Fluid Intelligence Is (Much) More than Working Memory Capacity: An Experimental Analysis.

Empirical evidence suggests a great positive association between measures of fluid intelligence and working memory capacity, which implied to some researchers that fluid intelligence is little more than working memory. Because this conclusion is mostly based on correlation analysis, a causal relationship between fluid intelligence and working memory has not yet been established. The aim of the present study was therefore to provide an experimental analysis of this relationship. In a first study, 60 participants worked on items of the Advanced Progressive Matrices (APM) while simultaneously engaging in one of four secondary tasks to load specific components of the working memory system. There was a diminishing effect of loading the central executive on the APM performance, which could explain 15% of the variance in the APM score. In a second study, we used the same experimental manipulations but replaced the dependent variable with complex working memory span tasks from three different domains. There was also a diminishing effect of the experimental manipulation on span task performance, which could now explain 40% of the variance. These findings suggest a causal effect of working memory functioning on fluid intelligence test performance, but they also imply that factors other than working memory functioning must contribute to fluid intelligence.

Bridging the gap between autonomous and predetermined paradigms: The role of sampling in evaluative learning.

Whereas most evaluative learning paradigms remove participants' autonomy over the information they receive, other research traditions have demonstrated that information sampling has an important role in learning. We investigated the impact of information sampling on a central evaluative learning paradigm: evaluative conditioning. We compared a traditional evaluative conditioning paradigm with a paradigm in which participants have autonomy over the stimulus pairings they receive. Participants in the high-autonomy condition showed a strong preference for positively paired CSs. Nevertheless, the strength of evaluative conditioning effects was independent of autonomy. Moreover, high-autonomy participants, but not their low-autonomy counterparts, demonstrated a relationship between sampling frequency and evaluations, in line with the interpretation that sampled stimuli become more positive, whereas ignored stimuli become more negative over the course of the learning phase. The present research provides a cornerstone for integrating several research traditions within and beyond the evaluative learning literature, providing a foundation for new insights and more comprehensive theories of evaluative learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Analytic and heuristic processes in the detection and resolution of conflict.

Previous research with the ratio-bias task found larger response latencies for conflict trials where the heuristic- and analytic-based responses are assumed to be in opposition (e.g., choosing between 1/10 and 9/100 ratios of success) when compared to no-conflict trials where both processes converge on the same response (e.g., choosing between 1/10 and 11/100). This pattern is consistent with parallel dual-process models, which assume that there is effective, rather than lax, monitoring of the output of heuristic processing. It is, however, unclear why conflict resolution sometimes fails. Ratio-biased choices may increase because of a decline in analytical reasoning (leaving heuristic-based responses unopposed) or to a rise in heuristic processing (making it more difficult for analytic processes to override the heuristic preferences). Using the process-dissociation procedure, we found that instructions to respond logically and response speed affected analytic (controlled) processing (C), leaving heuristic processing (H) unchanged, whereas the intuitive preference for large nominators (as assessed by responses to equal ratio trials) affected H but not C. These findings create new challenges to the debate between dual-process and single-process accounts, which are discussed.

Relational integrativity of prime-target pairs moderates congruity effects in evaluative priming.

In evaluative priming, positive or negative primes facilitate reactions to targets that share the same valence. While this effect is commonly explained as reflecting invariant structures in semantic long-term memory or in the sensorimotor system, the present research highlights the role of integrativity in evaluative priming. Integrativity refers to the ease of integrating two concepts into a new meaningful compound representation. In extended material tests using paired comparisons from two pools of positive and negative words, we show that evaluative congruity is highly correlated with integrativity. Therefore, in most priming studies, congruity and integrativity are strongly confounded. When both aspects are disentangled by manipulating congruity and integrativity orthogonally, three priming experiments show that evaluative-priming effects were confined to integrative prime-target pairs. No facilitation of prime-congruent targets was obtained for non-integrative stimuli. These findings are discussed from a broader perspective on priming conceived as flexible, context-dependent, and serving a generative adaptation function.