/doc/iq/1993-mccall.pdf "'A Meta-Analysis of Infant Habituation and Recognition Memory Performance as Predictors of Later IQ', McCall & Carriger 1993"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Case for the Prosecution: Transfer As an Epiphenomenon”, Detterman 1993`{=html} {#detterman-1993-section} **[`The Case for the Prosecution: Transfer as an Epiphenomenon`{=html}](/doc/iq/1993-detterman.pdf "'The Case for the Prosecution: Transfer as an Epiphenomenon', Detterman 1993"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Canadian Native Intelligence Studies: A Brief Review”, Sharon 1993`{=html} {#sharon-1993-section} **[`Canadian Native Intelligence Studies: A Brief Review`{=html}](/doc/iq/1993-senior.pdf "'Canadian Native Intelligence Studies: A Brief Review', Sharon 1993"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Reconsideration of Testing for Competence rather than for Intelligence”, Barrett & Depinet 1993`{=html} {#barrett-depinet-1993-section} **[`A reconsideration of testing for competence rather than for intelligence`{=html}](/doc/iq/1991-barrett.pdf "'A reconsideration of testing for competence rather than for intelligence', Barrett & Depinet 1993"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Constancy of IQ Scores among Gifted Children”, Cahan & Gejman 1993`{=html} {#cahan-gejman-1993-section} **[`Constancy of IQ scores among gifted children`{=html}](/doc/iq/1993-cahan.pdf "'Constancy of IQ scores among gifted children', Cahan & Gejman 1993"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Outcomes of Transracial Adoption”, Silverman 1993`{=html} {#silverman-1993-section} **[`Outcomes of Transracial Adoption`{=html}](https://pdfs.semanticscholar.org/5ff9/38abf6346f26e42e07a63b11c796265420d7.pdf "'Outcomes of Transracial Adoption', Silverman 1993"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence, Second Edition”`{=html} {#_oOxZHnDE-section} **[`Intelligence, Second Edition`{=html}](/doc/iq/1992-brody-intelligence.pdf "Intelligence, Second Edition"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Good-Looking People Are Not What We Think”, Feingold 1992`{=html} {#feingold-1992-section} **[`Good-Looking People Are Not What We Think`{=html}](/doc/iq/1992-feingold.pdf "'Good-Looking People Are Not What We Think', Feingold 1992"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The ‘Spearman Hypothesis’ Is False”, Gustafsson 1992b`{=html} {#gustafsson-1992b-section} **[`The ‘Spearman Hypothesis’ is False`{=html}](/doc/iq/1992-gustafsson-2.pdf "'The ‘Spearman Hypothesis’ is False', Gustafsson 1992b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Relevance of Factor Analysis for the Study of Group Differences”, Gustafsson 1992`{=html} {#gustafsson-1992-section} **[`The Relevance of Factor Analysis for the Study of Group Differences`{=html}](/doc/iq/1992-gustafsson.pdf "'The Relevance of Factor Analysis for the Study of Group Differences', Gustafsson 1992"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Irrelevance of Factor Analysis for the Study of Group Differences”, Guttman 1992`{=html} {#guttman-1992-section} **[`The Irrelevance of Factor Analysis for the Study of Group Differences`{=html}](/doc/iq/1992-guttman.pdf "'The Irrelevance of Factor Analysis for the Study of Group Differences', Guttman 1992"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“More on Psychometric G and ‘Spearman's Hypothesis’”, Jensen 1992b`{=html} {#jensen-1992b-section} **[`More on Psychometric g and ‘Spearman's Hypothesis’`{=html}](/doc/iq/1992-jensen-2.pdf "'More on Psychometric g and ‘Spearman's Hypothesis’', Jensen 1992b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Henry Felix Kaiser (1927–1992). In Memoriam”, Jensen & Wilson 1992d`{=html} {#jensen-wilson-1992d-section} **[`Henry Felix Kaiser (1927–1992). In Memoriam`{=html}](/doc/iq/1992-jensen-4.pdf "'Henry Felix Kaiser (1927–1992). In Memoriam', Jensen & Wilson 1992d"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Spearman's Hypothesis: Methodology and Evidence”, Jensen 1992`{=html} {#jensen-1992-section} **[`Spearman's Hypothesis: Methodology and Evidence`{=html}](/doc/iq/1992-jensen.pdf "'Spearman's Hypothesis: Methodology and Evidence', Jensen 1992"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“On Shonemann on Guttman on Jensen, via Lewontin”, Loehlin 1992b`{=html} {#loehlin-1992b-section} **[`On Shonemann on Guttman on Jensen, via Lewontin`{=html}](/doc/iq/1992-loehlin-2.pdf "'On Shonemann on Guttman on Jensen, via Lewontin', Loehlin 1992b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Guttman on Factor Analysis and Group Differences: A Comment”, Loehlin 1992`{=html} {#loehlin-1992-section} **[`Guttman on Factor Analysis and Group Differences: A Comment`{=html}](/doc/iq/1992-loehlin.pdf "'Guttman on Factor Analysis and Group Differences: A Comment', Loehlin 1992"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Guttman‘s ‘Last Paper’: A Commentary and Discussion Editor’s Introduction”, Mulaik 1992`{=html} {#mulaik-1992-section} **[`Guttman‘s ‘Last Paper’: A Commentary and Discussion Editor’s Introduction`{=html}](/doc/iq/1992-mulaik.pdf "'Guttman‘s ‘Last Paper’: A Commentary and Discussion Editor’s Introduction', Mulaik 1992"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Commentary on Guttman: The Irrelevance of Factor Analysis for the Study of Group Differences”, Roskam & Ellis 1992b`{=html} {#roskam-ellis-1992b-section} **[`Commentary on Guttman: The Irrelevance of Factor Analysis for the Study of Group Differences`{=html}](/doc/iq/1992-roskam-2.pdf "'Commentary on Guttman: The Irrelevance of Factor Analysis for the Study of Group Differences', Roskam & Ellis 1992b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Reaction to Other Commentaries”, Roskam & Ellis 1992`{=html} {#roskam-ellis-1992-section} **[`Reaction to Other Commentaries`{=html}](/doc/iq/1992-roskam.pdf "'Reaction to Other Commentaries', Roskam & Ellis 1992"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Extension of Guttman's Result From G to PC1”, Schonemann 1992`{=html} {#schonemann-1992-section} **[`Extension of Guttman's Result From g to PC1`{=html}](/doc/iq/1992-schonemann.pdf "'Extension of Guttman's Result From g to PC1', Schonemann 1992"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Stage-Wise Cognitive Development: an Application of Catastrophe Theory”, Maas & Molennar 1992`{=html} {#maas-molennar-1992-section} **[`Stage-wise cognitive development: an application of catastrophe theory`{=html}](/doc/psychology/neuroscience/1992-vandermaas.pdf "'Stage-wise cognitive development: an application of catastrophe theory', Maas & Molennar 1992"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Meta-Analysis of the Relationship between Communication Apprehension and Cognitive Performance”, Bourhis & Allen 1992`{=html} {#bourhis-allen-1992-section} **[`Meta-analysis of the relationship between communication apprehension and cognitive performance`{=html}](/doc/iq/1992-bourhis.pdf "'Meta-analysis of the relationship between communication apprehension and cognitive performance', Bourhis & Allen 1992"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Second Round Commentary on Guttman”, Schonemann 1992b`{=html} {#schonemann-1992b-section} **[`Second Round Commentary on Guttman`{=html}](/doc/iq/1992-schonemann-2.pdf "'Second Round Commentary on Guttman', Schonemann 1992b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `Science, Ideology, and the Media: the Cyril Burt Scandal, Fletcher 1991`{=html} {#fletcher-1991-section} **[`Science, Ideology, and the Media: the Cyril Burt Scandal`{=html}](/doc/iq/1991-fletcher-scienceideologyandthemediathecyrilburtscandal.pdf "'Science, Ideology, and the Media: the Cyril Burt Scandal', Fletcher 1991"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Evaluation of Alternative Measures of Job Performance”, Gottfredson 1991`{=html} {#gottfredson-1991-section} **[`The Evaluation of Alternative Measures of Job Performance`{=html}](/doc/iq/1991-gottfredson.pdf "'The Evaluation of Alternative Measures of Job Performance', Gottfredson 1991"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Biological Factors and Psychometric Intelligence: A Review”, Johnson 1991`{=html} {#johnson-1991-section} **[`Biological factors and psychometric intelligence: A review`{=html}](/doc/iq/1991-johnson.pdf "'Biological factors and psychometric intelligence: A review', Johnson 1991"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Race, Intelligence and Bias in Academe”, Pearson 1991`{=html} {#pearson-1991-section} **[`Race, Intelligence and Bias in Academe`{=html}](/doc/iq/1991-pearson-raceintelligencebiasinacademe.pdf "'Race, Intelligence and Bias in Academe', Pearson 1991"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Prediction of Vehicular Accident Involvement: A Meta-Analysis”, Arthur et al 1991`{=html} {#arthur-et-al-1991-section} **[`Prediction of Vehicular Accident Involvement: A Meta-Analysis`{=html}](/doc/iq/1991-arthur.pdf "'Prediction of Vehicular Accident Involvement: A Meta-Analysis', Arthur et al 1991"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Psychological Assessment Versus Psychological Testing: Validation From Binet to the School, Clinic, and Courtroom”, Matarazzo 1990`{=html} {#matarazzo-1990-section} **[`Psychological Assessment Versus Psychological Testing: Validation From Binet to the School, Clinic, and Courtroom`{=html}](/doc/psychology/1990-matarazzo.pdf "'Psychological Assessment Versus Psychological Testing: Validation From Binet to the School, Clinic, and Courtroom', Matarazzo 1990"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Malleability of IQ As Judged from Adoption Studies”, Locurto 1990`{=html} {#locurto-1990-section} **[`The malleability of IQ as judged from adoption studies`{=html}](/doc/iq/1990-locurto.pdf "'The malleability of IQ as judged from adoption studies', Locurto 1990"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Armed Services Vocational Aptitude Battery (ASVAB): Integrative Review of Validity Studies [AFHRL-TR-90-22]”, Welsh et al 1990`{=html} {#welsh-et-al-1990-section} **[`Armed Services Vocational Aptitude Battery (ASVAB): Integrative Review of Validity Studies [AFHRL-TR-90-22]`{=html}](/doc/iq/1990-welsh.pdf "'Armed Services Vocational Aptitude Battery (ASVAB): Integrative Review of Validity Studies [AFHRL-TR-90-22]', Welsh et al 1990"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“An Extended Family With a Dominantly Inherited Speech Disorder”, Hurst et al 1990`{=html} {#hurst-et-al-1990-section} **[`An extended Family with a Dominantly Inherited Speech Disorder`{=html}](/doc/genetics/heritable/rare/2010-hurst.pdf "'An extended Family with a Dominantly Inherited Speech Disorder', Hurst et al 1990"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Sources of Human Psychological Differences: The Minnesota Study of Twins Reared Apart”, Bouchard et al 1990`{=html} {#bouchard-et-al-1990-section} **[`Sources of Human Psychological Differences: The Minnesota Study of Twins Reared Apart`{=html}](/doc/iq/1990-bouchard.pdf "'Sources of Human Psychological Differences: The Minnesota Study of Twins Reared Apart', Bouchard et al 1990"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Century of Ability Testing”, Thorndike & Lohman 1990`{=html} {#thorndike-lohman-1990-section} **[`A Century of Ability Testing`{=html}](/doc/iq/1990-thorndike-acenturyofabilitytesting.pdf "'A Century of Ability Testing', Thorndike & Lohman 1990"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Social and Emotional Education of the Gifted: The Discoveries of Leta Hollingworth”, Silverman 1990`{=html} {#silverman-1990-section} **[`Social and emotional education of the gifted: The discoveries of Leta Hollingworth`{=html}](/doc/iq/1990-silverman.pdf "'Social and emotional education of the gifted: The discoveries of Leta Hollingworth', Silverman 1990"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Assessment of Effects of Socio-Economic Status on IQ in a Full Cross-Fostering Study”, Capron & Duyme 1989`{=html} {#capron-duyme-1989-section} **[`Assessment of effects of socio-economic status on IQ in a full cross-fostering study`{=html}](/doc/iq/1989-capron.pdf "'Assessment of effects of socio-economic status on IQ in a full cross-fostering study', Capron & Duyme 1989"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The British Ability Scales Speed Of Information Processing Subtest: What Does It Measure?”`{=html} {#_b0GyPA47-section} **[`The British Ability Scales Speed Of Information Processing Subtest: What Does It Measure?`{=html}](/doc/iq/1989-buckhalt.pdf "The British Ability Scales Speed Of Information Processing Subtest: What Does It Measure?"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Carroll Model: A 25-Year Retrospective and Prospective View”, Carroll 1989`{=html} {#carroll-1989-section} **[`The Carroll Model: A 25-Year Retrospective and Prospective View`{=html}](/doc/iq/1989-carroll.pdf "'The Carroll Model: A 25-Year Retrospective and Prospective View', Carroll 1989"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Review: Raising IQ without Increasing g? [A Review of The Milwaukee Project: Preventing Mental Retardation in Children at Risk]”, Jensen 1989b`{=html} {#jensen-1989b-section} **[`Review: Raising IQ without increasing g? [A review of The Milwaukee Project: Preventing Mental Retardation in Children at Risk]`{=html}](/doc/iq/1989-jensen-2.pdf "'Review: Raising IQ without increasing g? [A review of The Milwaukee Project: Preventing Mental Retardation in Children at Risk]', Jensen 1989b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `Intelligence: Measurement, Theory, and Public Policy (Proceedings of a Symposium in Honor of Lloyd G. Humphreys, April 30–May 2 1985), Linn 1989`{=html} {#linn-1989-section} **[`Intelligence: Measurement, Theory, and Public Policy (Proceedings of a Symposium in Honor of Lloyd G. Humphreys, April 30–May 2 1985)`{=html}](/doc/iq/1989-linn-intelligencemeasurementtheoryandpublicpolicy.pdf "'Intelligence: Measurement, Theory, and Public Policy (Proceedings of a Symposium in Honor of Lloyd G. Humphreys, April 30–May 2 1985)', Linn 1989"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cognitive Correlates of General Intelligence: Toward a Process Theory of g”, Larson & Saccuzzo 1989`{=html} {#larson-saccuzzo-1989-section} **[`Cognitive correlates of general intelligence: Toward a process theory of g`{=html}](/doc/iq/1989-larson.pdf "'Cognitive correlates of general intelligence: Toward a process theory of g', Larson & Saccuzzo 1989"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Trends in Levels of Academic Achievement of Blacks and Other Minorities”, Humphreys 1988b`{=html} {#humphreys-1988b-section} **[`Trends in levels of academic achievement of blacks and other minorities`{=html}](/doc/iq/1988-humphreys-2.pdf "'Trends in levels of academic achievement of blacks and other minorities', Humphreys 1988b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence: Its Structure, Growth and Action”, Cattell 1987`{=html} {#cattell-1987-section} **[`Intelligence: Its Structure, Growth and Action`{=html}](/doc/iq/1987-cattell-intelligenceitsstructuregrowthaction.pdf "'Intelligence: Its Structure, Growth and Action', Cattell 1987"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Antecedents Of Academic Achievement Among Elementary School American Indians And Their Classmates”, Edwards 1987`{=html} {#edwards-1987-section} **[`Antecedents Of Academic Achievement Among Elementary School American Indians And Their Classmates`{=html}](/doc/iq/1987-edwards.pdf "'Antecedents Of Academic Achievement Among Elementary School American Indians And Their Classmates', Edwards 1987"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Thomson’s ‘Bonds’ or Spearman’s ‘Energy’: 60 Years On”, Eysenck 1987`{=html} {#eysenck-1987-section} **[`Thomson’s ‘Bonds’ or Spearman’s ‘Energy’: 60 Years On`{=html}](/doc/iq/1987-eysenck.pdf "'Thomson’s ‘Bonds’ or Spearman’s ‘Energy’: 60 Years On', Eysenck 1987"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Does Research Count in the Lives of Behavioral Scientists?”, Wineburg 1987b`{=html} {#wineburg-1987b-section} **[`Does Research Count in the Lives of Behavioral Scientists?`{=html}](/doc/iq/1987-wineburg-2.pdf "'Does Research Count in the Lives of Behavioral Scientists?', Wineburg 1987b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Self-Fulfillment of the Self-Fulfilling Prophecy: A Critical Appraisal”, Wineburg 1987`{=html} {#wineburg-1987-section} **[`The Self-Fulfillment of the Self-Fulfilling Prophecy: A Critical Appraisal`{=html}](/doc/iq/1987-wineburg.pdf "'The Self-Fulfillment of the Self-Fulfilling Prophecy: A Critical Appraisal', Wineburg 1987"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Catharine Cox Miles: 1890–1984”, Sears 1986`{=html} {#sears-1986-section} **[`Catharine Cox Miles: 1890–1984`{=html}](/doc/iq/1986-sears.pdf "'Catharine Cox Miles: 1890–1984', Sears 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Great Conspiracy”, Terman 1986`{=html} {#terman-1986-section} **[`The Great Conspiracy`{=html}](/doc/iq/1986-terman.pdf "'The Great Conspiracy', Terman 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Acquisition of Cognitive Skill”, Anderson 1986b`{=html} {#anderson-1986b-section} **[`Acquisition of cognitive skill`{=html}](/doc/iq/1982-anderson-2.pdf "'Acquisition of cognitive skill', Anderson 1986b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“General Ability in Employment: A Discussion”, Arvey 1986`{=html} {#arvey-1986-section} **[`General ability in employment: A discussion`{=html}](/doc/iq/1986-arvey.pdf "'General ability in employment: A discussion', Arvey 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Origins of and Reactions to the PTC Conference on ‘The g Factor In Employment Testing’”, Avery 1986`{=html} {#avery-1986-section} **[`Origins of and Reactions to the PTC conference on ‘The g Factor In Employment Testing’`{=html}](/doc/iq/1986-avery.pdf "'Origins of and Reactions to the PTC conference on ‘The g Factor In Employment Testing’', Avery 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The ‘Math Gap’: Puzzling Sex Differences”`{=html} {#_Qwh46UiS-section} **[`The ‘Math Gap’: Puzzling Sex Differences`{=html}](/doc/iq/1986-bower.pdf "The ‘Math Gap’: Puzzling Sex Differences"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Validity versus Utility of Mental Tests: Example of the SAT”, Gottfredson & Crouse 1986b`{=html} {#gottfredson-crouse-1986b-section} **[`Validity versus utility of mental tests: Example of the SAT`{=html}](/doc/iq/1986-gottfredson-2.pdf "'Validity versus utility of mental tests: Example of the SAT', Gottfredson & Crouse 1986b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Societal Consequences of the g Factor in Employment”, Gottfredson 1986c`{=html} {#gottfredson-1986c-section} **[`Societal consequences of the g factor in employment`{=html}](/doc/iq/1986-gottfredson-3.pdf "'Societal consequences of the g factor in employment', Gottfredson 1986c"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The g Factor in Employment”, Gottfredson 1986`{=html} {#gottfredson-1986-section} **[`The g factor in employment`{=html}](/doc/iq/1986-gottfredson.pdf "'The g factor in employment', Gottfredson 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Real World Implications of G”, Hawk 1986`{=html} {#hawk-1986-section} **[`Real world implications of g`{=html}](/doc/iq/1986-hawk.pdf "'Real world implications of g', Hawk 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Commentary [On ‘The g Factor in Employment Special Issue’]”, Humphreys 1986`{=html} {#humphreys-1986-section} **[`Commentary [on ‘The g factor in employment special issue’]`{=html}](/doc/iq/1986-humphreys.pdf "'Commentary [on ‘The g factor in employment special issue’]', Humphreys 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cognitive Ability, Cognitive Aptitudes, Job Knowledge, and Job Performance”, Hunter 1986`{=html} {#hunter-1986-section} **[`Cognitive ability, cognitive aptitudes, job knowledge, and job performance`{=html}](/doc/iq/1986-hunter.pdf "'Cognitive ability, cognitive aptitudes, job knowledge, and job performance', Hunter 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“g: Artifact or Reality?”, Jensen 1986b`{=html} {#jensen-1986b-section} **[`g: Artifact or Reality?`{=html}](/doc/iq/1986-jensen-2.pdf "'g: Artifact or Reality?', Jensen 1986b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Comments on the g Factor in Employment Testing”, Linn 1986`{=html} {#linn-1986-section} **[`Comments on the g factor in employment testing`{=html}](/doc/iq/1986-linn.pdf "'Comments on the g factor in employment testing', Linn 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Raising of Intelligence: A Selected History of Attempts To Raise Retarded Intelligence”, Spitz 1986`{=html} {#spitz-1986-section} **[`The Raising of Intelligence: A Selected History of Attempts To Raise Retarded Intelligence`{=html}](/doc/iq/1986-spitz-theraisingofintelligence.pdf "'The Raising of Intelligence: A Selected History of Attempts To Raise Retarded Intelligence', Spitz 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Role of General Ability in Prediction”, Thorndike 1986`{=html} {#thorndike-1986-section} **[`The role of general ability in prediction`{=html}](/doc/iq/1986-thorndike.pdf "'The role of general ability in prediction', Thorndike 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Back to Spearman?”, Tyler 1986`{=html} {#tyler-1986-section} **[`Back to Spearman?`{=html}](/doc/iq/1986-tyler.pdf "'Back to Spearman?', Tyler 1986"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Intelligence Men: Makers of the IQ Controversy”, Fancher 1985`{=html} {#fancher-1985-section} **[`The Intelligence Men: Makers of the IQ Controversy`{=html}](/doc/iq/1985-fancher-theintelligencemen.pdf "'The Intelligence Men: Makers of the IQ Controversy', Fancher 1985"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Galton’s Data a Century Later”, Johnson et al 1985`{=html} {#johnson-et-al-1985-section} **[`Galton’s data a century later`{=html}](/doc/iq/1985-johnson.pdf "'Galton’s data a century later', Johnson et al 1985"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Handbook of Intelligence: Theories, Measurements, And Applications”, Wolman & B 1985`{=html} {#wolman-b-1985-section} **[`Handbook of Intelligence: Theories, Measurements, And Applications`{=html}](/doc/iq/1985-wolman-handbookofintelligencetheoriesmeasurementsapplications.pdf "'Handbook of Intelligence: Theories, Measurements, And Applications', Wolman & B 1985"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“On the Madness in His Method: R. B. Cattell’s Contributions to Structural Equation Modeling”, McArdle 1984`{=html} {#mcardle-1984-section} **[`On the Madness in His Method: R. B. Cattell’s Contributions to Structural Equation Modeling`{=html}](/doc/iq/1984-mcardle.pdf "'On the Madness in His Method: R. B. Cattell’s Contributions to Structural Equation Modeling', McArdle 1984"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Mental Speed and Levels of Analysis”, Jensen 1984j`{=html} {#jensen-1984j-section} **[`Mental speed and levels of analysis`{=html}](/doc/iq/1984-jensen-10.pdf "'Mental speed and levels of analysis', Jensen 1984j"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Toward a Triarchic Theory of Human Intelligence”, Sternberg 1984`{=html} {#sternberg-1984-section} **[`Toward a triarchic theory of human intelligence`{=html}](/doc/iq/1984-sternberg.pdf "'Toward a triarchic theory of human intelligence', Sternberg 1984"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Cultural Bias in WISC Subtest Items: A Response to Judge Grady’s Suggestion in Relation to the PASE”, Koh et al 1984`{=html} {#koh-et-al-1984-section} **[`Cultural Bias in WISC Subtest Items: A Response to Judge Grady’s Suggestion in Relation to the PASE`{=html}](/doc/iq/1984-koh.pdf "'Cultural Bias in WISC Subtest Items: A Response to Judge Grady’s Suggestion in Relation to the PASE', Koh et al 1984"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Validity and Utility of Alternative Predictors of Job Performance”, Hunter & Hunter 1984`{=html} {#hunter-hunter-1984-section} **[`Validity and Utility of Alternative Predictors of Job Performance`{=html}](/doc/iq/1984-hunter.pdf "'Validity and Utility of Alternative Predictors of Job Performance', Hunter & Hunter 1984"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Mental Abilities of Children of Incross and Outcross Matings in Hawaii”, Ashton & Mi 1983`{=html} {#ashton-mi-1983-section} **[`Mental Abilities of Children of Incross and Outcross Matings in Hawaii`{=html}](/doc/iq/1983-ashton.pdf "'Mental Abilities of Children of Incross and Outcross Matings in Hawaii', Ashton & Mi 1983"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Texas Adoption Project: Adopted Children and Their Intellectual Resemblance to Biological and Adoptive Parents”, Horn 1983`{=html} {#horn-1983-section} **[`The Texas Adoption Project: Adopted Children and Their Intellectual Resemblance to Biological and Adoptive Parents`{=html}](/doc/iq/1983-horn.pdf "'The Texas Adoption Project: Adopted Children and Their Intellectual Resemblance to Biological and Adoptive Parents', Horn 1983"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence Tests and the Immigration Act of 1924”, Snyderman & Herrnstein 1983`{=html} {#snyderman-herrnstein-1983-section} **[`Intelligence tests and the Immigration Act of 1924`{=html}](/doc/iq/1983-snyderman.pdf "'Intelligence tests and the Immigration Act of 1924', Snyderman & Herrnstein 1983"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Causal Analysis of Cognitive Ability, Job Knowledge, Job Performance, and Supervisor Ratings”, Hunter 1983`{=html} {#hunter-1983-section} **[`A Causal Analysis of Cognitive Ability, Job Knowledge, Job Performance, and Supervisor Ratings`{=html}](/doc/iq/1983-hunter.pdf "'A Causal Analysis of Cognitive Ability, Job Knowledge, Job Performance, and Supervisor Ratings', Hunter 1983"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Neonatal Decortication and Adult Female Sexual Behavior”, Carter et al 1982`{=html} {#carter-et-al-1982-section} **[`Neonatal decortication and adult female sexual behavior`{=html}](/doc/psychology/neuroscience/1982-carter.pdf "'Neonatal decortication and adult female sexual behavior', Carter et al 1982"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Debunking of Scientific Fossils and Straw Persons”, Jensen 1982c`{=html} {#jensen-1982c-section} **[`The Debunking of Scientific Fossils and Straw Persons`{=html}](/doc/iq/1982-jensen-3.pdf "'The Debunking of Scientific Fossils and Straw Persons', Jensen 1982c"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Bias in Mental Testing: A Final Word”, Jensen 1982`{=html} {#jensen-1982-section} **[`Bias in mental testing: A final word`{=html}](/doc/iq/1982-jensen.pdf "'Bias in mental testing: A final word', Jensen 1982"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Parent-Offspring Correlations and Regressions for IQ”, Reed & Rich 1982`{=html} {#reed-rich-1982-section} **[`Parent-offspring correlations and regressions for IQ`{=html}](/doc/iq/1982-reed.pdf "'Parent-offspring correlations and regressions for IQ', Reed & Rich 1982"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Validity of the Information and Vocabulary Subtests of the WAIS”, Feingold 1982`{=html} {#feingold-1982-section} **[`The validity of the information and vocabulary subtests of the WAIS`{=html}](/doc/iq/1982-feingold.pdf "'The validity of the information and vocabulary subtests of the WAIS', Feingold 1982"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic and Environmental Influences on the Development of Piagetian Logico-Mathematical Concepts and Other Specific Cognitive Abilities: A Twin Study”, Garfinkle 1982`{=html} {#garfinkle-1982-section} **[`Genetic and Environmental Influences on the Development of Piagetian Logico-Mathematical Concepts and Other Specific Cognitive Abilities: A Twin Study`{=html}](/doc/iq/1982-garfinkle.pdf "'Genetic and Environmental Influences on the Development of Piagetian Logico-Mathematical Concepts and Other Specific Cognitive Abilities: A Twin Study', Garfinkle 1982"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Is Your Brain Really Necessary? John Lorber, a British Neurologist, Claims That Some Patients Are More Normal Than Would Be Inferred from Their Brain Scans”, Lewin 1980`{=html} {#lewin-1980-section} **[`Is Your Brain Really Necessary? John Lorber, a British neurologist, claims that some patients are more normal than would be inferred from their brain scans`{=html}](/doc/iq/1980-lewin.pdf "'Is Your Brain Really Necessary? John Lorber, a British neurologist, claims that some patients are more normal than would be inferred from their brain scans', Lewin 1980"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Correcting the Bias against Mental Testing: A Preponderance of Peer Agreement”, Jensen 1980`{=html} {#jensen-1980-section} **[`Correcting the bias against mental testing: A preponderance of peer agreement`{=html}](/doc/iq/1980-jensen.pdf "'Correcting the bias against mental testing: A preponderance of peer agreement', Jensen 1980"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“On the Intelligence of the Japanese and Other Mongoloid Peoples”, Lynn & Dziobon 1980b`{=html} {#lynn-dziobon-1980b-section} **[`On the intelligence of the Japanese and other mongoloid peoples`{=html}](/doc/iq/1980-lynn-2.pdf "'On the intelligence of the Japanese and other mongoloid peoples', Lynn & Dziobon 1980b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Opportunities for Counselors from the Competency Assessment Movement”, McClelland & Boyatzis 1980`{=html} {#mcclelland-boyatzis-1980-section} **[`Opportunities for Counselors from the Competency Assessment Movement`{=html}](/doc/iq/1980-mcclelland.pdf "'Opportunities for Counselors from the Competency Assessment Movement', McClelland & Boyatzis 1980"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Deficits in Psychological and Classroom Performance of Children With Elevated Dentine Lead Levels”, L. et al 1979`{=html} {#l-et-al-1979-section} **[`Deficits in Psychological and Classroom Performance of Children with Elevated Dentine Lead Levels`{=html}](/doc/iq/1979-needleman.pdf "'Deficits in Psychological and Classroom Performance of Children with Elevated Dentine Lead Levels', L. et al 1979"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Biological and Cultural Differences in Early Child Development”, Freedman & DeBoer 1979`{=html} {#freedman-deboer-1979-section} **[`Biological and Cultural Differences in Early Child Development`{=html}](/doc/iq/1979-freedman.pdf "'Biological and Cultural Differences in Early Child Development', Freedman & DeBoer 1979"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Dimensions Involved in Differences among School Means of Cognitive Measures”, Humphreys et al 1979`{=html} {#humphreys-et-al-1979-section} **[`Dimensions Involved in Differences among School Means of Cognitive Measures`{=html}](/doc/iq/1979-humphreys.pdf "'Dimensions Involved in Differences among School Means of Cognitive Measures', Humphreys et al 1979"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Mastery Learning: A Psychological Trap?”, Jr & Dunn 1979`{=html} {#jr-dunn-1979-section} **[`Mastery learning: A psychological trap?`{=html}](/doc/iq/1979-cox.pdf "'Mastery learning: A psychological trap?', Jr & Dunn 1979"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Sex Linkage and Race Differences in Spatial Ability: A Reply”`{=html} {#_OKTscEA8-section} **[`Sex linkage and race differences in spatial ability: A reply`{=html}](/doc/iq/1978-jensen.pdf "Sex linkage and race differences in spatial ability: A reply"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Comparison Of The Black Intelligence Test Of Cultural Homogeneity With The Wechsler Intelligence Scale For Children (Revised), As Measured By A Conventional Achievement Test Within A Black Population At Different Social Class Levels”, Komm 1978`{=html} {#komm-1978-section} **[`A Comparison Of The Black Intelligence Test Of Cultural Homogeneity With The Wechsler Intelligence Scale For Children (Revised), As Measured By A Conventional Achievement Test Within A Black Population At Different Social Class Levels`{=html}](/doc/iq/1978-komm.pdf "'A Comparison Of The Black Intelligence Test Of Cultural Homogeneity With The Wechsler Intelligence Scale For Children (Revised), As Measured By A Conventional Achievement Test Within A Black Population At Different Social Class Levels', Komm 1978"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetical Aspects of Human Behavior”, Last 1978`{=html} {#last-1978-section} **[`Genetical Aspects of Human Behavior`{=html}](/doc/iq/1978-last.pdf "'Genetical Aspects of Human Behavior', Last 1978"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Influence of ‘Family Background’ on Intellectual Attainment”, Scarr & Weinberg 1978`{=html} {#scarr-weinberg-1978-section} **[`The Influence of ‘Family Background’ on Intellectual Attainment`{=html}](/doc/iq/1978-scarr.pdf "'The Influence of ‘Family Background’ on Intellectual Attainment', Scarr & Weinberg 1978"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Race-Intelligence Controversy: A Sociological Approach II—‘External’ Factors”, Harwood 1977`{=html} {#harwood-1977-section} **[`The Race-Intelligence Controversy: A Sociological Approach II—‘External’ Factors`{=html}](/doc/iq/1977-harwood.pdf "'The Race-Intelligence Controversy: A Sociological Approach II—‘External’ Factors', Harwood 1977"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Nature of Intelligence and Its Relation to Learning”, Jensen 1977c`{=html} {#jensen-1977c-section} **[`The nature of intelligence and its relation to learning`{=html}](/doc/iq/1977-jensen-3.pdf "'The nature of intelligence and its relation to learning', Jensen 1977c"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“An Examination of Culture Bias in the Wonderlic Personnel Test”, Jensen 1977d`{=html} {#jensen-1977d-section} **[`An examination of culture bias in the Wonderlic personnel test`{=html}](/doc/iq/1977-jensen-4.pdf "'An examination of culture bias in the Wonderlic personnel test', Jensen 1977d"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“An Unfounded Conclusion In M. W. Smith’s Analysis Of Culture Bias In The Stanford-Binet Intelligence Scale”, Jensen 1977`{=html} {#jensen-1977-section} **[`An Unfounded Conclusion In M. W. Smith’s Analysis Of Culture Bias In The Stanford-Binet Intelligence Scale`{=html}](/doc/iq/1977-jensen.pdf "'An Unfounded Conclusion In M. W. Smith’s Analysis Of Culture Bias In The Stanford-Binet Intelligence Scale', Jensen 1977"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“William James Sidis, the Broken Twig”, Montour 1977`{=html} {#montour-1977-section} **[`William James Sidis, the broken twig`{=html}](/doc/iq/1977-montour.pdf "'William James Sidis, the broken twig', Montour 1977"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Reply to A. R. Jensen’s Comments on M. W. Smith’s Analysis of Culture Bias in the Stanford-Binet Intelligence Scale”, Smith 1977b`{=html} {#smith-1977b-section} **[`Reply to A. R. Jensen’s Comments on M. W. Smith’s Analysis of Culture Bias in the Stanford-Binet Intelligence Scale`{=html}](/doc/iq/1977-smith-2.pdf "'Reply to A. R. Jensen’s Comments on M. W. Smith’s Analysis of Culture Bias in the Stanford-Binet Intelligence Scale', Smith 1977b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Black Intelligence Test of Cultural Homogeneity (BITCH) and Wechsler Adult Intelligence Scale (WAIS) Scores of Black and White Police Applicants”, Matarazzo & Wiens 1977`{=html} {#matarazzo-wiens-1977-section} **[`Black Intelligence Test of Cultural Homogeneity (BITCH) and Wechsler Adult Intelligence Scale (WAIS) scores of Black and White police applicants`{=html}](/doc/iq/1977-matarazzo.pdf "'Black Intelligence Test of Cultural Homogeneity (BITCH) and Wechsler Adult Intelligence Scale (WAIS) scores of Black and White police applicants', Matarazzo & Wiens 1977"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Familial Resemblances For Cognitive Abilities Estimated From Two Test Batteries In Hawaii”, Kuse 1977`{=html} {#kuse-1977-section} **[`Familial Resemblances For Cognitive Abilities Estimated From Two Test Batteries In Hawaii`{=html}](/doc/iq/1977-kuse.pdf "'Familial Resemblances For Cognitive Abilities Estimated From Two Test Batteries In Hawaii', Kuse 1977"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence: Nature, Determinants, and Consequences”, Brody & Brody 1976`{=html} {#brody-brody-1976-section} **[`Intelligence: Nature, Determinants, and Consequences`{=html}](/doc/iq/1976-brody-intelligence.pdf "'Intelligence: Nature, Determinants, and Consequences', Brody & Brody 1976"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Three Precocious Boys: What Happened To Them”, Montour 1976b`{=html} {#montour-1976b-section} **[`Three Precocious Boys: What Happened To Them`{=html}](/doc/iq/1976-montour-2.pdf "'Three Precocious Boys: What Happened To Them', Montour 1976b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Academic Values and the Jensen-Shockley Controversy”, Kilgore & Sullivan 1975`{=html} {#kilgore-sullivan-1975-section} **[`Academic Values and the Jensen-Shockley Controversy`{=html}](/doc/iq/1975-kilgore.pdf "'Academic Values and the Jensen-Shockley Controversy', Kilgore & Sullivan 1975"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Five Decades Of Public Controversy Over Mental Testing”, Cronbach 1975b`{=html} {#cronbach-1975b-section} **[`Five Decades Of Public Controversy Over Mental Testing`{=html}](/doc/iq/1975-cronbach-2.pdf "'Five Decades Of Public Controversy Over Mental Testing', Cronbach 1975b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Effect of Race of Examiner on the Mental Test Scores of White and Black Pupils”`{=html} {#_N5ZgSGED-section} **[`The Effect of Race of Examiner on the Mental Test Scores of White and Black Pupils`{=html}](/doc/iq/1974-jensen-3.pdf "The Effect of Race of Examiner on the Mental Test Scores of White and Black Pupils"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Measurement of Intelligence”, Eysenck 1973`{=html} {#eysenck-1973-section} **[`The Measurement of Intelligence`{=html}](/doc/iq/1973-eysenck-themeasurementofintelligence.pdf "'The Measurement of Intelligence', Eysenck 1973"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Developmental Changes in Mental Performance”`{=html} {#_9ORX9ye5-section} **[`Developmental Changes in Mental Performance`{=html}](/doc/iq/1973-mccall.pdf "Developmental Changes in Mental Performance"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Alfred Binet”, Wolf 1973`{=html} {#wolf-1973-section} **[`Alfred Binet`{=html}](/doc/iq/1973-wolf-alfredbinet.pdf "'Alfred Binet', Wolf 1973"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Testing for Competence Rather Than for ‘Intelligence’”, McClelland 1973`{=html} {#mcclelland-1973-section} **[`Testing for Competence Rather Than for ‘Intelligence’`{=html}](/doc/iq/1973-mcclelland.pdf "'Testing for Competence Rather Than for ‘Intelligence’', McClelland 1973"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Let’s Understand Skodak and Skeels, Finally”, Jensen 1973d`{=html} {#jensen-1973d-section} **[`Let’s understand Skodak and Skeels, finally`{=html}](/doc/iq/1973-jensen-4.pdf "'Let’s understand Skodak and Skeels, finally', Jensen 1973d"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Structure Of Intellect Model As A Basis For Cross-Cultural Analysis Of Tests”, White 1973`{=html} {#white-1973-section} **[`The Structure Of Intellect Model As A Basis For Cross-Cultural Analysis Of Tests`{=html}](/doc/iq/1973-white.pdf "'The Structure Of Intellect Model As A Basis For Cross-Cultural Analysis Of Tests', White 1973"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“You Cannot Kill An Idea By Force”, Kamin 1972`{=html} {#kamin-1972-section} **[`You Cannot Kill An Idea By Force`{=html}](/doc/iq/1972-kamin.pdf "'You Cannot Kill An Idea By Force', Kamin 1972"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“‘Mastery Learning: Theory and Practice’ by James H. Block [Book Review]”, Cronbach 1972`{=html} {#cronbach-1972-section} **[`‘Mastery Learning: Theory and Practice’ by James H. Block [book review]`{=html}](/doc/iq/1972-cronbach.pdf "'‘Mastery Learning: Theory and Practice’ by James H. Block [book review]', Cronbach 1972"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“I.Q. Heritability, Race Differences, and Educational Research”`{=html} {#_PUTMq6J7-section} **[`I.Q. Heritability, Race Differences, and Educational Research`{=html}](/doc/iq/1972-gage.pdf "I.Q. Heritability, Race Differences, and Educational Research"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Case for IQ Tests: Reply to McClelland”, Jensen 1972g`{=html} {#jensen-1972g-section} **[`The Case for IQ Tests: Reply to McClelland`{=html}](/doc/iq/1972-jensen-7.pdf "'The Case for IQ Tests: Reply to McClelland', Jensen 1972g"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“I.Q. and Race: Ethical Issues”, Jensen 1972h`{=html} {#jensen-1972h-section} **[`I.Q. and Race: Ethical Issues`{=html}](/doc/iq/1972-jensen-8.pdf "'I.Q. and Race: Ethical Issues', Jensen 1972h"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Reply to Gage: The Causes of Twin Differences in I.Q”`{=html} {#_LK4HJYBr-section} **[`A Reply to Gage: The Causes of Twin Differences in I.Q`{=html}](/doc/iq/1972-jensen.pdf "A Reply to Gage: The Causes of Twin Differences in I.Q"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Dysgenics, Geneticity, Raceology: A Challenge to the Intellectual Responsibility of Educators”`{=html} {#_-H2vCdrV-section} **[`Dysgenics, Geneticity, Raceology: A Challenge to the Intellectual Responsibility of Educators`{=html}](/doc/iq/1972-shockley.pdf "Dysgenics, Geneticity, Raceology: A Challenge to the Intellectual Responsibility of Educators"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Replies to Shockley, Page, and Jensen: The Causes of Race Differences in I.Q”`{=html} {#_3HvJFIql-section} **[`Replies to Shockley, Page, and Jensen: The Causes of Race Differences in I.Q`{=html}](/doc/iq/1972-gage-2.pdf "Replies to Shockley, Page, and Jensen: The Causes of Race Differences in I.Q"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Letters to and from the Editor”, Frazier 1972d`{=html} {#frazier-1972d-section} **[`Letters to and from the Editor`{=html}](/doc/iq/1972-jensen-4.pdf "'Letters to and from the Editor', Frazier 1972d"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Debate Challenge: Geneticity Is 80% for White Identical Twins‘ I.Q.’s”`{=html} {#_XDimghKs-section} **[`A Debate Challenge: Geneticity Is 80% for White Identical Twins‘ I.Q.’s`{=html}](/doc/iq/1972-shockley-2.pdf "A Debate Challenge: Geneticity Is 80% for White Identical Twins‘ I.Q.’s"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Abilities: Their Structure, Growth, and Action”, Cattell 1971`{=html} {#cattell-1971-section} **[`Abilities: Their Structure, Growth, and Action`{=html}](/doc/iq/1971-cattell-abilitiestheirstructuregrowthaction.pdf "'Abilities: Their Structure, Growth, and Action', Cattell 1971"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Phylogeny and Ontogeny of Intelligence”, Jensen 1971`{=html} {#jensen-1971-section} **[`The Phylogeny and Ontogeny of Intelligence`{=html}](/doc/iq/1971-jensen.pdf "'The Phylogeny and Ontogeny of Intelligence', Jensen 1971"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Negro IQ Deficit: Failure of a ‘Malicious Coincidence’ Model Warrants New Research Proposals”`{=html} {#_61GnK8Kp-section} **[`Negro IQ Deficit: Failure of a ‘Malicious Coincidence’ Model Warrants New Research Proposals`{=html}](/doc/iq/1971-shockley.pdf "Negro IQ Deficit: Failure of a ‘Malicious Coincidence’ Model Warrants New Research Proposals"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Biological Aspects of a High Socio-Economic Group I. IQ, Education and Social Mobility”, Gibson 1970`{=html} {#gibson-1970-section} **[`Biological Aspects of a High Socio-Economic Group I. IQ, Education and Social Mobility`{=html}](/doc/iq/1970-gibson.pdf "'Biological Aspects of a High Socio-Economic Group I. IQ, Education and Social Mobility', Gibson 1970"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Factorial Invariance and Its Relation to Race, Sex, and IQ”, Ramsey 1970`{=html} {#ramsey-1970-section} **[`Factorial Invariance and its Relation to Race, Sex, and IQ`{=html}](/doc/iq/1970-ramsey.pdf "'Factorial Invariance and its Relation to Race, Sex, and IQ', Ramsey 1970"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“How Much Can We Boost IQ and Scholastic Achievement?”, Jensen 1969`{=html} {#jensen-1969-section} **[`How Much Can We Boost IQ and Scholastic Achievement?`{=html}](/doc/iq/1969-jensen.pdf "'How Much Can We Boost IQ and Scholastic Achievement?', Jensen 1969"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Future of Individual Differences”`{=html} {#_tDAlGjC8-section} **[`The Future of Individual Differences`{=html}](/doc/iq/1969-bereiter.pdf "The Future of Individual Differences"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Letter from the South”`{=html} {#_2o1t6Peq-section} **[`A Letter from the South`{=html}](/doc/iq/1969-brazziel.pdf "A Letter from the South"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Heredity, Environment, and Educational Policy”`{=html} {#_ADXHtfZr-section} **[`Heredity, Environment, and Educational Policy`{=html}](/doc/iq/1969-cronbach.pdf "Heredity, Environment, and Educational Policy"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genetic Theories and Influences: Comments on the Value of Diversity”`{=html} {#_OB4hO4CT-section} **[`Genetic Theories and Influences: Comments on the Value of Diversity`{=html}](/doc/iq/1969-crow.pdf "Genetic Theories and Influences: Comments on the Value of Diversity"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Piagetian and Psychometric Conceptions of Intelligence”`{=html} {#_AZV1vvTZ-section} **[`Piagetian and Psychometric Conceptions of Intelligence`{=html}](/doc/iq/1969-elkind.pdf "Piagetian and Psychometric Conceptions of Intelligence"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Has Compensatory Education Failed? Has It Been Attempted?”`{=html} {#_-25l7uKx-section} **[`Has Compensatory Education Failed? Has It Been Attempted?`{=html}](/doc/iq/1969-hunt.pdf "Has Compensatory Education Failed? Has It Been Attempted?"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Expectancy Effects in the Classroom: A Failure to Replicate”, Claiborn 1969`{=html} {#claiborn-1969-section} **[`Expectancy effects in the classroom: A failure to replicate`{=html}](/doc/psychology/cognitive-bias/1969-claiborn.pdf "'Expectancy effects in the classroom: A failure to replicate', Claiborn 1969"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“But You Have to Know How to Tell Time”, Thorndike 1969`{=html} {#thorndike-1969-section} **[`But You Have to Know How to Tell Time`{=html}](/doc/iq/1969-thorndike.pdf "'But You Have to Know How to Tell Time', Thorndike 1969"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Heredity, Environment, and School Achievement”, Nichols 1968`{=html} {#nichols-1968-section} **[`Heredity, Environment, and School Achievement`{=html}](/doc/iq/1968-nichols.pdf "'Heredity, Environment, and School Achievement', Nichols 1968"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Hereditary Components of the Project TALENT Two-Day Test Battery”, Schoenfeldt 1968`{=html} {#schoenfeldt-1968-section} **[`The hereditary components of the Project TALENT two-day test battery`{=html}](/doc/iq/1968-schoenfeldt.pdf "'The hereditary components of the Project TALENT two-day test battery', Schoenfeldt 1968"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Pygmalion In The Classroom: Teacher Expectation and Pupil’s Intellectual Development”, Rosenthal & Jacobson 1968`{=html} {#rosenthal-jacobson-1968-section} **[`Pygmalion In The Classroom: Teacher Expectation and Pupil’s Intellectual Development`{=html}](/doc/statistics/bias/1968-rosenthal-pygmalionintheclassroom.pdf "'Pygmalion In The Classroom: Teacher Expectation and Pupil’s Intellectual Development', Rosenthal & Jacobson 1968"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Reviews: Rosenthal, Robert, and Jacobson, Lenore; ‘Pygmalion in the Classroom’ 1968”, Thorndike 1968`{=html} {#thorndike-1968-section} **[`Reviews: Rosenthal, Robert, and Jacobson, Lenore; ‘Pygmalion in the Classroom’ 1968`{=html}](/doc/iq/1968-thorndike.pdf "'Reviews: Rosenthal, Robert, and Jacobson, Lenore; ‘Pygmalion in the Classroom’ 1968', Thorndike 1968"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `The Nature of Human Intelligence, Guilford 1967`{=html} {#guilford-1967-section} **[`The Nature of Human Intelligence`{=html}](/doc/iq/1967-guilford-thenatureofhumanintelligence.pdf "'The Nature of Human Intelligence', Guilford 1967"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“THE GENETIC DETERMINATION OF DIFFERENCES IN INTELLIGENCE: A STUDY OF MONOZYGOTIC TWINS REARED TOGETHER AND APART”`{=html} {#_DHooE5YF-section} **[`THE GENETIC DETERMINATION OF DIFFERENCES IN INTELLIGENCE: A STUDY OF MONOZYGOTIC TWINS REARED TOGETHER AND APART`{=html}](/doc/iq/1966-burt.pdf "THE GENETIC DETERMINATION OF DIFFERENCES IN INTELLIGENCE: A STUDY OF MONOZYGOTIC TWINS REARED TOGETHER AND APART"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Lost: Our Intelligence? Why?”, McNemar 1964`{=html} {#mcnemar-1964-section} **[`Lost: Our Intelligence? Why?`{=html}](/doc/iq/1964-mcnemar.pdf "'Lost: Our Intelligence? Why?', McNemar 1964"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Educational Stimulation of Racially Disadvantaged Children”, Clark 1963`{=html} {#clark-1963-section} **[`Educational stimulation of racially disadvantaged children`{=html}](/doc/iq/1963-clark.pdf "'Educational stimulation of racially disadvantaged children', Clark 1963"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Identification, Development, and Utilization of Human Talents: Studies of a Complete Age Group—Age 15 [Project Talent]”, Shaycoft et al 1963`{=html} {#shaycoft-et-al-1963-section} **[`The Identification, Development, and Utilization of Human Talents: Studies of a Complete Age Group—Age 15 [Project Talent]`{=html}](/doc/iq/1963-shaycoft-studentsofcompleteagegroupage15.pdf "'The Identification, Development, and Utilization of Human Talents: Studies of a Complete Age Group—Age 15 [Project Talent]', Shaycoft et al 1963"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“LEARNING ABILITY IN RETARDED, AVERAGE, AND GIFTED CHILDREN”`{=html} {#_thy5DBKa-section} **[`LEARNING ABILITY IN RETARDED, AVERAGE, AND GIFTED CHILDREN`{=html}](/doc/iq/1963-jensen-2.pdf "LEARNING ABILITY IN RETARDED, AVERAGE, AND GIFTED CHILDREN"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“LEARNING IN THE PRESCHOOL YEARS”`{=html} {#_80gFD19w-section} **[`LEARNING IN THE PRESCHOOL YEARS`{=html}](/doc/iq/1963-jensen-3.pdf "LEARNING IN THE PRESCHOOL YEARS"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genes, Drives, and Intellect”, Hayes 1962`{=html} {#hayes-1962-section} **[`Genes, Drives, and Intellect`{=html}](/doc/iq/1962-hayes.pdf "'Genes, Drives, and Intellect', Hayes 1962"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Absolute Weapon: A Hypothetical Positive Eugenics Program As Used in Biological Warfare”, McConnell 1961`{=html} {#mcconnell-1961-section} **[`The Absolute Weapon: A hypothetical positive eugenics program as used in biological warfare`{=html}](/doc/genetics/selection/artificial/1961-mcconnell.pdf "'The Absolute Weapon: A hypothetical positive eugenics program as used in biological warfare', McConnell 1961"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Equalitarian Dogma”, Garrett 1961`{=html} {#garrett-1961-section} **[`The Equalitarian Dogma`{=html}](/doc/iq/1961-garrett.pdf "'The Equalitarian Dogma', Garrett 1961"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Developmental Studies of Parent-Child Resemblance in Intelligence”, Honzik 1957`{=html} {#honzik-1957-section} **[`Developmental Studies of Parent-Child Resemblance in Intelligence`{=html}](/doc/iq/1957-honzik.pdf "'Developmental Studies of Parent-Child Resemblance in Intelligence', Honzik 1957"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Staff Report on ‘A Scientist\'s Report on Race Differences’ by Frank C. J. McGurk. Compiled by Chicago Urban League Research Dept”, League 1956`{=html} {#league-1956-section} **[`A staff report on ‘A scientist\'s report on race differences’ by Frank C. J. McGurk. Compiled by Chicago Urban League Research Dept`{=html}](/doc/iq/1956-chicagourbanleague-mcgurk.pdf "'A staff report on ‘A scientist\'s report on race differences’ by Frank C. J. McGurk. Compiled by Chicago Urban League Research Dept', League 1956"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Design for an Intelligence-Amplifier”, Ashby 1956`{=html} {#ashby-1956-section} **[`Design for an Intelligence-Amplifier`{=html}](/doc/ai/1956-ashby.pdf "'Design for an Intelligence-Amplifier', Ashby 1956"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“SYMPOSIUM ON THE EFFECTS OF COACHING AND PRACTICE IN INTELLIGENCE TESTS: V.—Conclusions”`{=html} {#_hkT5Hgk9-section} **[`SYMPOSIUM ON THE EFFECTS OF COACHING AND PRACTICE IN INTELLIGENCE TESTS: V.—Conclusions`{=html}](/doc/iq/1954-vernon.pdf "SYMPOSIUM ON THE EFFECTS OF COACHING AND PRACTICE IN INTELLIGENCE TESTS: V.—Conclusions"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Distributions of Ability of Students Specializing in Different Fields”, Wolfle & Oxtoby 1952`{=html} {#wolfle-oxtoby-1952-section} **[`Distributions of Ability of Students Specializing in Different Fields`{=html}](/doc/iq/1952-wolfle.pdf "'Distributions of Ability of Students Specializing in Different Fields', Wolfle & Oxtoby 1952"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Comparison of the Performance of Negro and White High School Seniors on Cultural and Non-Cultural Psychological Test Questions”, McGurk 1951`{=html} {#mcgurk-1951-section} **[`Comparison of the Performance of Negro and White High School Seniors on Cultural and Non-Cultural Psychological Test Questions`{=html}](/doc/iq/1951-mcgurk.pdf "'Comparison of the Performance of Negro and White High School Seniors on Cultural and Non-Cultural Psychological Test Questions', McGurk 1951"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `The Factorial Analysis of Human Ability, Thomson 1951`{=html} {#thomson-1951-section} **[`The Factorial Analysis of Human Ability`{=html}](/doc/iq/1951-thomson-thefactorialanalysisofhumanability.pdf "'The Factorial Analysis of Human Ability', Thomson 1951"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Consistency and Variability in the Growth of Intelligence from Birth to 18 Years”, Bayley 1949`{=html} {#bayley-1949-section} **[`Consistency and Variability in the Growth of Intelligence from Birth to 18 Years`{=html}](/doc/iq/1949-bayley.pdf "'Consistency and Variability in the Growth of Intelligence from Birth to 18 Years', Bayley 1949"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Factor Analyses of Tests and Criteria: A Comparative Study of Two AAF Pilot Populations”, Michael 1949`{=html} {#michael-1949-section} **[`Factor analyses of tests and criteria: A comparative study of two AAF pilot populations`{=html}](/doc/iq/1949-michael.pdf "'Factor analyses of tests and criteria: A comparative study of two AAF pilot populations', Michael 1949"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“A Final Follow-Up Study of One Hundred Adopted Children”, Skodak & Skeels 1949`{=html} {#skodak-skeels-1949-section} **[`A Final Follow-Up Study of One Hundred Adopted Children`{=html}](/doc/iq/1949-skodak.pdf "'A Final Follow-Up Study of One Hundred Adopted Children', Skodak & Skeels 1949"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Personnel Selection in the British Forces”, Vernon & Parry 1949`{=html} {#vernon-parry-1949-section} **[`Personnel Selection in the British Forces`{=html}](/doc/iq/1949-vernon-personnelselectioninthebritishforces.pdf "'Personnel Selection in the British Forces', Vernon & Parry 1949"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Classification Program”, Dubois 1947`{=html} {#dubois-1947-section} **[`The Classification Program`{=html}](/doc/iq/1947-dubois-theclassificationprogram.pdf "'The Classification Program', Dubois 1947"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Factorial Studies Of Intelligence”, Thurstone & Thurstone 1941`{=html} {#thurstone-thurstone-1941-section} **[`Factorial Studies Of Intelligence`{=html}](/doc/iq/1941-thurstone-factorialstudiesofintelligence.pdf "'Factorial Studies Of Intelligence', Thurstone & Thurstone 1941"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Relationship between Children’s Tested Intelligence and Their Hobby Participation”, Boynton 1941`{=html} {#boynton-1941-section} **[`The Relationship between Children’s Tested Intelligence and Their Hobby Participation`{=html}](/doc/psychology/collecting/1941-boynton.pdf "'The Relationship between Children’s Tested Intelligence and Their Hobby Participation', Boynton 1941"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Effect of a Change to a Relatively Superior Environment upon the IQs of One Hundred Children”, Reymert & Junior 1940`{=html} {#reymert-junior-1940-section} **[`The effect of a change to a relatively superior environment upon the IQs of one hundred children`{=html}](/doc/iq/1940-reymert.pdf "'The effect of a change to a relatively superior environment upon the IQs of one hundred children', Reymert & Junior 1940"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“‘Constancy’ of the IQ”, Thorndike 1940`{=html} {#thorndike-1940-section} **[`‘Constancy’ of the IQ`{=html}](/doc/iq/1940-thorndike.pdf "'‘Constancy’ of the IQ', Thorndike 1940"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Thirty-Ninth Yearbook Of The National Society For The Study Of Education: Intelligence, Its Nature And Nurture, Part I: Comparative And Critical Exposition”, Whipple et al 1940`{=html} {#whipple-et-al-1940-section} **[`The Thirty-ninth Yearbook Of The National Society For The Study Of Education: Intelligence, Its Nature And Nurture, Part I: Comparative And Critical Exposition`{=html}](/doc/iq/1940-whipple-39thyearbooknationalsocietystudyeducation-intelligencenaturenurture-1-comparativecriticalexposition.pdf "'The Thirty-ninth Yearbook Of The National Society For The Study Of Education: Intelligence, Its Nature And Nurture, Part I: Comparative And Critical Exposition', Whipple et al 1940"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Grundsätze Fur Auslese, Intelligenzprüfung Und Ihre Praktische Verwirklichung [Principles for Selection, Intelligence Measurement and Its Application]”, Becker 1938`{=html} {#becker-1938-section} **[`Grundsätze fur Auslese, Intelligenzprüfung und ihre praktische Verwirklichung [Principles for selection, intelligence measurement and its application]`{=html}](/doc/iq/1938-becker.pdf "'Grundsätze fur Auslese, Intelligenzprüfung und ihre praktische Verwirklichung [Principles for selection, intelligence measurement and its application]', Becker 1938"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“SOME CHANGES IN SOCIAL LIFE IN A COMMUNITY WITH A FALLING INTELLIGENCE QUOTIENT”`{=html} {#_EYwWzEsn-section} **[`SOME CHANGES IN SOCIAL LIFE IN A COMMUNITY WITH A FALLING INTELLIGENCE QUOTIENT`{=html}](/doc/iq/1938-cattell.pdf "SOME CHANGES IN SOCIAL LIFE IN A COMMUNITY WITH A FALLING INTELLIGENCE QUOTIENT"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Grundsätze Für Auslese, Intelligenzprüfung Und Ihre Praktische Verwirklichung [Principles for Selection, Intelligence Measurement and Its Application]”, Jaensch 1938`{=html} {#jaensch-1938-section} **[`Grundsätze für Auslese, Intelligenzprüfung und ihre praktische Verwirklichung [Principles for selection, intelligence measurement and its application]`{=html}](/doc/iq/1938-jaensch.pdf "'Grundsätze für Auslese, Intelligenzprüfung und ihre praktische Verwirklichung [Principles for selection, intelligence measurement and its application]', Jaensch 1938"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Relation between Abilities and Improvement With Practice”, Woodrow 1938`{=html} {#woodrow-1938-section} **[`The relation between abilities and improvement with practice`{=html}](/doc/iq/1938-woodrow.pdf "'The relation between abilities and improvement with practice', Woodrow 1938"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Ball And Field Test As A Help In The Diagnosis Of Emotional Difficulties”, Buhler 1938`{=html} {#buhler-1938-section} **[`The Ball And Field Test As A Help In The Diagnosis Of Emotional Difficulties`{=html}](/doc/iq/1938-buhler.pdf "'The Ball And Field Test As A Help In The Diagnosis Of Emotional Difficulties', Buhler 1938"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Bi-Factor Method”, Holzinger & Swineford 1937`{=html} {#holzinger-swineford-1937-section} **[`The Bi-Factor Method`{=html}](/doc/psychology/1937-holzinger.pdf "'The Bi-Factor Method', Holzinger & Swineford 1937"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Factorial Isolation of Primary Abilities”, Thurstone 1936`{=html} {#thurstone-1936-section} **[`The factorial isolation of primary abilities`{=html}](/doc/iq/1936-thurstone.pdf "'The factorial isolation of primary abilities', Thurstone 1936"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Nature-Nurture and Intelligence”, Leahy 1935`{=html} {#leahy-1935-section} **[`Nature-Nurture and Intelligence`{=html}](/doc/iq/1935-leahy.pdf "'Nature-Nurture and Intelligence', Leahy 1935"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Organization of Behavior in the Albino Rat”, Thorndike 1935`{=html} {#thorndike-1935-section} **[`Organization of Behavior in the Albino Rat`{=html}](/doc/iq/1935-thorndike.pdf "'Organization of Behavior in the Albino Rat', Thorndike 1935"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Range of Human Capacities”, Wechsler 1935`{=html} {#wechsler-1935-section} **[`The Range of Human Capacities`{=html}](/doc/iq/1935-wechsler-rangeofhumancapacities.pdf "'The Range of Human Capacities', Wechsler 1935"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Conclusions of Scientists Relative to Racial Differences”, Thompson 1934`{=html} {#thompson-1934-section} **[`The Conclusions of Scientists Relative to Racial Differences`{=html}](/doc/iq/1934-thompson.pdf "'The Conclusions of Scientists Relative to Racial Differences', Thompson 1934"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“An Investigation into the Relation between Intelligence and Inheritance”, Lawrence 1931`{=html} {#lawrence-1931-section} **[`An investigation into the relation between intelligence and inheritance`{=html}](/doc/iq/1931-lawrence-investigationrelationbetweenintelligenceinheritance.pdf "'An investigation into the relation between intelligence and inheritance', Lawrence 1931"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Note on the Psychopathology of Genius”, White 1930`{=html} {#white-1930-section} **[`Note on the Psychopathology of Genius`{=html}](/doc/iq/1930-white.pdf "'Note on the Psychopathology of Genius', White 1930"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Present Status of the Question of Racial Differences”, Yoder 1928`{=html} {#yoder-1928-section} **[`Present status of the question of racial differences`{=html}](/doc/iq/1928-yoder.pdf "'Present status of the question of racial differences', Yoder 1928"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Interpretation of Educational Measurements”, Kelley 1927`{=html} {#kelley-1927-section} **[`Interpretation of Educational Measurements`{=html}](/doc/iq/1927-kelley-interpretationofeducationalmeasurements.pdf "'Interpretation of Educational Measurements', Kelley 1927"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Measurement of Intelligence [Thorndike]”, Thorndike et al 1927`{=html} {#thorndike-et-al-1927-section} **[`The Measurement of Intelligence [Thorndike]`{=html}](/doc/iq/1927-thorndike.pdf "'The Measurement of Intelligence [Thorndike]', Thorndike et al 1927"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Intelligence and Its Uses”, Thorndike 1920b`{=html} {#thorndike-1920b-section} **[`Intelligence and Its Uses`{=html}](/doc/iq/1920-thorndike-2.pdf "'Intelligence and Its Uses', Thorndike 1920b"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Work Of The Committee On Classification Of Personnel In The Army”, Strong 1918`{=html} {#strong-1918-section} **[`Work Of The Committee On Classification Of Personnel In The Army`{=html}](/doc/iq/1918-strong.pdf "'Work Of The Committee On Classification Of Personnel In The Army', Strong 1918"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Some Experimental Results in the Correlation of Mental Abilities”, Brown 1910`{=html} {#brown-1910-section} **[`Some Experimental Results in the Correlation of Mental Abilities`{=html}](/doc/statistics/1910-brown.pdf "'Some Experimental Results in the Correlation of Mental Abilities', Brown 1910"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“The Effect of Practice in the Case of a Purely Intellectual Function”, Thorndike 1908`{=html} {#thorndike-1908-section} **[`The Effect of Practice in the Case of a Purely Intellectual Function`{=html}](/doc/iq/1908-thorndike.pdf "'The Effect of Practice in the Case of a Purely Intellectual Function', Thorndike 1908"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Genius and Stupidity: A Study of Some of the Intellectual Processes of 7 ‘Bright" and 7 "Stupid’ Boys”, Terman 1906`{=html} {#terman-1906-section} **[`Genius and stupidity: A study of some of the intellectual processes of 7 ‘bright" and 7 "stupid’ boys`{=html}](/doc/iq/1906-terman.pdf "'Genius and stupidity: A study of some of the intellectual processes of 7 ‘bright" and 7 "stupid’ boys', Terman 1906"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“‘General Intelligence’, Objectively Determined and Measured”, Spearman 1904b`{=html} {#spearman-1904-g-section} **[`‘General Intelligence’, Objectively Determined and Measured`{=html}](/doc/iq/1904-spearman-2.pdf "'‘General Intelligence’, Objectively Determined and Measured', Spearman 1904b"){.link-annotated .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“On the Inheritance of the Mental and Moral Characters in Man, and Its Comparison With the Inheritance of the Physical Characters”, Pearson 1903`{=html} {#pearson-1903-section} **[`On the Inheritance of the Mental and Moral Characters in Man, and its Comparison with the Inheritance of the Physical Characters`{=html}](/doc/iq/1903-pearson.pdf "'On the Inheritance of the Mental and Moral Characters in Man, and its Comparison with the Inheritance of the Physical Characters', Pearson 1903"){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** ## `“Alexander Strudwick Young Homepage”, Young 2026`{=html} {#_H3lvOk7M-section} **[`Alexander Strudwick Young homepage`{=html}](https://alextisyoung.github.io/ "'Alexander Strudwick Young homepage', Young 2026"){.link-annotated-partial .id-not .include-annotation}** ## `“Confluence Model”, Psychology 2026`{=html} {#_At4rfqw2-section} **[`Confluence Model`{=html}](https://dictionary.apa.org/confluence-model "'Confluence Model', Psychology 2026"){.link-annotated-partial .id-not .include-annotation}** ## `“Cognitive Ability and Tattoos and Piercings”, Kirkegaard 2026`{=html} {#_xGhtjGpU-section} **[`Cognitive ability and tattoos and piercings`{=html}](https://emilkirkegaard.dk/en/2015/11/cognitive-ability-and-tattoos-and-piercings/ "'Cognitive ability and tattoos and piercings', Kirkegaard 2026"){.link-annotated-partial .id-not .include-annotation}** ## `“Common Genetic Variants Associated With Cognitive Performance”, Hsu 2026`{=html} {#_bE-a5Jmh-section} **[`Common genetic variants associated with cognitive performance`{=html}](https://infoproc.blogspot.com/2014/09/common-genetic-variants-associated-with.html "'Common genetic variants associated with cognitive performance', Hsu 2026"){.id-not .include-annotation link-icon="Hsu" link-icon-type="text,tri,sans"}** ::: aux-links-transclude-file ::: collapse **View HTML**: [`https://infoproc.blogspot.com/2014/09/common-genetic-variants-associated-with.html`](https://infoproc.blogspot.com/2014/09/common-genetic-variants-associated-with.html){.id-not .link-annotated-not .include-content .include-lazy link-icon="Hsu" link-icon-type="text,tri,sans"} ::: ::: ## `“Association of Neurocognitive and Physical Function With Gait Speed in Midlife Neurology”`{=html} {#_rPtIy5hc-section} **[`Association of Neurocognitive and Physical Function With Gait Speed in Midlife Neurology`{=html}](https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2752818 "Association of Neurocognitive and Physical Function With Gait Speed in Midlife Neurology"){.link-annotated-partial .id-not .include-annotation link-icon="JAMA" link-icon-type="text,sans,quad" link-icon-color="#d71635"}** ## `“A Review of Studies on the Effect of Iron Deficiency on Cognitive Development in Children”, McGregor & Ani 2026`{=html} {#_BxGJ4dCX-section} **[`A Review of Studies on the Effect of Iron Deficiency on Cognitive Development in Children`{=html}](https://jn.nutrition.org/content/131/2/649S.full.pdf+html "'A Review of Studies on the Effect of Iron Deficiency on Cognitive Development in Children', McGregor & Ani 2026"){.id-not .include-annotation link-icon="OUP" link-icon-type="text,tri" link-icon-color="#011d3f"}** ## `“Future Cognitive Ability: US IQ Prediction Until 2060 Based on NAEP”`{=html} {#_R1K8QxjL-section} **[`Future Cognitive Ability: US IQ Prediction until 2060 Based on NAEP`{=html}](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0138412 "Future Cognitive Ability: US IQ Prediction until 2060 Based on NAEP"){.link-modified-recently .link-annotated-partial .id-not .include-annotation link-icon="plos" link-icon-type="svg"}** ## `“Do Elite US Colleges Choose Personality over IQ?”`{=html} {#_bDK5wgVQ-section} **[`Do elite US colleges choose personality over IQ?`{=html}](https://medicalhypotheses.blogspot.com/2009/05/do-elite-us-colleges-choose-personality.html "Do elite US colleges choose personality over IQ?"){.id-not .include-annotation}** ::: aux-links-transclude-file ::: collapse **View HTML**: [`https://medicalhypotheses.blogspot.com/2009/05/do-elite-us-colleges-choose-personality.html`](https://medicalhypotheses.blogspot.com/2009/05/do-elite-us-colleges-choose-personality.html){.id-not .link-annotated-not .include-content .include-lazy} ::: ::: ## `“Genomic Selection Signatures in Autism Spectrum Disorder Identifies Cognitive Genomic Tradeoff and Its Relevance in Paradoxical Phenotypes of Deficits versus Potentialities”`{=html} {#_10FcDX8_-section} **[`Genomic selection signatures in autism spectrum disorder identifies cognitive genomic tradeoff and its relevance in paradoxical phenotypes of deficits versus potentialities`{=html}](https://pmc.ncbi.nlm.nih.gov/articles/PMC8119484/ "Genomic selection signatures in autism spectrum disorder identifies cognitive genomic tradeoff and its relevance in paradoxical phenotypes of deficits versus potentialities"){.link-annotated-partial .id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `“creatine AND Intelligence”, Pubmed 2026`{=html} {#_Ew-vefmE-section} **[`creatine AND intelligence`{=html}](https://pubmed.ncbi.nlm.nih.gov/?term=%28%22creatine%22%5BMeSH%20Terms%5D%20OR%20%22creatine%22%5BAll%20Fields%5D%29%20AND%20%28IQ%5BAll%20Fields%5D%20OR%20%28%22intelligence%22%5BMeSH%20Terms%5D%20OR%20%22intelligence%22%5BAll%20Fields%5D%29%20OR%20%22Raven%27s%22%5BAll%20Fields%5D%29%20AND%20%22humans%22%5BMeSH%20Terms%5D&cmd=DetailsSearch "'creatine AND intelligence', Pubmed 2026"){.id-not .include-annotation link-icon="nlm-ncbi" link-icon-type="svg" link-icon-color="#20558a"}** ## `Understand`{=html} {#_y4HT7ZyU-section} **[`Understand`{=html}](https://store.steampowered.com/app/1299400/Understand/ "Understand"){.link-annotated-partial .id-not .include-annotation}** ## `“What Telephones Can Tell You about Good Design”`{=html} {#_fMkW0aUB-section} **[`What telephones can tell you about good design`{=html}](https://uxdesign.cc/what-telephones-can-tell-you-about-good-design-6c24885ca7e9 "What telephones can tell you about good design"){.id-not .include-annotation}** ## `“Natural History of Ashkenazi Intelligence”`{=html} {#_KqzKwPMr-section} **[`Natural history of Ashkenazi intelligence`{=html}](https://web.archive.org/web/20100610071207id_/http://harpending.humanevo.utah.edu/Documents/ashkiq.webpub.pdf "Natural history of Ashkenazi intelligence"){.link-annotated-partial .id-not .include-annotation link-icon="internet-archive" link-icon-type="svg"}** ## `“Directional Selection and Evolution of Polygenic Traits in Eastern Eurasia: Insights from Ancient DNA”, Piffer 2026`{=html} {#_EWQFAH64-section} **[`Directional Selection and Evolution of Polygenic Traits in Eastern Eurasia: Insights from Ancient DNA`{=html}](https://www.cambridge.org/core/journals/twin-research-and-human-genetics/article/abs/directional-selection-and-evolution-of-polygenic-traits-in-eastern-eurasia-insights-from-ancient-dna/10AE9628ED6E7F2B4B1E72F30D64D4AA "'Directional Selection and Evolution of Polygenic Traits in Eastern Eurasia: Insights from Ancient DNA', Piffer 2026"){.link-annotated-partial .id-not .include-annotation link-icon="⛨" link-icon-type="text" link-icon-color="#ce0101"}** ## `“Who Gets Exposed to Lead?”, Cremieux 2026`{=html} {#_jvLZiL4x-section} **[`Who Gets Exposed to Lead?`{=html}](https://www.cremieux.xyz/p/who-gets-exposed-to-lead "'Who Gets Exposed to Lead?', Cremieux 2026"){.link-annotated-partial .id-not .include-annotation}** ## `“Family Genetic Designs in MoBa Provide Insights into Health and Functioning”`{=html} {#_QIo87lz_-section} **[`Family genetic designs in MoBa provide insights into health and functioning`{=html}](https://www.nature.com/articles/s41586-026-10926-5 "Family genetic designs in MoBa provide insights into health and functioning"){.link-modified-recently .link-annotated-partial .id-not .include-annotation link-icon="n" link-icon-type="text"}** ## `“A New Test Can Predict IVF Embryos’ Risk of Having a Low IQ: A New Genetic Test That Enables People Having IVF to Screen out Embryos Likely to Have a Low IQ or High Disease Risk Could Soon Become Available in the US”`{=html} {#_1cIyXHb7-section} **[`A new test can predict IVF embryos’ risk of having a low IQ: A new genetic test that enables people having IVF to screen out embryos likely to have a low IQ or high disease risk could soon become available in the US`{=html}](https://www.newscientist.com/article/mg24032041-900-exclusive-a-new-test-can-predict-ivf-embryos-risk-of-having-a-low-iq/ "A new test can predict IVF embryos’ risk of having a low IQ: A new genetic test that enables people having IVF to screen out embryos likely to have a low IQ or high disease risk could soon become available in the US"){.link-annotated-partial .id-not .include-annotation link-icon="NS" link-icon-type="text,sans"}** ## `“Intelligence and Persisting With Medication for Two Years: Analysis in a Randomized Controlled Trial”`{=html} {#_6z1gM2s6-section} **[`Intelligence and persisting with medication for two years: Analysis in a randomized controlled trial`{=html}](https://www.sciencedirect.com/science/article/pii/S016028960900004X "Intelligence and persisting with medication for two years: Analysis in a randomized controlled trial"){.link-annotated-partial .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Intelligence Indexes Generalist Genes for Cognitive Abilities”`{=html} {#_6MN7v7BK-section} **[`Intelligence indexes generalist genes for cognitive abilities`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289613001049 "Intelligence indexes generalist genes for cognitive abilities"){.id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Morphometric Similarity Networks Detect Microscale Cortical Organization and Predict Inter-Individual Cognitive Variation”`{=html} {#_sK5NNV3M-section} **[`Morphometric Similarity Networks Detect Microscale Cortical Organization and Predict Inter-Individual Cognitive Variation`{=html}](https://www.sciencedirect.com/science/article/pii/S0896627317310929 "Morphometric Similarity Networks Detect Microscale Cortical Organization and Predict Inter-Individual Cognitive Variation"){.link-annotated-partial .id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** ## `“Taking Mutational Load Seriously”`{=html} {#_rFZmw-5W-section} **[`Taking mutational load seriously`{=html}](https://www.sebjenseb.net/p/taking-mutational-load-seriously "Taking mutational load seriously"){.link-annotated-partial .id-not .include-annotation}** ## Sort By Magic ::: {demo-type="sort-by-magic-preface"} Annotations sorted by machine learning into [inferred \'tags\'](/design#future-tag-features){#gwern-design--future-tag-features .link-annotated-partial}. This provides an alternative way to browse: instead of by *date* order, one can browse in *topic* order. The \'sorted\' list has been automatically clustered into multiple sections & auto-labeled for easier browsing. Beginning with the newest annotation, it uses the embedding of each annotation to attempt to create a list of nearest-neighbor annotations, creating a progression of topics. For more details, see the link. ::: ### `cognitive-testing` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#bors-stokes-1998-section){.include .include-even-when-collapsed} [\[see previous entry\]](#gaier-ha-2019-section){.include .include-even-when-collapsed} ### `intelligence-correlates` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#hsu-young-2026-section){.include .include-even-when-collapsed} [\[see previous entry\]](#lynn-et-al-2016-section){.include .include-even-when-collapsed} ### `anorexia-intelligence` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#lopez-et-al-2010-section){.include .include-even-when-collapsed} [\[see previous entry\]](#duncan-et-al-2016-section){.include .include-even-when-collapsed} ### `sexual-behavior` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#hribal-2008-section){.include .include-even-when-collapsed} [\[see previous entry\]](#carter-et-al-1982-section){.include .include-even-when-collapsed} ### `myco-intelligence` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#giudice-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#yong-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#trewavas-2017-section){.include .include-even-when-collapsed} ### `creativity-decline` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#bound-et-al-2010-section){.include .include-even-when-collapsed} [\[see previous entry\]](#kim-2011-section){.include .include-even-when-collapsed} [\[see previous entry\]](#marr-2020-section){.include .include-even-when-collapsed} ### `forking-paths evaluation` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#arden-2003-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bouchard-2023-section){.include .include-even-when-collapsed} ### `gifted-education` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#knoll-et-al-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hoffmann-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#card-giuliano-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#silverman-1990-section){.include .include-even-when-collapsed} ### `meta-analysis` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#gnambs-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bourhis-allen-1992-section){.include .include-even-when-collapsed} ### `neurocognition cannabis ketamine breastfeeding function mental-health` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#yang-et-al-2018-1-section){.include .include-even-when-collapsed} [\[see previous entry\]](#dellazizzo-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#morgan-et-al-2009-section){.include .include-even-when-collapsed} ### `causal-modeling` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#carolina-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#oginni-stumm-2022-section){.include .include-even-when-collapsed} ### `attractiveness-intelligence` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#bó-et-al-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#iyer-et-al-2012-section){.include .include-even-when-collapsed} [\[see previous entry\]](#armaly-enders-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#franzen-mader-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#zanden-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#driebe-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#fugère-et-al-2025-section){.include .include-even-when-collapsed} [\[see previous entry\]](#watson-et-al-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#horwitz-et-al-2023-section){.include .include-even-when-collapsed} ### `teacher-expectation` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#lambe-et-al-2006-section){.include .include-even-when-collapsed} [\[see previous entry\]](#latvala-et-al-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#schiks-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#lambrecht-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#proto-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#brocas-carrillo-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#anderson-1986b-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sternberg-1984-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sternberg-1998-section){.include .include-even-when-collapsed} [\[see previous entry\]](#jr-dunn-1979-section){.include .include-even-when-collapsed} [\[see previous entry\]](#claiborn-1969-section){.include .include-even-when-collapsed} [\[see previous entry\]](#spitz-1999-section){.include .include-even-when-collapsed} [\[see previous entry\]](#wang-et-al-2018d-section){.include .include-even-when-collapsed} [\[see previous entry\]](#detterman-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#carroll-1989-section){.include .include-even-when-collapsed} [\[see previous entry\]](#humphreys-1988b-section){.include .include-even-when-collapsed} [\[see previous entry\]](#rowe-et-al-1995-section){.include .include-even-when-collapsed} [\[see previous entry\]](#yoder-1928-section){.include .include-even-when-collapsed} [\[see previous entry\]](#snyderman-herrnstein-1983-section){.include .include-even-when-collapsed} [\[see previous entry\]](#leopoldoff-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#boynton-1941-section){.include .include-even-when-collapsed} [\[see previous entry\]](#peters-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#oconnor-et-al-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#vestberg-et-al-2012-section){.include .include-even-when-collapsed} ### `intelligence-factors` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#funk-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sauce-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#parker-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#duncan-magnuson-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#caetano-et-al-2024-section){.include .include-even-when-collapsed} [\[see previous entry\]](#mehr-et-al-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#elpus-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#mosing-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#ruthsatz-et-al-2007-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hambrick-et-al-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#dunkel-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#gignac-zajenkowski-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#allen-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#michels-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#walker-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#robinson-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bruene-2003-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bratsberg-et-al-2024-section){.include .include-even-when-collapsed} [\[see previous entry\]](#chanti-ketterl-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#east-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#tafesse-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#szaszi-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#shah-et-al-2012-section){.include .include-even-when-collapsed} [\[see previous entry\]](#aguilar-gomez-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#grönqvist-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#l-et-al-1979-section){.include .include-even-when-collapsed} [\[see previous entry\]](#aggeborn-öhman-2021-section){.include .include-even-when-collapsed} ### `intelligence-measurement` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#rhea-2015-section){.include .include-even-when-collapsed} [\[see previous entry\]](#davis-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#garfinkle-1982-section){.include .include-even-when-collapsed} [\[see previous entry\]](#shikishima-et-al-2009-section){.include .include-even-when-collapsed} [\[see previous entry\]](#cucina-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#kirkegaard-nyborg-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#gordon-1997-section){.include .include-even-when-collapsed} [\[see previous entry\]](#mcnemar-1964-section){.include .include-even-when-collapsed} [\[see previous entry\]](#protzko-colom-2021b-section){.include .include-even-when-collapsed} [\[see previous entry\]](#chollet-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#ilić-gignac-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#webb-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#xu-et-al-2023-5-section){.include .include-even-when-collapsed} [\[see previous entry\]](#huang-et-al-2023-7-section){.include .include-even-when-collapsed} [\[see previous entry\]](#jensen-2001-section){.include .include-even-when-collapsed} [\[see previous entry\]](#feingold-1982-section){.include .include-even-when-collapsed} [\[see previous entry\]](#facon-2004-section){.include .include-even-when-collapsed} [\[see previous entry\]](#tideman-gustafsson-2004-section){.include .include-even-when-collapsed} [\[see previous entry\]](#maas-molennar-1992-section){.include .include-even-when-collapsed} [\[see previous entry\]](#lasker-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#pokropek-et-al-2010-section){.include .include-even-when-collapsed} [\[see previous entry\]](#muskens-et-al-2024-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bates-gignac-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#colquitt-et-al-2000-section){.include .include-even-when-collapsed} [\[see previous entry\]](#griffeth-et-al-2000-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sackett-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#berry-et-al-2007-section){.include .include-even-when-collapsed} [\[see previous entry\]](#shen-et-al-2014-link-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hunter-1983-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hunter-hunter-1984-section){.include .include-even-when-collapsed} [\[see previous entry\]](#viswesvaran-ones-2005-section){.include .include-even-when-collapsed} [\[see previous entry\]](#whitman-et-al-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#matarazzo-wiens-1977-section){.include .include-even-when-collapsed} [\[see previous entry\]](#wechsler-1935-section){.include .include-even-when-collapsed} [\[see previous entry\]](#thorndike-1908-section){.include .include-even-when-collapsed} [\[see previous entry\]](#thorndike-1935-section){.include .include-even-when-collapsed} [\[see previous entry\]](#thurstone-1936-section){.include .include-even-when-collapsed} [\[see previous entry\]](#kelley-1927-section){.include .include-even-when-collapsed} [\[see previous entry\]](#matarazzo-1990-section){.include .include-even-when-collapsed} [\[see previous entry\]](#arthur-et-al-1991-section){.include .include-even-when-collapsed} [\[see previous entry\]](#otero-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bates-2024-section){.include .include-even-when-collapsed} [\[see previous entry\]](#ferris-et-al-2024-section){.include .include-even-when-collapsed} [\[see previous entry\]](#friedman-et-al-2008-section){.include .include-even-when-collapsed} [\[see previous entry\]](#nikolašević-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hilger-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#vuoksimaa-et-al-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#ritchie-et-al-2015-section){.include .include-even-when-collapsed} [\[see previous entry\]](#judd-kievit-2025-section){.include .include-even-when-collapsed} [\[see previous entry\]](#horne-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sandkühler-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#rae-et-al-2003-section){.include .include-even-when-collapsed} [\[see previous entry\]](#tomporowski-et-al-2008-section){.include .include-even-when-collapsed} [\[see previous entry\]](#weintraub-et-al-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#tsukahara-engle-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#tsukahara-et-al-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#tsukahara-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#unsworth-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#read-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#cantlon-piantadosi-2024-section){.include .include-even-when-collapsed} [\[see previous entry\]](#cochrane-et-al-1995-section){.include .include-even-when-collapsed} [\[see previous entry\]](#herculano-houzel-2012-section){.include .include-even-when-collapsed} [\[see previous entry\]](#forsdyke-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#lewin-1980-section){.include .include-even-when-collapsed} [\[see previous entry\]](#ferris-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#oliveira-et-al-2012-section){.include .include-even-when-collapsed} [\[see previous entry\]](#feuillet-et-al-2007-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sheikh-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#moosa-et-al-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#mcabee-et-al-2000-section){.include .include-even-when-collapsed} [\[see previous entry\]](#forsdyke-2015-section){.include .include-even-when-collapsed} [\[see previous entry\]](#kotrschal-et-al-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#benito-kwiecinski-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sample-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#ströckens-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#welklin-et-al-2024-section){.include .include-even-when-collapsed} [\[see previous entry\]](#geary-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#herrmann-et-al-2007-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bryan-mayer-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#ogurlu-özbey-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#coenen-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#minkov-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#carl-billari-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#zuckerman-et-al-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#daws-hampshire-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#pennycook-et-al-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#gervais-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#pennycook-et-al-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#dutton-kirkegaard-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#larson-witham-1998-section){.include .include-even-when-collapsed} ### `genetic-intelligence` {.collapse title="Machine-generated tag name for the following cluster of links."} [\[see previous entry\]](#spearman-1904-g-section){.include .include-even-when-collapsed} [\[see previous entry\]](#deary-et-al-1996-section){.include .include-even-when-collapsed} [\[see previous entry\]](#fuente-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#fuente-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#genç-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#kirkpatrick-et-al-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#davies-et-al-2011-section){.include .include-even-when-collapsed} [\[see previous entry\]](#benyamin-et-al-2013-section){.include .include-even-when-collapsed} [\[see previous entry\]](#plomin-stumm-2018-section){.include .include-even-when-collapsed} [\[see previous entry\]](#plomin-spinath-2004-section){.include .include-even-when-collapsed} [\[see previous entry\]](#savage-et-al-2018-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sniekers-et-al-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hill-et-al-2017-1-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hill-et-al-2018-1-section){.include .include-even-when-collapsed} [\[see previous entry\]](#trampush-et-al-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#davies-et-al-2016-1-section){.include .include-even-when-collapsed} [\[see previous entry\]](#davies-et-al-2018-1-section){.include .include-even-when-collapsed} [\[see previous entry\]](#davies-et-al-2017-1-section){.include .include-even-when-collapsed} [\[see previous 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entry\]](#okeefe-rodgers-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#okeefe-rodgers-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#dickens-flynn-2001-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bouchard-1996-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bouchard-1995-section){.include .include-even-when-collapsed} [\[see previous entry\]](#deary-2011-section){.include .include-even-when-collapsed} [\[see previous entry\]](#lubinski-2000b-section){.include .include-even-when-collapsed} [\[see previous entry\]](#atanasov-himmelstein-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#corgnet-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#staudinger-et-al-1997-section){.include .include-even-when-collapsed} [\[see previous entry\]](#schulte-et-al-2004-section){.include .include-even-when-collapsed} [\[see previous entry\]](#evans-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#valerius-sparfeldt-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#johnson-et-al-2004-section){.include .include-even-when-collapsed} [\[see previous entry\]](#larson-wolfe-1995-section){.include .include-even-when-collapsed} [\[see previous entry\]](#welsh-et-al-1990-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sellman-et-al-2010-section){.include .include-even-when-collapsed} [\[see previous entry\]](#strong-1918-section){.include .include-even-when-collapsed} [\[see previous entry\]](#wolfle-oxtoby-1952-section){.include .include-even-when-collapsed} [\[see previous entry\]](#kuncel-hezlett-2010-section){.include .include-even-when-collapsed} [\[see previous entry\]](#barrett-et-al-2003-section){.include .include-even-when-collapsed} [\[see previous entry\]](#barrett-depinet-1993-section){.include 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entry\]](#furnham-horne-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#edwards-et-al-2025-section){.include .include-even-when-collapsed} [\[see previous entry\]](#andersson-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#mccutcheon-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#woolley-et-al-2010-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bates-gupta-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#freeman-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#obydenkova-et-al-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#rindermann-et-al-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#jensen-1969-section){.include .include-even-when-collapsed} [\[see previous entry\]](#jensen-1973d-section){.include .include-even-when-collapsed} [\[see previous entry\]](#leahy-1935-section){.include .include-even-when-collapsed} [\[see previous entry\]](#beaver-et-al-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#meldrum-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bilalić-et-al-2007-section){.include .include-even-when-collapsed} [\[see previous entry\]](#vaci-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#strittmatter-et-al-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#burgoyne-et-al-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sala-gobet-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#sala-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#stanmore-et-al-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bavelier-et-al-2012-section){.include .include-even-when-collapsed} [\[see previous entry\]](#ramsden-et-al-2011-section){.include .include-even-when-collapsed} [\[see previous entry\]](#park-et-al-2002-section){.include .include-even-when-collapsed} [\[see previous entry\]](#wilson-et-al-2012-section){.include .include-even-when-collapsed} [\[see previous entry\]](#tucker-drob-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#verssimo-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#wongupparaj-et-al-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#beaujean-sheng-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#månsson-et-al-2018-section){.include .include-even-when-collapsed} [\[see previous entry\]](#mccall-carriger-1993-section){.include .include-even-when-collapsed} [\[see previous entry\]](#meyer-et-al-2010-section){.include .include-even-when-collapsed} [\[see previous entry\]](#woodley-fernandes-2016b-section){.include .include-even-when-collapsed} [\[see previous entry\]](#eysenck-1987-section){.include .include-even-when-collapsed} [\[see previous entry\]](#luciano-et-al-2005-section){.include .include-even-when-collapsed} [\[see previous entry\]](#schubert-et-al-2018-section){.include .include-even-when-collapsed} [\[see previous entry\]](#lynch-et-al-2011-section){.include .include-even-when-collapsed} [\[see previous entry\]](#tang-et-al-1999-section){.include .include-even-when-collapsed} [\[see previous entry\]](#rueda-et-al-2005-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hamers-et-al-1998-section){.include .include-even-when-collapsed} [\[see previous entry\]](#vazsonyi-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#bergman-et-al-2014-section){.include .include-even-when-collapsed} [\[see previous entry\]](#gibson-1970-section){.include .include-even-when-collapsed} [\[see previous entry\]](#anomaly-jones-2020-section){.include .include-even-when-collapsed} [\[see previous entry\]](#penke-jokela-2016-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hindley-et-al-2022-section){.include .include-even-when-collapsed} [\[see previous entry\]](#libedinsky-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#menie-et-al-2017-section){.include .include-even-when-collapsed} [\[see previous entry\]](#akbari-et-al-2024-section){.include .include-even-when-collapsed} [\[see previous entry\]](#joshi-et-al-2015-section){.include .include-even-when-collapsed} [\[see previous entry\]](#kuznetsov-et-al-2023-section){.include .include-even-when-collapsed} [\[see previous entry\]](#lehto-et-al-2019-section){.include .include-even-when-collapsed} [\[see previous entry\]](#lichtenstein-et-al-2021-section){.include .include-even-when-collapsed} [\[see previous entry\]](#plomin-kovas-2005-section){.include .include-even-when-collapsed} [\[see previous entry\]](#mervis-becerra-2007-section){.include .include-even-when-collapsed} [\[see previous entry\]](#hurst-et-al-1990-section){.include .include-even-when-collapsed} [\[see previous entry\]](#dias-et-al-2024-section){.include .include-even-when-collapsed} ## Wikipedia (7) {#titled-links-wikipedia .collapse} 1. **[`Bongard problem`{=html}](https://en.wikipedia.org/wiki/Bongard_problem "Bongard problem"){.link-annotated-partial .id-not .include-annotation link-icon="wikipedia" link-icon-type="svg"}** 2. **[`Cephalopod intelligence`{=html}](https://en.wikipedia.org/wiki/Cephalopod_intelligence "Cephalopod intelligence"){.link-annotated-partial .id-not .include-annotation link-icon="wikipedia" link-icon-type="svg"}** 3. **[`Francis Galton`{=html}](https://en.wikipedia.org/wiki/Francis_Galton "Francis Galton"){.link-annotated-partial .id-not .include-annotation link-icon="wikipedia" link-icon-type="svg"}** 4. **[`Hemispherectomy § Outcomes`{=html}](https://en.wikipedia.org/wiki/Hemispherectomy#Outcomes "Hemispherectomy § Outcomes"){.id-not .include-annotation link-icon="wikipedia" link-icon-type="svg"}** ::: aux-links-transclude-file [`https://en.wikipedia.org/wiki/Hemispherectomy#Outcomes`](https://en.wikipedia.org/wiki/Hemispherectomy#Outcomes "Hemispherectomy § Outcomes"){.id-not .include-content include-template="$annotationFileIncludeTemplate"} ::: 5. **[`Intelligence amplification`{=html}](https://en.wikipedia.org/wiki/Intelligence_amplification "Intelligence amplification"){.link-annotated-partial .id-not .include-annotation link-icon="wikipedia" link-icon-type="svg"}** 6. **[`Lloyd Humphreys`{=html}](https://en.wikipedia.org/wiki/Lloyd_Humphreys "Lloyd Humphreys"){.id-not .include-annotation link-icon="wikipedia" link-icon-type="svg"}** ::: aux-links-transclude-file [`https://en.wikipedia.org/wiki/Lloyd_Humphreys`](https://en.wikipedia.org/wiki/Lloyd_Humphreys "Lloyd Humphreys"){.id-not .include-content include-template="$annotationFileIncludeTemplate"} ::: 7. **[`Ulric Neisser`{=html}](https://en.wikipedia.org/wiki/Ulric_Neisser "Ulric Neisser"){.link-annotated-partial .id-not .include-annotation link-icon="wikipedia" link-icon-type="svg"}** # Miscellaneous - **[`/doc/iq/2024-edwards-figure1-intelligenceandpoliticalattitudes.jpg`{=html}](/doc/iq/2024-edwards-figure1-intelligenceandpoliticalattitudes.jpg){.link-annotated-partial .id-not .include-annotation link-icon="image" link-icon-type="svg"}** - **[`/doc/iq/2024-figure2-iqpgsandpoliticalttitudes.png`{=html}](/doc/iq/2024-figure2-iqpgsandpoliticalttitudes.png){.link-annotated-partial .id-not .include-annotation link-icon="image" link-icon-type="svg"}** - 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link-icon="image" link-icon-type="svg"}** - **[`/doc/iq/2021-willoughby-figure1-adoptivevsgeneticparentoffspringiqcorrelation.png`{=html}](/doc/iq/2021-willoughby-figure1-adoptivevsgeneticparentoffspringiqcorrelation.png){.link-annotated-partial .id-not .include-annotation link-icon="image" link-icon-type="svg"}** - **[`/doc/iq/2021-willoughby-table3-acegeneticmodelestimatesofcognitivescores.png`{=html}](/doc/iq/2021-willoughby-table3-acegeneticmodelestimatesofcognitivescores.png){.link-annotated-partial .id-not .include-annotation link-icon="image" link-icon-type="svg"}** - **[`/doc/iq/2020-kirkegaard-elasticnetpredictionofiqfrommmpiintheves.png`{=html}](/doc/iq/2020-kirkegaard-elasticnetpredictionofiqfrommmpiintheves.png){.link-annotated-partial .id-not .include-annotation link-icon="image" link-icon-type="svg"}** - **[`/doc/iq/2019-carl-supplement.zip`{=html}](/doc/iq/2019-carl-supplement.zip){.link-annotated-partial .id-not .include-annotation link-icon="archive" link-icon-type="svg"}** - **[`/doc/iq/2019-delafuente-s7-geneticgpgses.png`{=html}](/doc/iq/2019-delafuente-s7-geneticgpgses.png){.link-annotated-partial .id-not .include-annotation link-icon="image" link-icon-type="svg"}** - **[`/doc/iq/2019-giangrande-supplementary.zip`{=html}](/doc/iq/2019-giangrande-supplementary.zip){.link-annotated-partial .id-not .include-annotation link-icon="archive" link-icon-type="svg"}** - **[`/doc/iq/2019-hegelund-supplement.docx`{=html}](/doc/iq/2019-hegelund-supplement.docx){.link-annotated-partial .id-not .include-annotation link-icon="word-doc" link-icon-type="svg" link-icon-color="#277dd4"}** - **[`/doc/iq/2018-lee-supplement.pdf`{=html}](/doc/iq/2018-lee-supplement.pdf){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** - **[`/doc/iq/2018-mulder.pdf`{=html}](/doc/iq/2018-mulder.pdf){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** - **[`/doc/iq/2018-warne.pdf`{=html}](/doc/iq/2018-warne.pdf){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** - **[`/doc/iq/2018-allegrini-figure2-iqpgs-mtaggsem.png`{=html}](/doc/iq/2018-allegrini-figure2-iqpgs-mtaggsem.png){.link-annotated-partial .id-not .include-annotation link-icon="image" link-icon-type="svg"}** - **[`/doc/iq/2018-demanzano-supplement-1-s2.0-S0160289618300266-mmc1.docx`{=html}](/doc/iq/2018-demanzano-supplement-1-s2.0-S0160289618300266-mmc1.docx){.link-annotated-partial .id-not .include-annotation link-icon="word-doc" link-icon-type="svg" link-icon-color="#277dd4"}** - **[`/doc/iq/2018-lee-figure4-iqedupgs.jpg`{=html}](/doc/iq/2018-lee-figure4-iqedupgs.jpg){.link-annotated-partial .id-not .include-annotation link-icon="image" link-icon-type="svg"}** - 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link-icon="image" link-icon-type="svg"}** - **[`https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.5853&rep=rep1&type=pdf`{=html}](https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.5853&rep=rep1&type=pdf){.link-annotated-partial .id-not .include-annotation link-icon="pdf" link-icon-type="svg" link-icon-color="#f40f02"}** - **[`https://cremieux.substack.com/p/who-gets-exposed-to-lead`{=html}](https://cremieux.substack.com/p/who-gets-exposed-to-lead){.id-not .include-annotation link-icon="substack" link-icon-type="svg" link-icon-color="#ff6719"}** - **[`https://humanvarieties.org/2023/02/28/how-well-personality-traits-predict-social-outcomes-well-its-complicated/`{=html}](https://humanvarieties.org/2023/02/28/how-well-personality-traits-predict-social-outcomes-well-its-complicated/){.id-not .include-annotation}** - 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link-icon-type="text" link-icon-color="#cf1d35"}** - **[`https://osf.io/rv38z`{=html}](https://osf.io/rv38z){.link-annotated-partial .id-not .include-annotation link-icon="ψ" link-icon-type="text" link-icon-color="#cf1d35"}** - **[`https://stuartritchie.substack.com/p/breastfeeding-iq`{=html}](https://stuartritchie.substack.com/p/breastfeeding-iq){.id-not .include-annotation link-icon="substack" link-icon-type="svg" link-icon-color="#ff6719"}** - **[`https://taskandpurpose.com/military-life/east-orange-army-recruitment-divided-america/`{=html}](https://taskandpurpose.com/military-life/east-orange-army-recruitment-divided-america/){.id-not .include-annotation}** - **[`https://undark.org/2023/07/19/the-vice-of-spice-confronting-lead-tainted-turmeric/`{=html}](https://undark.org/2023/07/19/the-vice-of-spice-confronting-lead-tainted-turmeric/){.link-annotated-partial .id-not .include-annotation}** - 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**[`https://www.lesswrong.com/posts/Pweg9xpKknkNwN8Fx/have-attention-spans-been-declining`{=html}](https://www.lesswrong.com/posts/Pweg9xpKknkNwN8Fx/have-attention-spans-been-declining){.id-not .include-annotation link-icon="LW" link-icon-type="text" link-icon-color="#7faf83"}** ::: aux-links-transclude-file ::: collapse **View External Link**: [`https://www.lesswrong.com/posts/Pweg9xpKknkNwN8Fx/have-attention-spans-been-declining`](https://www.lesswrong.com/posts/Pweg9xpKknkNwN8Fx/have-attention-spans-been-declining){.id-not .link-annotated-not .include-content .include-lazy link-icon="LW" link-icon-type="text" link-icon-color="#7faf83"} ::: ::: - **[`https://www.maximumtruth.org/p/ais-ranked-by-iq-ai-passes-100-iq`{=html}](https://www.maximumtruth.org/p/ais-ranked-by-iq-ai-passes-100-iq){.id-not .include-annotation}** - **[`https://www.pnas.org/doi/10.1073/pnas.2419627122`{=html}](https://www.pnas.org/doi/10.1073/pnas.2419627122){.id-not .include-annotation link-icon="PNAS" link-icon-type="text,quad" link-icon-color="#1f75b9"}** - **[`https://www.sciencedirect.com/science/article/pii/S0160289623000855`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289623000855){.id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** - **[`https://www.sciencedirect.com/science/article/pii/S0887617703000921`{=html}](https://www.sciencedirect.com/science/article/pii/S0887617703000921){.id-not .include-annotation link-icon="E" link-icon-type="text" link-icon-color="#eb6500"}** - **[`https://www.sebjenseb.net/p/online-iq-testing`{=html}](https://www.sebjenseb.net/p/online-iq-testing){.id-not .include-annotation}** - **[`https://www.theatlantic.com/magazine/archive/2018/06/vista-ceo-testing/559148/`{=html}](https://www.theatlantic.com/magazine/archive/2018/06/vista-ceo-testing/559148/){.id-not .include-annotation link-icon="A" link-icon-type="text,italic" link-icon-color="#e7131a"}** - **[`https://www.theguardian.com/us-news/2024/mar/06/parents-iq-test-child-welfare-oregon`{=html}](https://www.theguardian.com/us-news/2024/mar/06/parents-iq-test-child-welfare-oregon){.id-not .include-annotation link-icon="the-guardian" link-icon-type="svg" link-icon-color="#052962"}** - **[`https://x.com/davidalmog25/status/1708620290010362056`{=html}](https://x.com/davidalmog25/status/1708620290010362056 "davidalmog25 2026"){.link-annotated-partial .id-not .include-annotation link-icon="twitter" link-icon-type="svg" link-icon-color="#1da1f2"}** - **[`https://x.com/nathan_culley/status/1521538219711635458`{=html}](https://x.com/nathan_culley/status/1521538219711635458 "Culley 2026"){.id-not .include-annotation link-icon="twitter" link-icon-type="svg" link-icon-color="#1da1f2"}** ::: aux-links-transclude-file [`https://x.com/nathan_culley/status/1521538219711635458`](https://x.com/nathan_culley/status/1521538219711635458 "Culley 2026"){.id-not .include-content} ::: - **[`https://x.com/nathan_culley/status/1521927821609865216`{=html}](https://x.com/nathan_culley/status/1521927821609865216 "Culley 2026"){.id-not .include-annotation link-icon="twitter" link-icon-type="svg" link-icon-color="#1da1f2"}** ::: aux-links-transclude-file [`https://x.com/nathan_culley/status/1521927821609865216`](https://x.com/nathan_culley/status/1521927821609865216 "Culley 2026"){.id-not .include-content} ::: # Bibliography {#link-bibliography-section} 1. `https://pmc.ncbi.nlm.nih.gov/articles/PMC11528883/`: [`“A 30-Nation Investigation of Lay Heritability Beliefs”`{=html}](https://pmc.ncbi.nlm.nih.gov/articles/PMC11528883/ "'A 30-nation investigation of lay heritability beliefs', Ferris et al 2024"){#ferris-et-al-2024 .link-annotated}, [Laura J. Ferris, Matthew J. Hornsey, José J. Morosoli[, Taciano L. Milfont, Fiona Kate Barlow]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fpmc.ncbi.nlm.nih.gov%252Farticles%252FPMC11528883%252F.html "Directory-tag link-bibliography for link https://pmc.ncbi.nlm.nih.gov/articles/PMC11528883/"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 2. `2024-edwards.pdf`: [`“Predicting Political Beliefs With Polygenic Scores for Cognitive Performance and Educational Attainment”`{=html}](/doc/iq/2024-edwards.pdf "'Predicting political beliefs with polygenic scores for cognitive performance and educational attainment', Edwards et al 2024"){#edwards-et-al-2024 .link-annotated}, [Tobias Edwards, Alexandros Giannelis, [Emily A. Willoughby](https://emilywilloughby.com/research "Publications"){.link-annotated-partial .id-not}, [James J. Lee](https://jamesjlee.altervista.org/){.id-not}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiq%252F2024-edwards.pdf.html "Directory-tag link-bibliography for link /doc/iq/2024-edwards.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 3. `2024-caetano.pdf`: [`“Are Children Spending Too Much Time on Enrichment Activities?”`{=html}](/doc/iq/2024-caetano.pdf "'Are children spending too much time on enrichment activities?', Caetano et al 2024"){#caetano-et-al-2024 .link-annotated}, [Carolina Caetano, Gregorio Caetano, [Eric Nielsen](https://en.wikipedia.org/wiki/Eric_Nielsen "Eric Nielsen"){.id-not}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiq%252F2024-caetano.pdf.html "Directory-tag link-bibliography for link /doc/iq/2024-caetano.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 4. `https://psycnet.apa.org/fulltext/2023-50323-001.html`: [`“Comparing Theories With the Ising Model of Explanatory Coherence”`{=html}](https://psycnet.apa.org/fulltext/2023-50323-001.html "'Comparing Theories With the Ising Model of Explanatory Coherence', Maier et al 2023"){#maier-et-al-2023-1 .link-annotated}, [Maximilian Maier, Noah van Dongen, [Denny Borsboom](https://en.wikipedia.org/wiki/Denny_Borsboom "Denny Borsboom"){.id-not}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fpsycnet.apa.org%252Ffulltext%252F2023-50323-001.html.html "Directory-tag link-bibliography for link https://psycnet.apa.org/fulltext/2023-50323-001.html"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 5. `2023-horwitz.pdf`: [`“Evidence of Correlations between Human Partners Based on Systematic Reviews & Meta-Analyses of 22 Traits & UK Biobank Analysis of 133 Traits”`{=html}](/doc/sociology/2023-horwitz.pdf "'Evidence of correlations between human partners based on systematic reviews & meta-analyses of 22 traits & UK Biobank analysis of 133 traits', Horwitz et al 2023"){#horwitz-et-al-2023 .link-annotated}, [Tanya B. Horwitz, Jared V. Balbona, Katie N. Paulich, [Matthew C. Keller](https://en.wikipedia.org/wiki/Matthew_C._Keller "Matthew C. Keller"){.id-not}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fsociology%252F2023-horwitz.pdf.html "Directory-tag link-bibliography for link /doc/sociology/2023-horwitz.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 6. `2023-liu-2.pdf`: [`“Replicable Brain-Phenotype Associations Require Large-Scale Neuroimaging Data”`{=html}](/doc/psychology/neuroscience/2023-liu-2.pdf "'Replicable brain-phenotype associations require large-scale neuroimaging data', Liu et al 2023b"){#liu-et-al-2023b .link-annotated}, [Shu Liu, [Abdel Abdellaoui](https://scholar.google.com/citations?user=hsyseKEAAAAJ "Abdel Abdellaoui"){.id-not}, [Karin J. H. Verweij](https://www.geneticsnetworkamsterdam.org/personal-pages/personal-pages-karin-verweij/ "Karin Verweij"){.id-not}, Guido A. Wingen]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fpsychology%252Fneuroscience%252F2023-liu-2.pdf.html "Directory-tag link-bibliography for link /doc/psychology/neuroscience/2023-liu-2.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 7. `2023-atanasov.pdf`: [`“Talent Spotting in Crowd Prediction”`{=html}](/doc/statistics/prediction/2023-atanasov.pdf "'Talent Spotting in Crowd Prediction', Atanasov & Himmelstein 2023"){#atanasov-himmelstein-2023 .link-annotated}, [Pavel Atanasov, Mark Himmelstein]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fstatistics%252Fprediction%252F2023-atanasov.pdf.html "Directory-tag link-bibliography for link /doc/statistics/prediction/2023-atanasov.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 8. `https://www.pnas.org/doi/10.1073/pnas.2212794120`: [`“Meta-Analytic Relations between Personality and Cognitive Ability”`{=html}](https://www.pnas.org/doi/10.1073/pnas.2212794120 "'Meta-analytic relations between personality and cognitive ability', Stanek & Ones 2023"){#stanek-ones-2023 .link-annotated}, [Kevin C. Stanek, Deniz S. Ones]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fwww.pnas.org%252Fdoi%252F10.1073%252Fpnas.2212794120.html "Directory-tag link-bibliography for link https://www.pnas.org/doi/10.1073/pnas.2212794120"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 9. `2023-cucina.pdf`: [`“Is There a g in Gunslinger? Cognitive Predictors of Firearms Proficiency”`{=html}](/doc/iq/2023-cucina.pdf "'Is there a g in gunslinger? Cognitive predictors of firearms proficiency', Cucina et al 2023"){#cucina-et-al-2023 .link-annotated}, [Jeffrey M. Cucina, Kimberly J. Wilson, Philip T. Walmsley[, Lisa M. Votraw, Theodore L. Hayes]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiq%252F2023-cucina.pdf.html "Directory-tag link-bibliography for link /doc/iq/2023-cucina.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 10. `https://arxiv.org/abs/2305.18354`: [`“LLMs and the Abstraction and Reasoning Corpus: Successes, Failures, and the Importance of Object-Based Representations”`{=html}](https://arxiv.org/abs/2305.18354 "'LLMs and the Abstraction and Reasoning Corpus: Successes, Failures, and the Importance of Object-based Representations', Xu et al 2023"){#xu-et-al-2023-5 .link-annotated}, [Yudong Xu, Wenhao Li, Pashootan Vaezipoor[, Scott Sanner, Elias B. Khalil]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Farxiv.org%252Fabs%252F2305.18354.html "Directory-tag link-bibliography for link https://arxiv.org/abs/2305.18354"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 11. `2023-wilson.pdf`: [`“The Cross-Cultural Generalizability of Cognitive Ability Measures: A Systematic Literature Review”`{=html}](/doc/iq/2023-wilson.pdf "'The cross-cultural generalizability of cognitive ability measures: A systematic literature review', Wilson et al 2023"){#wilson-et-al-2023-2 .link-annotated}, [Christopher J. Wilson, Stephen C. Bowden, Linda K. Byrne[, Nicole R. Joshua, Wolfgang Marx, Lawrence G. Weiss]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiq%252F2023-wilson.pdf.html "Directory-tag link-bibliography for link /doc/iq/2023-wilson.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 12. `https://www.sciencedirect.com/science/article/pii/S0160289623000156`: [`“Looking for Flynn Effects in a Recent Online US Adult Sample: Examining Shifts within the SAPA Project”`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289623000156 "'Looking for Flynn effects in a recent online US adult sample: Examining shifts within the SAPA Project', Dworak et al 2023"){#dworak-et-al-2023 .link-annotated}, [Elizabeth M. Dworak, [William Revelle](https://en.wikipedia.org/wiki/William_Revelle "William Revelle"){.id-not}, David M. Condon]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fwww.sciencedirect.com%252Fscience%252Farticle%252Fpii%252FS0160289623000156.html "Directory-tag link-bibliography for link https://www.sciencedirect.com/science/article/pii/S0160289623000156"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 13. `https://www.sciencedirect.com/science/article/pii/S0160289623000296`: [`“Gene-Environment Interplay in Early Life Cognitive Development”`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289623000296 "'Gene-environment interplay in early life cognitive development', Stumm et al 2023"){#stumm-et-al-2023 .link-annotated}, [[Sophie von Stumm](https://en.wikipedia.org/wiki/Sophie_von_Stumm "Sophie von Stumm"){.id-not}, Radhika Kandaswamy, Jessye Maxwell]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fwww.sciencedirect.com%252Fscience%252Farticle%252Fpii%252FS0160289623000296.html "Directory-tag link-bibliography for link https://www.sciencedirect.com/science/article/pii/S0160289623000296"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 14. `2022-walker.pdf`: [`“The Association between Intelligence and Face Processing Abilities: A Conceptual and Meta-Analytic Review”`{=html}](/doc/iq/2022-walker.pdf "'The association between intelligence and face processing abilities: A conceptual and meta-analytic review', Walker et al 2022"){#walker-et-al-2022 .link-annotated}, [Dana L. Walker, Romina Palermo, Zoe Callis, [Gilles E. Gignac](https://en.wikipedia.org/wiki/Gilles_E._Gignac "Gilles E. Gignac"){.id-not}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiq%252F2022-walker.pdf.html "Directory-tag link-bibliography for link /doc/iq/2022-walker.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 15. `2022-mitchell.pdf`: [`“Polygenic Influences Associated With Adolescent Cognitive Skills”`{=html}](/doc/iq/2022-mitchell.pdf "'Polygenic influences associated with adolescent cognitive skills', Mitchell et al 2022"){#mitchell-et-al-2022-3 .link-annotated}, [Brittany L. Mitchell, [Narelle K. Hansell](https://scholar.google.com/citations?user=89Ok-JUAAAAJ "Narelle K. Hansell"){.id-not}, Kerrie McAloney[, [Nicholas G. Martin](https://en.wikipedia.org/wiki/Nicholas_G._Martin "Nicholas G. Martin"){.id-not}, [Margaret J. Wright](https://scholar.google.com/scholar?q=Margaret%20J.%20Wright){.id-not}, Miguel E. Renteria, Katrina L. Grasby]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiq%252F2022-mitchell.pdf.html "Directory-tag link-bibliography for link /doc/iq/2022-mitchell.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 16. `https://journals.sagepub.com/doi/10.1177/17456916221091830`: [`“Cognitive Training: A Field in Search of a Phenomenon”`{=html}](https://journals.sagepub.com/doi/10.1177/17456916221091830 "'Cognitive Training: A Field in Search of a Phenomenon', Gobet & Sala 2022"){#gobet-sala-2022 .link-annotated}, [[Fernand Gobet](https://en.wikipedia.org/wiki/Fernand_Gobet "Fernand Gobet"){.id-not}, [Giovanni Sala](https://en.wikipedia.org/wiki/Giovanni_Sala "Giovanni Sala"){.id-not}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fjournals.sagepub.com%252Fdoi%252F10.1177%252F17456916221091830.html "Directory-tag link-bibliography for link https://journals.sagepub.com/doi/10.1177/17456916221091830"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 17. `2022-pennycook.pdf`: [`“Science Beliefs, Political Ideology, and Cognitive Sophistication”`{=html}](/doc/science/2022-pennycook.pdf "'Science beliefs, political ideology, and cognitive sophistication', Pennycook et al 2022"){#pennycook-et-al-2022 .link-annotated}, [[Gordon Pennycook](https://en.wikipedia.org/wiki/Gordon_Pennycook "Gordon Pennycook"){.id-not}, Bence Bago, Jonathon McPhetres]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fscience%252F2022-pennycook.pdf.html "Directory-tag link-bibliography for link /doc/science/2022-pennycook.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 18. `https://www.sciencedirect.com/science/article/pii/S0160289622000356`: [`“On the Prediction of Human Intelligence from Neuroimaging: A Systematic Review of Methods and Reporting”`{=html}](https://www.sciencedirect.com/science/article/pii/S0160289622000356 "'On the prediction of human intelligence from neuroimaging: A systematic review of methods and reporting', Vieira et al 2022"){#vieira-et-al-2022 .link-annotated}, [Bruno Hebling Vieira, Gustavo Santo Pedro Pamplona, Karim Fachinello[, Alice Kamensek Silva, Maria Paula Foss, Carlos Ernesto Garrido Salmon]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fwww.sciencedirect.com%252Fscience%252Farticle%252Fpii%252FS0160289622000356.html "Directory-tag link-bibliography for link https://www.sciencedirect.com/science/article/pii/S0160289622000356"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 19. `2022-anglim.pdf`: [`“Personality and Intelligence: A Meta-Analysis”`{=html}](/doc/psychology/personality/2022-anglim.pdf "'Personality and Intelligence: A Meta-Analysis', Anglim et al 2022"){#anglim-et-al-2022 .link-annotated}, [Jeromy Anglim, Patrick D. Dunlop, Serena Wee[, Sharon Horwood, Joshua K. Wood, Andrew Marty]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fpsychology%252Fpersonality%252F2022-anglim.pdf.html "Directory-tag link-bibliography for link /doc/psychology/personality/2022-anglim.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 20. `2022-jonas.pdf`: [`“The Course of General Cognitive Ability in Individuals With Psychotic Disorders”`{=html}](/doc/psychiatry/schizophrenia/2022-jonas.pdf "'The Course of General Cognitive Ability in Individuals With Psychotic Disorders', Jonas et al 2022"){#jonas-et-al-2022 .link-annotated}, [Katherine Jonas, Wenxuan Lian, [Jennifer Callahan](https://en.wikipedia.org/wiki/Jennifer_Callahan "Jennifer Callahan"){.id-not}[, Camilo J. Ruggero, Sean Clouston, Avraham Reichenberg, Gabrielle A. Carlson, Evelyn J. Bromet, [Roman Kotov](https://en.wikipedia.org/wiki/Roman_Kotov "Roman Kotov"){.id-not}]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fpsychiatry%252Fschizophrenia%252F2022-jonas.pdf.html "Directory-tag link-bibliography for link /doc/psychiatry/schizophrenia/2022-jonas.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 21. `https://royalsocietypublishing.org/doi/10.1098/rsos.211621`: [`“Of Differing Methods, Disputed Estimates and Discordant Interpretations: the Meta-Analytical Multiverse of Brain Volume and IQ Associations”`{=html}](https://royalsocietypublishing.org/doi/10.1098/rsos.211621 "'Of differing methods, disputed estimates and discordant interpretations: the meta-analytical multiverse of brain volume and IQ associations', Pietschnig et al 2022"){#pietschnig-et-al-2022 .link-annotated}, [Jakob Pietschnig, Daniel Gerdesmann, Michael Zeiler, [Martin Voracek](https://en.wikipedia.org/wiki/Martin_Voracek "Martin Voracek"){.id-not}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Froyalsocietypublishing.org%252Fdoi%252F10.1098%252Frsos.211621.html "Directory-tag link-bibliography for link https://royalsocietypublishing.org/doi/10.1098/rsos.211621"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 22. `https://academic.oup.com/pnasnexus/article/1/2/pgac051/6604844`: [`“Birth Order Differences in Education Originate in Postnatal Environments”`{=html}](https://academic.oup.com/pnasnexus/article/1/2/pgac051/6604844 "'Birth order differences in education originate in postnatal environments', Isungset et al 2022"){#isungset-et-al-2022-1 .link-annotated}, [Martin Arstad Isungset, [Jeremy Freese](https://en.wikipedia.org/wiki/Jeremy_Freese "Jeremy Freese"){.id-not}, [Ole A. Andreassen](https://scholar.google.com/citations?user=dilW0WsAAAAJ "Ole A. Andreassen"){.id-not}, Torkild Hovde Lyngstad]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Facademic.oup.com%252Fpnasnexus%252Farticle%252F1%252F2%252Fpgac051%252F6604844.html "Directory-tag link-bibliography for link https://academic.oup.com/pnasnexus/article/1/2/pgac051/6604844"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 23. `https://osf.io/preprints/psyarxiv/4bqc5/`: [`“Are Piagetian Scales Just Intelligence Tests?”`{=html}](https://osf.io/preprints/psyarxiv/4bqc5/ "'Are Piagetian Scales Just Intelligence Tests?', Lasker 2022"){#lasker-2022 .link-annotated}, [Jordan Lasker]{.author .cite-author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fosf.io%252Fpreprints%252Fpsyarxiv%252F4bqc5%252F.html "Directory-tag link-bibliography for link https://osf.io/preprints/psyarxiv/4bqc5/"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 24. `2022-reynolds.pdf`: [`“The Sexes Do Not Differ in General Intelligence, but They Do in Some Specifics”`{=html}](/doc/iq/2022-reynolds.pdf "'The sexes do not differ in general intelligence, but they do in some specifics', Reynolds et al 2022"){#reynolds-et-al-2022 .link-annotated}, [Matthew R. Reynolds, Daniel B. Hajovsky, Jacqueline M. Caemmerer]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiq%252F2022-reynolds.pdf.html "Directory-tag link-bibliography for link /doc/iq/2022-reynolds.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 25. `2022-tafesse.pdf`: [`“The Effect of Universal Salt Iodization on Cognitive Test Scores in Rural India”`{=html}](/doc/iodine/2022-tafesse.pdf "'The effect of Universal Salt Iodization on cognitive test scores in rural India', Tafesse 2022"){#tafesse-2022 .link-annotated}, [Wiktoria Tafesse]{.author .cite-author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiodine%252F2022-tafesse.pdf.html "Directory-tag link-bibliography for link /doc/iodine/2022-tafesse.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 26. `2022-thiele.pdf`: [`“Multitask Brain Network Reconfiguration Is Inversely Associated With Human Intelligence”`{=html}](/doc/iq/2022-thiele.pdf "'Multitask Brain Network Reconfiguration Is Inversely Associated with Human Intelligence', Thiele et al 2022"){#thiele-et-al-2022 .link-annotated}, [Jonas A. Thiele, Faskowitz Joshua, Sporns Olaf, Hilger Kirsten]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/%252Fdoc%252Fiq%252F2022-thiele.pdf.html "Directory-tag link-bibliography for link /doc/iq/2022-thiele.pdf"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 27. `https://onlinelibrary.wiley.com/doi/full/10.1002/cne.25298`: [`“High Associative Neuron Numbers Could Drive Cognitive Performance in Corvid Species”`{=html}](https://onlinelibrary.wiley.com/doi/full/10.1002/cne.25298 "'High associative neuron numbers could drive cognitive performance in corvid species', Ströckens et al 2022"){#ströckens-et-al-2022 .link-annotated}, [Felix Ströckens, Kleber Neves, Sina Kirchem[, Christine Schwab, [Suzana Herculano-Houzel](https://en.wikipedia.org/wiki/Suzana_Herculano-Houzel "Suzana Herculano-Houzel"){.id-not}, [Onur Güntürkün](https://en.wikipedia.org/wiki/Onur_G%C3%BCnt%C3%BCrk%C3%BCn "Onur Güntürkün"){.id-not}]{.collapse}]{.author} [[link-bibliography](/metadata/annotation/link-bibliography/https%253A%252F%252Fonlinelibrary.wiley.com%252Fdoi%252Ffull%252F10.1002%252Fcne.25298.html "Directory-tag link-bibliography for link https://onlinelibrary.wiley.com/doi/full/10.1002/cne.25298"){.id-not .include-even-when-collapsed}]{.collapse .tag-index-link-bibliography-block} 28. `https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9300873/`: [`“Rare Genetic Variants in Genes and Loci Linked to Dominant Monogenic Developmental Disorders Cause Milder Related Phenotypes in the General Population”`{=html}](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9300873/ "'Rare genetic variants in genes and loci linked to dominant monogenic developmental disorders cause milder related phenotypes in the general population', Kingdom et al 2022"){#kingdom-et-al-2022 .link-annotated}, [Rebecca Kingdom, Marcus Tuke, [Andrew R. Wood](https://medicine.exeter.ac.uk/people/profile/index.php?web_id=Andrew_Wood "Andrew Wood"){.id-not}[, Robin N. Beaumont, [Timothy Frayling](https://scholar.google.com/citations?user=XWqva80AAAAJ "Timothy Frayling"){.id-not}, [Michael N. Weedon](https://medicine.exeter.ac.uk/people/profile/index.php?web_id=Michael_Weedon "Michael Weedon"){.id-not}, Caroline F. 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