Cognitive ability, learning approaches and personality correlates of general knowledge

  title={Cognitive ability, learning approaches and personality correlates of general knowledge},
  author={Adrian Furnham and Viren Swami and Adriane Xavier Arteche and Tomas Chamorro‐Premuzic},
  journal={Educational Psychology},
  pages={427 - 437}
The relationship between general knowledge (GK) and cognitive ability (IQ and abstract reasoning), learning approaches, and personality (‘big five’ traits and typical intellectual engagement) was investigated in a sample of 101 British undergraduates. As predicted, GK was positively correlated with cognitive ability (more so with IQ than with abstract reasoning), typical intellectual engagement, and openness to experience. A hierarchical regression showed that IQ was the strongest predictor of… 

Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance.

Correlational analysis suggested that intelligence was the best predictors of school results, and psychometric tests used to predict these results could be used to reliably inform important decisions about how pupils are taught.

The Hungry Mind

This article proposes expanding on the traditional set of predictors of academic performance by adding a third agency: intellectual curiosity, highlighting that a “hungry mind” is a core determinant of individual differences in academic achievement.

Investment and intellect: a review and meta-analysis.

It is concluded that investment traits are overall positively related to adult intellect; the strength of investment-intellect associations differs across trait scales and markers of intellect; and investment traits have a diverse, multifaceted nature.

What is intellectual personality? And why it matters?

Intellectual personality is feelings, behavior, beliefs, attitudes, and ways of reasoning, evaluation and a decision making that people utilized when they face with a cultural phenomenon-social,

Intelligence subcomponents and their relationship to general knowledge

The results reveal that, even though general intelligence is able to predict general knowledge scores, only some specific components of intelligence have a direct positive impact on general knowledge.

Stability and change in typical intellectual engagement in old age across 5 years.

Across 5 years, TIE remained relatively stable on a group level, however, pronounced interindividual differences emerged and, although the changes in factors shared a substantial amount of variance, the development of the factors was not completely parallel.

Approaches to learning of first-year and fifth-year student teachers: are there any differences?

Abstract The motivation, skills and professional identity of future teachers develop during their initial teacher education. The aim of this research is to assess the differences between first-year



Ability and personality correlates of general knowledge

Assessing individual differences in knowledge: Knowledge, intelligence, and related traits.

Twenty academic knowledge tests were developed to locate domain knowledge within a nomological network of traits. Spatial, numerical, and verbal aptitude measures and personality and interest

Self-report knowledge: At the crossroads of ability, interest, and personality.

The authors describe an approach to adult intellect on the basis of content, unlike the traditional approach, which is mostly based on process. Thirty-two academic knowledge scales were rated by 202

A possible model for understanding the personality--intelligence interface.

Although the model draws heavily upon correlation evidence, each of its paths may be tested independently and the presented model may be used to explore causation and further develop theoretical approaches to understanding the relation between ability and nonability traits underlying human performance.

Personality, Intelligence and General Knowledge.

The locus of adult intelligence: knowledge, abilities, and nonability traits.

A developmental theory that focuses on the acquisition and maintenance of intelligence-as-knowledge, as well as the role of knowledge for predicting the vocational and avocational task performance of adults, is discussed.

Intelligence, personality, and interests: evidence for overlapping traits.

The authors provide an extensive meta-analysis of personality-int intellectual ability correlations, and a review of interest-intellectual ability associations that provide evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests.

Personality-intelligence relations: assessment of typical intellectual engagement

Relations between personality and intelligence were investigated in the context or the distinction between intelligence as typical engagement and intelligence as maximal engagement. The traditional