Evidence for the Beneficial Effect of Reward on Working Memory: A Meta-Analytic Study

2024-9-11

Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise?

2024-9-8

Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age

2024-9-3

Flexible Regulation of Positive and Negative Emotion Expression: Reexamining the Factor Structure of the Flexible Regulation of Emotional Expression Scale (FREE) Based on Emotion Valence

2024-9-2

A Special Issue Introduction: The Intersection of Metacognition and Intelligence

2024-8-31

Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory

2024-8-29

Large-Scale Item-Level Analysis of the Figural Matrices Test in the Norwegian Armed Forces: Examining Measurement Precision and Sex Bias

2024-8-29

Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse

2024-8-28

Crossmodal Correspondence Mediates Crossmodal Transfer from Visual to Auditory Stimuli in Category Learning

2024-8-28

What Can Physiology Tell Us about State of Interest?

2024-8-16

Introduction to the Special Issue “Personality and Individual Differences”

2024-8-8

PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition

2024-8-6

A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity

2024-8-2

The Impact of Math-Gender Stereotypes on Students’ Academic Performance: Evidence from China

2024-8-1

A Psychometric Perspective on the Associations between Response Accuracy and Response Time Residuals

2024-7-31

Verbal Perceptual Prompts Facilitate Children’s Sensitivity to False Beliefs

2024-7-27

Assessment of Human Intelligence—The State of the Art in the 2020s

2024-7-27

The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis

2024-7-23

Evaluating Large Language Models’ Ability Using a Psychiatric Screening Tool Based on Metaphor and Sarcasm Scenarios

2024-7-21

The Interplay between Motivational, Affective Factors and Cognitive Factors in Learning: Editorial

2024-7-19

Do Not Worry That Generative AI May Compromise Human Creativity or Intelligence in the Future: It Already Has

2024-7-19

Delving into the Complexity of Analogical Reasoning: A Detailed Exploration with the Generalized Multicomponent Latent Trait Model for Diagnosis

2024-7-18

Grounding Cognition in Perceptual Experience

2024-7-10

Do Religiosity and Spirituality Differ in Their Relationship with Crystallized Intelligence? Evidence from the General Social Survey

2024-7-7

Learning and Instruction: How to Use Technology to Enhance Students’ Learning Efficacy

2024-6-28

Perceptions of Skills Needed for STEM Jobs: Links to Academic Self-Concepts, Job Interests, Job Gender Stereotypes, and Spatial Ability in Young Adults

2024-6-27

Overturning Children’s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence

2024-6-22

A Novel Approach to Measuring an Old Construct: Aligning the Conceptualisation and Operationalisation of Cognitive Flexibility

2024-6-11

Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity

2024-6-7

How Does Active Learning Pedagogy Shape Learner Curiosity? A Multi-Site Mediator Study of Learner Engagement among 45,972 Children

2024-6-5

Personality Traits and Family SES Moderate the Relationship between Media Multitasking and Reasoning Performance

2024-6-3

Social, Demographic, and Psychological Factors Associated with Middle-Aged Mother’s Vocabulary: Finding from the Millennium Cohort Study

2024-5-31

Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students

2024-5-31

Mapping the Memory Structure of High-Knowledge Students: A Longitudinal Semantic Network Analysis

2024-5-31

Can Brief Listening to Mozart’s Music Improve Visual Working Memory? An Update on the Role of Cognitive and Emotional Factors

2024-5-23

Looking Ahead: Advancing Measurement and Analysis of the Block Design Test Using Technology and Artificial Intelligence

2024-5-22

Relationship between Thinking Dispositions, Working Memory, and Critical Thinking Ability in Adolescents: A Longitudinal Cross-Lagged Analysis

2024-5-21

Special Issue on Ability-Related Emotional Intelligence: An Introduction

2024-5-19

Seeing without a Scene: Neurological Observations on the Origin and Function of the Dorsal Visual Stream

2024-5-11

An Empirical Test of the Concept of the Adaptively Intelligent Attitude

2024-4-30

Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors

2024-4-29

Thinking about Believing: Can Metacognitive Reflection Encourage Belief Updating?

2024-4-28

Metacognitive Management of Attention in Online Learning

2024-4-22

Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene

2024-4-17

Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study

2024-4-9

Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children

2024-4-5

Stimulus Complexity Can Enhance Art Appreciation: Phenomenological and Psychophysiological Evidence for the Pleasure-Interest Model of Aesthetic Liking

2024-4-3

The Development of Cognitive Control in Preschoolers and Kindergarteners: The Case of Post-Error Slowing and Delayed Disinhibition

2024-4-1

Psychometric Modeling to Identify Examinees’ Strategy Differences during Testing

2024-3-29

Sex Differences in Cognitive Reflection: A Meta-Analysis

2024-3-29