Heiner Rindermann, Gerhard Meisenberg,
Studies at the individual level have shown a negative effect of education and intelligence on risky behavior. The same has been demonstrated for risky sexual behavior and for HIV-infection rates in sub-Saharan Africa. In path analyses at the country data level, cognitive abilities (seen as depending on education) show a strong negative effect on HIV-infection rates, whereas gross domestic product and modernization each has a small positive effect. A higher proportion of Muslims in the population ...
Tópico(s): HIV/AIDS Impact and Responses
2009 - Elsevier BV | Intelligence
Heiner Rindermann, Stephen J. Ceci,
Prior studies of studentsqqaposxx and adultsqqaposxx cognitive competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences seem to be relevant because studies using different research paradigms have demonstrated that population-level cognitive abilities are related to a number of important societal outcomes, including productivity, democratization, and health. In this overview of transnational differences, we document a number ...
Tópico(s): Early Childhood Education and Development
2009 - SAGE Publishing | Perspectives on Psychological Science
Christian Hentschel, Heiner Rindermann,
Book ReviewBook ReviewChristian Hentschel and Heiner RindermannChristian HentschelSearch for more papers by this author and Heiner RindermannSearch for more papers by this authorPublished Online:November 17, 2006https://doi.org/10.1024//1421-0185.61.2.105aView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreLiteraturangaben Campbell, D.T. , Stanley, J.C. (1963). Experimental and quasi-experimental designs for research on teaching. ...
Tópico(s): Child and Animal Learning Development
2002 - Hogrefe Verlag | Swiss Journal of Psychology
H. Harald Freudenthaler, Aljoscha C. Neubauer, Petra Gabler, Wolfgang G. Scherl, Heiner Rindermann,
The trait emotional intelligence questionnaire (TEIQue) was tested and validated using a sample of 352 German-speaking participants. A detailed psychometric analysis provided evidence in support of the reliability of the TEIQue (at the facet, factor and global levels) and the robustness of its proposed four-factor structure. Using a subsample of 150 participants, the associations between the TEIQue and a series of relevant constructs (Big Five, life satisfaction, somatic complaints) were examined, ...
Tópico(s): Optimism, Hope, and Well-being
2008 - Elsevier BV | Personality and Individual Differences
Produção Nacional
Revisado por pares
Heiner Rindermann, Carmen Flores-Mendoza, Marcela Mansur‐Alves,
The investment theory of Cattell supposes an influence of fluid on crystallized intelligence. The development of fluid intelligence largely depends on biological factors, of crystallized intelligence on fluid intelligence and environmental stimulation. To test this theory two contrasting samples representing a broad ability range were chosen, a Brazilian sample (ages 7 to 15, N = 833, mean IQ 92) and a sample with a higher ability level in Germany (ages 11 to 19, N = 722, IQ 118). Analyses of cross-lagged ...
Tópico(s): Cognitive Abilities and Testing
2010 - Elsevier BV | Learning and Individual Differences
Tópico(s): Cognitive Abilities and Testing
2007 - SAGE Publishing | European Journal of Personality
International cognitive ability and achievement comparisons stem from different research traditions. But analyses at the interindividual data level show that they share a common positive manifold. Correlations of national ability means are even higher to very high (within student assessment studies, r = .60–.98; between different student assessment studies [PISA‐sum with TIMSS‐sum] r = .82–.83; student assessment sum with intelligence tests, r = .85–.86). Results of factor analyses indicate a strong g‐factor ...
Tópico(s): School Choice and Performance
2007 - SAGE Publishing | European Journal of Personality
Political theory has described a positive linkage between education, cognitive ability and democracy. This assumption is confirmed by positive correlations between education, cognitive ability, and positively valued political conditions (N = 183 − 130). Longitudinal studies at the country level (N = 94 − 16) allow the analysis of causal relationships. It is shown that in the second half of the 20th century, education and intelligence had a strong positive impact on democracy, rule of law and political liberty ...
Tópico(s): Cultural Differences and Values
2007 - Elsevier BV | Intelligence
Manfred Prenzel, Oliver Walter, Andreas Frey,
... kognitive Fähigkeiten, Humankapital und Rationalität auf verschiedene Ebenen Heiner Rindermann 30 April 2007 | Psychologische Rundschau, Vol. 58, No. ...
Tópico(s): Child and Animal Learning Development
2007 - Hogrefe Verlag | Psychologische Rundschau
Heiner Rindermann, Jürgen Kohler, Gerhard Meisenberg,
One aim of student evaluation of instruction is the improvement of teaching quality, but there is little evidence that student assessment of instruction alone improves teaching. This study tried to improve the effects of evaluation by combining evaluation with individual counselling in an institutional development approach. Evaluation was conducted in a private school for speech therapy (logopedia) in 35 classes (N = 16 teachers, N = 592 students). Evaluation was done twice within a period of three to ...
Tópico(s): Reflective Practices in Education
2007 - Taylor & Francis | The International Journal for Academic Development
Cognitive abilities are important for the economic and non-economic success of individuals and societies. For international analyses, the collection of IQ-measures from Lynn and Vanhanen was supplemented and meliorated by data from international student assessment studies (IEA-Reading, TIMSS, PISA, PIRLS). The cognitive level of a nation is highly correlated with its educational level (r = .78, N = 173). In international comparisons, it also shows a high correlation with gross domestic product (GDP, r = .63, ...
Tópico(s): Cognitive Abilities and Testing
2007 - Elsevier BV | Intelligence
The response deals with several controversial issues: theoretical concepts of cognitive abilities, their cultural relativity in definition or level, the meaning and validity of national cognitive ability, methodological questions like the ecological fallacy, the variance of intelligence at different levels of observation, multi‐level analysis, the correctness and importance of levels of analysis in cognitive‐ability research, the aggregation and adjustment process, and the similarities of different ...
Tópico(s): Emotional Intelligence and Performance
2007 - SAGE Publishing | European Journal of Personality
Cognitive ability theory claims that peoples’ competences are decisive for economic wealth. For a large number of countries Lynn and Vanhanen (2002) have published data on mean intelligence levels and compared them to wealth and productivity indicators. The correlation between intelligence and wealth was supported by studies done by different authors using different countries and controls. Based on their pioneering research two research questions were developed: does intelligence lead to wealth or ...
Tópico(s): Economic theories and models
2011 - Elsevier BV | Personality and Individual Differences
Produção Nacional
Revisado por pares
Heiner Rindermann, Carmen Flores-Mendoza, Michael A. Woodley of Menie,
The social sciences have traditionally assumed that education is a major determinant of citizens' political orientations and behavior. Several studies have also shown that intelligence has an impact. According to a theory that conceptualizes intelligence as a burgher (middle-class, civil) phenomenon — intelligence should promote civil attitudes, habits and norms like diligence, order and liberty, which in turn nurture cognitive development — political orientations should be related to intelligence, with ...
Tópico(s): Cognitive Abilities and Testing
2011 - Elsevier BV | Intelligence
Markus Dresel, Heiner Rindermann,
Counseling instructors using evaluations made by their students has shown to be a fruitful approach to enhancing teaching quality. However, prior experimental studies are questionable in terms of external validity. Therefore, we conducted a non-experimental intervention study in which all of the courses offered by a specific department at a German university were evaluated twice with a standardized student evaluation questionnaire (HILVE-II; overall 44 instructors, 140 courses, and 2,546 student ...
Tópico(s): Communication in Education and Healthcare
2011 - Springer Science+Business Media | Research in Higher Education
In vier verschiedenen Studien wurde der Altersanstieg der Intelligenz im deutschsprachigen Raum untersucht. Zum einen ließen sich Normtabellen von Intelligenztests mit identischen Aufgaben für verschiedene Altersstufen auswerten. Zum anderen wurden zwei querschnittliche und eine längsschnittliche Erhebung mittels des KFT durchgeführt und Unterschiede in Aufgaben – konzipiert für verschiedene Altersgruppen – und in gleichen Aufgaben – in verschiedenen Klassenstufen – untersucht (Gesamt-N = 1131). Die Intelligenz ...
Tópico(s): Cognitive Abilities and Testing
2011 - Ernst Reinhardt Verlag | Psychologie in Erziehung und Unterricht
Heiner Rindermann, James Thompson,
Traditional economic theories stress the relevance of political, institutional, geographic, and historical factors for economic growth. In contrast, human-capital theories suggest that peoples' competences, mediated by technological progress, are the deciding factor in a nation's wealth. Using three large-scale assessments, we calculated cognitive-competence sums for the mean and for upper- and lower-level groups for 90 countries and compared the influence of each group's intellectual ability on ...
Tópico(s): Economic Growth and Productivity
2011 - SAGE Publishing | Psychological Science
Heiner Rindermann, Christina Dimitra Michou, James Thompson,
Verbal ability comprises receptive (understanding) and active (producing) facets. While the first (e.g. as literacy in PIRLS and PISA) is frequently analyzed in its relationship to further cognitive abilities and parental attributes the latter is rarely investigated. The present study using data from N = 280 students aged 9 to 14 years investigated the dependence of active (expressive) verbal ability (by writing a free description of a painting: indicated by number of written words, number of seldom used ...
Tópico(s): Cognitive and developmental aspects of mathematical skills
2011 - Elsevier BV | Learning and Individual Differences
Zusammenfassung. Über Aufgabenanalysen und die Analyse empirischer Beziehungen lässt sich bestimmen, was Tests wie die der internationalen Schulleistungsstudien (PISA, IGLU, TIMSS u.a.) messen. Inhaltliche Aufgabenanalysen belegen, dass Aufgaben unterschiedlicher Skalenzuordnung einander sehr ähnlich sind: Leseaufgaben enthalten Tabellen und Grafiken, Naturwissenschaftsaufgaben umfangreiche Lesetexte, Mathematikitems mit viel Text versehene alltagsnahe Denkaufgaben. Problemlösen ist konzeptuell am ...
Tópico(s): School Choice and Performance
2006 - Hogrefe Verlag | Psychologische Rundschau
Gerhard Meisenberg, Heiner Rindermann, Hardik Patel, Michael A. Woodley of Menie,
The relationship of religiosity with education and intelligence was investigated with data from the World Values Survey covering a total of 345,743 respondents in 96 countries. The individual-level relationship of education with religious belief was slightly but significantly negative in the majority of countries, although its relationship with religious attendance was substantially less negative. At the country level, religious belief has independent negative relationships with intelligence and ...
Tópico(s): Religion and Society Interactions
2012 - | Temas em Psicologia
Produção Nacional
Revisado por pares
Carmen Flores-Mendoza, Keith F. Widaman, Heiner Rindermann, Ricardo Primi, Marcela Mansur‐Alves, Carla Couto Pena,
Sex differences on the Attention Test (AC), the Raven's Standard Progressive Matrices (SPM), and the Brazilian Cognitive Battery (BPR5), were investigated using four large samples (total N = 6780), residing in the states of Minas Gerais and São Paulo. The majority of samples used, which were obtained from educational settings, could be considered a nonprobability sampling. Females outperformed males on the AC (by 2 IQ points), whereas males slightly outperformed females on the SPM (by 1.5 IQ points). On ...
Tópico(s): Cognitive Science and Mapping
2012 - Elsevier BV | Intelligence
In the past different researchers have come to diverging cognitive ability estimates for people in Africa and of African descent. The paper tries to check the validity of past results by comparing them with outcomes of two new psychometric test studies from East and South Africa; with results from student assessment studies; with predictions based on those variables which, outside Africa, correlate most strongly with intelligence; and by comparing them with further indicators of cognitive ability ( ...
Tópico(s): Global Educational Policies and Reforms
2012 - Elsevier BV | Personality and Individual Differences
Heiner Rindermann, Michael A. Woodley of Menie, James P. Stratford,
Studies investigating evolutionary theories on the origins of national differences in intelligence have been criticized on the basis that both national cognitive ability measures and supposedly evolutionarily informative proxies (such as latitude and climate) are confounded with general developmental status. In this study 14 Y chromosomal haplogroups (N = 47 countries) are employed as evolutionary markers. These are (most probably) not intelligence coding genes, but proxies of evolutionary development ...
Tópico(s): Genetic Associations and Epidemiology
2012 - Elsevier BV | Intelligence
Georg Steinhäuser, Wolfram Adlassnig, Jesaka Ahau Risch, Serena Anderlini-D’Onofrio, Petros Arguriou, Aaron Zolen Armendariz, William Bains, Clark V. Baker, Martin Barnes, Jonathan Barnett, Michael Baumgartner, Thomas Baumgärtner, Charles A. Bendall, Yvonne S. Bender, M. Bichler, Teresa Biermann, Ronaldo Bini, Eduardo Blanco, John Bleau, Anthony Brink, D Dyce Brown, Christopher Burghuber, Roy Calne, Brian S. Carter, Cesar Castaño, Peter Celec, Maria Eugenia Celis, Nicky Clarke, D. COCKRELL, David Collins, Brian Coogan, Jennifer Craig, Cal Crilly, David M. Crowe, Antonei B. Csòka, Chaza Darwich, Topiciprin del Kebos, Michele DeRinaldi, Bongani Robert Dlamini, Tomasz Drewa, Michael G. Dwyer, Fabienne Eder, Raúl Palma, Dean Esmay, Catherine Evans Rött, Christopher Exley, Robin Falkov, Celia Ingrid Farber, William Fearn, Sophie Felsmann, Jarl Flensmark, Andrew K. Fletcher, Michaela Foster, Konstantinos Ν. Fountoulakis, Jim Fouratt, Jesus Garcia Blanca, Manuel Garrido Sotelo, Florian Gittler, Georg Gittler, Juan F. Gomez, Juan F. Gomez, Maria Grazia Gonzales Polar, Jossina Gonzalez, Christoph Gösselsberger, Lynn Habermacher, Michael Hajek, Faith Hakala, Mary-Sue Haliburton, John Robert Hankins, Jason Hart, Sepp Hasslberger, Donalyn Hennessey, Andrea Herrmann, Mike Hersee, Connie Howard, S. V. Humphries, Laeeth Isharc, Ivan Ivanovski, Stephen Jenuth, Jens Jerndal, Christine Johnson, Yonas Keleta, Anna S. Kenny, Billie Kidd, Fritz Kohle, Jafar Kolahi, Marianne Koller‐Peroutka, Lyubov Kostova, Arunachalam Kumar, Alejandro Kurosawa, Tony Lance, Michael Lechermann, Bernhard Lendl, Michael Leuchters, Evan Lewis, Edward Lieb, Gloria Lloyd, Angelika Losek, Lu Yao, Saadia Maestracci, D F Mangan, Alberto W. Mares, Juan Mazar Barnett, Valerie McClain, John Sydney McNair, Terry Michael, L. Stephen Miller, Partizia Monzani, Belen Moran, Mike Morris, Georg Mößmer, Johny Mountain, Onnie Mary Moyo Phuthe, Marcos Muñoz, Sheri Nakken, Anne Nduta Wambui, Bettina Neunteufl, Dimitrije Nikolić, Devesh Oberoi, Gregory Obmode, Laura Ogar, Jo Ohara, Naion Olej Rybine, Bryan Owen, Kim Wilson Owen, Rakesh Parikh, Nicholas J.G. Pearce, Bernhard Pemmer, Chris Piper, Ian Prince, Terence K. Reid, Heiner Rindermann, Stefan Risch, Josh Robbins, Seth Roberts, Ajeandro Romero, Michael Rothe, Sergio Rodrigo del Valle Ruiz, Juliane Sacher, Wolfgang Sackl, Markus Salletmaier, Jairaj Sanand, C. Sauerzopf, Thomas Schwarzgruber, David G. I. Scott, Laura Seegers, David Seppi, Kyle Shields, Jolanta M. Siller‐Matula, Beldeu Singh, Sibusio Sithole, Florian Six, John R. Skoyles, Jildou Slofstra, Daphne Anne Sole, Werner F. Sommer, Mels Sonko, Chrislie J. Starr-Casanova, Marjorie Elizabeth Steakley, Wolfgang Steinhauser, Konstantin Steinhoff, Johannes H. Sterba, Martin Steppan, Reinhard Stindl, Joe Stokely, Karri Stokely, Gilles St-Pierre, James P. Stratford, Christina Streli, Carl Stryg, Mike Sullivan, Johann Summhammer, Amhayes Tadesse, David Ribeiro Tavares, Laura Thompson, Alison Tomlinson, Jack Tozer, Siro Trevisanato, Michaela Trimmel, Nicole Turner, Paul Vahur, Jennie van der Byl, Tine van der Maas, Leo Varela, Carlos Vega, Shiloh Vermaak, Alex Villasenor, Matt Vogel, Georg von Wintzigerode, Christoph Wagner, M H Weinberger, P. Weinberger, Nick Wilson, Jennifer Finocchio Wolfe, Michael A. Woodley of Menie, Ian Young, Glenn Zuraw, Nicole Zwiren,
Tópico(s): Animal testing and alternatives
2012 - Springer Science+Business Media | Theoretical Medicine and Bioethics
Heiner Rindermann, Kurt Α. Heller,
Summary: In a vast amount of educational research, it has been documented that a negative causal relationship exists between class or school ability level and ability self-concept. However, the aim of educational institutions is not to improve self-concept, but rather to support cognitive ability development (acquisition of new knowledge, school performance, etc.). A recent 11-year-long study of six grammar schools in Baden-Württemberg (Germany) involving 22 classes and 544 pupils demonstrated over ...
Tópico(s): Youth Development and Social Support
2005 - Hogrefe Verlag | Zeitschrift für Pädagogische Psychologie
Heiner Rindermann, Aljoscha C. Neubauer,
According to mental speed theory of intelligence, the speed of information processing constitutes an important basis for cognitive abilities. However, the question, how mental speed relates to real world criteria, like school, academic, or job performance, is still unanswered. The aim of the study is to test an indirect speed-factor model in comparison to rivaling models explaining the relationships between different mental abilities and performance. In this speed-factor model, basic cognitive processing ...
Tópico(s): Creativity in Education and Neuroscience
2004 - Elsevier BV | Intelligence
Heiner Rindermann, Aljoscha C. Neubauer,
Zusammenfassung. Neben Lehrerurteilen gelten Intelligenztests als die besten Prädiktoren zur Vorhersage des Schulerfolgs. In “klassischen” Intelligenztestverfahren werden Aufgabentypen mittleren Komplexitätsgrades mit steigendem Schwierigkeitsgrad eingesetzt. Im Gegensatz dazu stehen Verfahren, die über die Informationsverarbeitungsgeschwindigkeit (IVG) grundlegende Prozesse der allgemeinen Intelligenz messen wollen: Beispielsweise werden im Zahlen-Verbindungs-Test und im Kodierungs-Test einfache, ...
Tópico(s): Child and Animal Learning Development
2000 - Hogrefe Verlag | Diagnostica
Michael A. Woodley of Menie, Heiner Rindermann, Edward Bell, James P. Stratford, Davide Piffer,
Despite the fact that the recently evolved Microcephalin and the related Abnormal Spindle-like Microcaphaly Associated (ASPM) alleles do not appear to be associated with IQ at the individual differences level, the frequencies of Microcephalin have been found to correlate strongly with IQ at the cross-country level. In this study, the association between these two alleles and intelligence is examined using a sample of 59 populations. A bivariate correlation between Microcephalin and population average ...
Tópico(s): Virology and Viral Diseases
2014 - Elsevier BV | Intelligence
Heiner Rindermann, Luisa Falkenhayn, Antonia Baumeister,
Based on a Piagetian cognitive epistemology approach, this study investigated cognitive ability levels and their relation to thinking patterns in Nigeria and Germany (NNi = 29–47 and NGe = 52–70). 12 selected items of the Raven's Advanced Progressive Matrices test (APM) and a self-designed questionnaire measuring epistemic rationality (e.g. dealing with health issues, traffic and nature) were administered. The sample was of above-average education. The APM scores were 89.13 for the Nigerian and 111.33 ...
Tópico(s): Psychological and Educational Research Studies
2014 - Elsevier BV | Intelligence
Heiner Rindermann, James Thompson,
Immigration, immigration policies and education of immigrants alter competence levels. This study analysed their effects using PISA, TIMSS and PIRLS data (1995 to 2012, N=93 nations) for natives' and immigrants' competences, competence gaps and their population proportions. The mean gap is equivalent to 4.71 IQ points. There are large differences across countries in these gaps ranging from around +12 to -10 IQ points. Migrants' proportions grow roughly 4% per decade. The largest immigrant-based 'brain ...
Tópico(s): Cognitive Abilities and Testing
2014 - Cambridge University Press | Journal of Biosocial Science