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Gorillas in Our Midst: Sustained Inattentional Blindness for Dynamic Events
TLDR
A new study builds on classic studies of divided visual attention to examine inattentional blindness for complex objects and events in dynamic scenes and suggests that the likelihood of noticing an unexpected object depends on the similarity of that object to other objects in the display and on how difficult the priming monitoring task is.
Gene discovery and polygenic prediction from a genome-wide association study of educational attainment in 1.1 million individuals
TLDR
A joint (multi-phenotype) analysis of educational attainment and three related cognitive phenotypes generates polygenic scores that explain 11–13% of the variance ineducational attainment and 7–10% ofthe variance in cognitive performance, which substantially increases the utility ofpolygenic scores as tools in research.
Evidence for a Collective Intelligence Factor in the Performance of Human Groups
TLDR
A psychometric methodology for quantifying a factor termed “collective intelligence” (c), which reflects how well groups perform on a similarly diverse set of group problem-solving tasks, and finds converging evidence of a general collective intelligence factor that explains a group’s performance on a wide variety of tasks.
Neural mechanisms of general fluid intelligence
TLDR
Multiple regression analyses indicated that lateral prefrontal and parietal regions may mediate the relation between ability (gF) and performance (accuracy despite interference), providing constraints on the neural mechanisms that support gF.
Genome-wide association study identifies 74 loci associated with educational attainment
TLDR
Because educational attainment is measured in large numbers of individuals, it will continue to be useful as a proxy phenotype in efforts to characterize the genetic influences of related phenotypes, including cognition and neuropsychiatric diseases.
GWAS of 126,559 Individuals Identifies Genetic Variants Associated with Educational Attainment
TLDR
Three genetic loci are found to explain variation associated with educational achievement and provide promising candidate SNPs for follow-up work, and effect size estimates can anchor power analyses in social-science genetics.
How not to be Seen: The Contribution of Similarity and Selective Ignoring to Sustained Inattentional Blindness
TLDR
A new approach to the study of sustained inattentional blindness for dynamic events is presented in order to explore the roles of similarity, distinctiveness, and attentional set in the detection of unexpected objects.
Do “Brain-Training” Programs Work?
TLDR
Extensive evidence that brain-training interventions improve performance on the trained tasks, less evidence that such interventions improved performance on closely related tasks, and little evidence that training enhances performance on distantly related tasks or that training improves everyday cognitive performance are found.
Human face recognition ability is specific and highly heritable
TLDR
The results establish a clear genetic basis for face recognition, opening this intensively studied and socially advantageous cognitive trait to genetic investigation and identifying a highly specific cognitive ability that is highly heritable.
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