An Empirical Test of the Concept of the Adaptively Intelligent Attitude

This study provides an empirical test of a previously proposed assertion that intelligence as adaptation has an attitudinal as well as an ability component. The ability component deals with what the basic knowledge and skills are that underlie intelligence, and how much of each one an individual has. The attitudinal component deals with how an individual chooses to deploy the abilities they have. In other words, to what use are the abilities put? It is argued that it is impossible fully to separate the measurement of the ability component from the attitudinal one. In a diverse population, even taking an intelligence test will show itself to involve an attitude toward the test, which may enhance or detract from performance, as when one sees the test as irrelevant or harmful to one's life, or as a sociocultural misfit to one's life experience. To succeed, people need not only to have abilities, but attitudes that put those abilities to effective use to accomplish individuals' life goals. In the study, we found that intelligent attitudes are related, but non-identical, to germane constructs, such as wisdom, the need for cognition, creativity, and openness to experience. Scores on the attitudinal measure were not related to scores on tests of fluid intelligence and academic abilities/achievement. Thus, the range of attitudes regarding how to deploy intelligence can vary over ability levels.

Dual-process model of courage

Courage is one of the most significant psychological constructs for society, but not one of the most frequently studied. This paper presents a process model of courage consisting of decision-based pathways by which one comes to enact a courageous action. We argue the process of courage begins with a trigger involving an actor(s) and a situation(s). The actor(s) then engage(s) in four key assessments concerning (a) immediacy of the situation, (b) meaningfulness, value, and relevance to the actor, (c) adequacy of efficacy to act, and (d) decision to act with courage. The central component of this process entails an approach-avoidance conflict involving assessments of perceived risks and potential noble outcomes of acting with courage. The decision to act may result in courageous actions assuming it satisfies the four elements: intentionality, objective and substantial risk, a noble purpose, and meaning in time and place. Courageous actions have consequences. Finally, the consequences shape the actors' experience, which feeds into the trigger, closing the loop. Potential moderators of the courage process as well as potential tests of the model have been discussed.

Validation of the Short Version (TLS-15) of the Triangular Love Scale (TLS-45) across 37 Languages

Love is a phenomenon that occurs across the world and affects many aspects of human life, including the choice of, and process of bonding with, a romantic partner. Thus, developing a reliable and valid measure of love experiences is crucial. One of the most popular tools to quantify love is Sternberg's 45-item Triangular Love Scale (TLS-45), which measures three love components: intimacy, passion, and commitment. However, our literature review reveals that most studies (64%) use a broad variety of shortened versions of the TLS-45. Here, aiming to achieve scientific consensus and improve the reliability, comparability, and generalizability of results across studies, we developed a short version of the scale-the TLS-15-comprised of 15 items with 5-point, rather than 9-point, response scales. In Study 1 (N = 7,332), we re-analyzed secondary data from a large-scale multinational study that validated the original TLS-45 to establish whether the scale could be truncated. In Study 2 (N = 307), we provided evidence for the three-factor structure of the TLS-15 and its reliability. Study 3 (N = 413) confirmed convergent validity and test-retest stability of the TLS-15. Study 4 (N = 60,311) presented a large-scale validation across 37 linguistic versions of the TLS-15 on a cross-cultural sample spanning every continent of the globe. The overall results provide support for the reliability, validity, and cross-cultural invariance of the TLS-15, which can be used as a measure of love components-either separately or jointly as a three-factor measure.

Cultural Intelligence Deployed in One's Own vs. in a Different Culture: The Same or Different?

Cultural intelligence is one's ability to adapt when confronted with problems arising in interactions with people or artifacts of cultures other than one's own. In this study, we explored two maximum-performance tests of cultural intelligence. One, used in previous research, measured cultural intelligence in the context of an individual conducting a business trip in another culture. The second, new to this research, measured cultural intelligence in the context of meeting someone from another culture while one is in the context of one's own culture. So, the difference between the two tests was whether one was in one's own culture or another and whether the individual who most had to adapt was oneself or someone else. We found that cultural intelligence in the two contexts was essentially the same construct. Cultural intelligence as measured by a typical-performance test is a different construct from cultural intelligence as measured by a maximum-performance test. In this research, general intelligence showed some limited correlation with cultural intelligence as measured by a maximum-performance, but not a typical-performance test. Cultural intelligence as an ability and as a disposition are not the same but rather complement each other.

An Historical Causal-Chain Theory of Conceptions of Intelligence

Lurking behind every conception of intelligence—whether an implicit (folk) or explicit (expert-generated) conception—is an underlying theory of meaning that specifies the form the theory of intelligence does and, indeed, can take. These underlying theories of meaning become presuppositions for the conception’s form. The theories of meaning have different origins—for example, psycholinguistic, philosophical, and anthropological. This essay reviews the different underlying theories of meaning and proposes a new historical causal-chain theory of conceptions of intelligence. The underlying theories of meaning affect the flexibility and modifiability of laypersons’ (implicit) and experts’ (explicit) conceptions of intelligence. As a result, these historical causal chains have profound but largely invisible effects on societies.

Modernization, collectivism, and gender equality predict love experiences in 45 countries

Recent cross-cultural and neuro-hormonal investigations have suggested that love is a near universal phenomenon that has a biological background. Therefore, the remaining important question is not whether love exists worldwide but which cultural, social, or environmental factors influence experiences and expressions of love. In the present study, we explored whether countries' modernization indexes are related to love experiences measured by three subscales (passion, intimacy, commitment) of the Triangular Love Scale. Analyzing data from 9474 individuals from 45 countries, we tested for relationships with country-level predictors, namely, modernization proxies (i.e., Human Development Index, World Modernization Index, Gender Inequality Index), collectivism, and average annual temperatures. We found that mean levels of love (especially intimacy) were higher in countries with higher modernization proxies, collectivism, and average annual temperatures. In conclusion, our results grant some support to the hypothesis that modernization processes might influence love experiences.

The Intelligent Attitude: What Is Missing from Intelligence Tests

Intelligence, like creativity and wisdom, has an attitudinal component as well as an ability-based one. The attitudinal component is at least as important as the ability-based one. Theories of intelligence, in ignoring the attitudinal component of intelligence, have failed to account fully or accurately for why so many people who have relatively high levels of intelligence as an ability fail fully to deploy their ability, especially toward positive ends. The article reviews the need to view intelligence as comprising an attitude as well as an ability, and surveys reasons why people's lack of an intelligent attitude hinders their deployment of intelligence. Suggestions are made for how things could change in a positive way.

Criterion-Referenced Assessment of Intelligence as Adaptation to the Environment: Is It Possible, Plausible, or Practical?

Criterion-referenced testing is usually applied to the assessment of achievement. In this article, we suggest how it can also be applied to the assessment of adaptive intelligence, that is, intelligence as adaptation to the environment. In the era of the Anthropocene, we argue that adaptive intelligence is what is most important not only for individual success, but also for success in terms of preservation of the world as we know it. We define criterion-referenced testing and compare it to norm-referenced testing. We then discuss two kinds of scoring of criterion-referenced testing, namely, with respect to external criteria and with respect to internal (theory-based) criteria. We then discuss past research on intelligence that could be viewed as criterion-referenced. Finally, we suggest how criterion-referencing could be applied to the assessment of adaptive intelligence.

Cultural Intelligence: What Is It and How Can It Effectively Be Measured?

We administered both maximum-performance and typical-performance assessments of cultural intelligence to 114 undergraduates in a selective university in the Northeast of the United States. We found that cultural intelligence could be measured by both maximum-performance and typical-performance tests of cultural intelligence. Cultural intelligence as assessed by a maximum-performance measure is largely distinct from the construct as assessed by a typical-performance measure. The maximum-performance test, the Sternberg Test of Cultural Intelligence (SCIT), showed high internal consistency and inter-rater reliability. Sections with problems from two content domains—Business (SCIT-B) and Leisure (SCIT-L) activities—were highly intercorrelated, suggesting they measured largely the same construct. The SCIT showed substantial correlations with another maximum-performance measure of cultural intelligence, Views-on-Culture. It also was correlated, at more modest levels, with fluid intelligence and personal intelligence tests. Factorially, the (a) maximum-performance cultural intelligence tests, (b) typical-performance cultural intelligence test and a test of openness to experience, and (c) fluid intelligence tests formed three separate factors.

The Search for the Elusive Basic Processes Underlying Human Intelligence: Historical and Contemporary Perspectives

This article discusses the issues of the basic processes underlying intelligence, considering both historical and contemporary perspectives. The attempt to elucidate basic processes has had, at best, mixed success. There are some problems with pinpointing the underlying basic processes of intelligence, both in theory and as tested, such as what constitutes a basic process, what constitutes intelligence, and whether the processes, basic or not, are the same across time and space (cultural contexts). Nevertheless, the search for basic processes has elucidated phenomena of intelligence that the field would have been hard-pressed to elucidate in any other way. Intelligence cannot be fully understood through any one conceptual or methodological approach. A comprehensive understanding of intelligence requires the converging operations of a variety of approaches to it.

Adaptive Intelligence: Intelligence Is Not a Personal Trait but Rather a Person × Task × Situation Interaction

This article explores the advantages of viewing intelligence not as a fixed trait residing within an individual, but rather as a person × task × situation interaction. The emphasis in the article is on the role of persons solving tasks embedded in situations involving learning, intellectual abilities, and competencies. The article opens with a consideration of the role of situations in intelligent behavior. The article then discusses how intelligence is more similar to creativity and wisdom, in terms of the role of situations, than many psychologists have realized. Then the article reviews the role of situations in identity-based and irrational thinking and in conspiratorial thinking and cults. Next the article discusses the demonstrated importance of situations in assessment, but also notes the difficulties in sampling situations. Finally, the article draws conclusions, in particular, that, given our lack of situation-based tests, we need to be more modest in our interpretations results from conventional tests of intelligence.

Integrating Diverse Points of View on Intelligence: A 6P Framework and Its Implications

This article introduces a 6P framework for understanding intelligence, as well as the theories and tests that are derived from it. The 6Ps in the framework are purpose, press, problems, persons, processes, and products underlying intelligence. Each of the 6Ps is considered in turn. We argue that although the purpose of intelligence is culturally universal, the other Ps can vary at least somewhat over time and space. A single theory or test of intelligence represents a particular configuration of the 6Ps, but other configurations of the 6Ps might yield different theories and different tests.

Meta-Intelligence: Understanding, Control, and Interactivity between Creative, Analytical, Practical, and Wisdom-Based Approaches in Problem Solving

A deeper understanding of the processes leading to problem framing and behind finding solutions to problems should help explain variability in the quality of the solutions to those problems. Using Sternberg's WICS model as the conceptual basis of problem solving, this article discusses the relations between creative, analytical, practical, and wisdom-based approaches as bases for solutions to problems. We use a construct of meta-intelligence to encompass understanding, control, and coordination between these constructs. We propose that constraints can act at each of three levels-individual, contextual, and interactive. Individual constraints include the metacomponents (executive processes) that underpin each of the four kinds of solutions. Contextual constraints direct which of the four approaches are preferred under what circumstances. Finally, interactive constraints involve individual and contextual constraints directly impacting each other's actions. The model of meta-intelligence and its functioning helps to explain the variability in the ways that individuals frame problems and, as a consequence, in the solutions that are found. The model of meta-intelligence also helps explain why some solutions to problems are so much more comprehensive, and often better, than others.

Universality of the Triangular Theory of Love: Adaptation and Psychometric Properties of the Triangular Love Scale in 25 Countries

The Triangular Theory of Love (measured with Sternberg's Triangular Love Scale - STLS) is a prominent theoretical concept in empirical research on love. To expand the culturally homogeneous body of previous psychometric research regarding the STLS, we conducted a large-scale cross-cultural study with the use of this scale. In total, we examined more than 11,000 respondents, but as a result of applied exclusion criteria, the final analyses were based on a sample of 7332 participants from 25 countries (from all inhabited continents). We tested configural invariance, metric invariance, and scalar invariance, all of which confirmed the cultural universality of the theoretical construct of love analyzed in our study. We also observed that levels of love components differ depending on relationship duration, following the dynamics suggested in the Triangular Theory of Love. Supplementary files with all our data, including results on love intensity across different countries along with STLS versions adapted in a few dozen languages, will further enable more extensive research on the Triangular Theory of Love.

Empirical tests of aspects of a theory of love as a story

We provide empirical tests of aspects of a theory of love as a story. According to this theory, people develop—as an interaction between their personality and their experiences—stories of what they believe loving relationships should be. Examples of such stories are addiction, mystery, police, and travel stories. They then seek out and find greatest satisfaction with partners whose stories correspond more closely with their own. The data from two studies indicate that the theory and instrument have some promise for understanding people's ways of conceptualizing love. In particular, couples involved in intimate relationships tend to share similar profiles of love stories; the more similar the stories of two members of a couple, the more likely they are to be satisfied with their relationship. Copyright © 2001 John Wiley & Sons, Ltd.

A Theory of Adaptive Intelligence and Its Relation to General Intelligence

Intelligence typically is defined as consisting of "adaptation to the environment" or in related terms. Yet, it is not clear that "general intelligence" or g, traditionally conceptualized in terms of a general factor in a psychometrically-based hierarchical model of intelligence, provides an optimal way of defining intelligence as adaptation to the environment. Such a definition of adaptive intelligence would need to be biologically based in terms of evolutionary theory, would need to take into account the cultural context of adaptation, and would need to take into account whether thought and behavior labeled as "adaptively intelligent" actually contributed to the perpetuation of the human and other species, or whether it was indifferent or actually destructive to this perpetuation. In this article, I consider the similarities and differences between "general intelligence" and "adaptive intelligence," as well as the implications especially of the differences.

The Relation of Tests of Scientific Reasoning to Each Other and to Tests of General Intelligence

We conducted two studies to replicate and extend, as well as test, the limits of previous findings regarding an apparent disconnect between scientific-reasoning skills in psychological science, on the one hand, and scores on standardized tests of general intelligence, on the other. In Study 1, we examined whether this disconnect would extend beyond psychological science to additional sciences as well, such as nutrition and agriculture. The results did indeed extend, suggesting that scientific reasoning across various natural sciences is comparable to scientific reasoning in psychological science, but different in kind from the reasoning required on conventional standardized tests. In Study 2, we examined whether these findings were linked to the format of presentation of scientific problems. Whereas real scientific-reasoning problems are open-ended, standardized tests tend to use multiple-choice format. We discovered that using multiple-choice format did indeed result in an apparently closer relation of the scientific-reasoning tests to two of the conventional ability measures (SAT Reading and Number Series) but not to two other tests (Letter Sets and SAT Math). Thus, one can increase the correlations of scientific-reasoning tests with at least some standardized ability tests but at the cost of content validity and ecological validity.

Which Articles Make a Difference? Introduction to the Special 30th APS Anniversary Issue of Perspectives on Psychological Science

This introduction to the special symposium on the top 30 most-cited articles in APS journals considers some of the factors that lead some articles to have huge impact. What is it that scientists can do to achieve the greatest impact for their work?

Why Real-World Problems Go Unresolved and What We Can Do about It: Inferences from a Limited-Resource Model of Successful Intelligence

In this article I suggest why a symposium is desirable on the topic of why, despite worldwide increases in IQ since the beginning of the 20th century, there are so many unresolved and dramatic problems in the world. I briefly discuss what some of these problems are, and the paradox of people with higher IQs not only being unable to solve them, but in some cases people being unwilling to address them. I suggest that higher IQ is not always highly relevant to the problems, and in some cases, may displace other skills that better would apply to the solution of the problems. I present a limited-resource model as an adjunct to the augmented theory of successful intelligence. The model suggests that increasing societal emphases on analytical abilities have displaced development and utilization of other skills, especially creative, practical, and wisdom-based ones, that better could be applied to serious world problems. I also discuss the importance of cognitive inoculation against unscrupulous and sometimes malevolent attempts to change belief systems.

The Scientific Work We Love: A Duplex Theory of Scientific Impact and Its Application to the Top-Cited Articles in the First 30 Years of APS Journals

This article proposes a duplex theory for understanding the scientific impact of contributions to psychological science. I argue that articles that we "love" can be understood in terms of (a) triangular elements of intimacy, passion, and commitment and (b) types of stories that characterize high-impact articles. Certain kinds of stories (e.g., review articles) are more likely to have lasting impact, on average, than other kinds of stories (e.g., data-driven empirical articles).

Speculations on the Role of Successful Intelligence in Solving Contemporary World Problems †

In this article, I argue that conventional views of intelligence and its measurement have contributed toward at least some of the societal problems of today. I suggest that to escape from a degenerative process, society needs to consider the importance not only of intelligence, as conventionally defined but also of successful intelligence, involving in addition to conventional analytical intelligence, common sense, creativity, and wisdom.

La Inteligencia Exitosa: Un Modelo para evaluar la Inteligencia más allá de los test de Cociente Intelectual (CI)

Las pruebas estandarizadas convencionales, evalúan sólo una muestra de las amplias habilidades requeridas para conseguir éxito en la escuela y en la vida. En contraste, la teoría aumentada de la inteligencia exitosa afirma, que la inteligencia implica habilidades creativas en la producción de nuevas ideas, habilidades analíticas para evaluar si las ideas son buenas, habilidades prácticas para implementar las ideas en la práctica y para convencer a otras personas sobre el valor de las ideas, y habilidades basadas en la sabiduría para confirmar que uno está utilizando sus conocimientos y habilidades para servir a un bien común. Se crearon tres proyectos para evaluar la teoría respecto al acceso a la universidad. En primer lugar, el Proyecto Rainbow (Arco Iris) demostró que la predicción del primer año de rendimiento académico en la universidad se podría aumentar; al mismo tiempo, se puede conseguir la disminución de diferencias entre los grupos étnicos en una evaluación predictiva, en comparación con la prueba de acceso a la Universidad. En segundo lugar, el Proyecto Caleidoscopio, mejoró la predicción del rendimiento académico y extracurricular en comparación con los resultados obtenidos por los alumnos en las pruebas de acceso a la Universidad, pero las diferencias entre los grupos étnicos que se obtienen habitualmente, desaparecieron. En tercer lugar, el Proyecto Panorama mostró el éxito de técnicas similares, en una población menos selectiva (es decir, de menos éxito académico). Los proyectos demuestran que la aplicación de la teoría de la inteligencia exitosa aumentada mejora los procedimientos de acceso a la universidad.

Interaction and Analogy in the Comprehension and Appreciation of Metaphors

Two experiments tested a theory of information processing in metaphoric comprehension and appreciation. According to this theory, certain kinds of metaphors are based upon underlying analogies, and the processing components used to interpret these metaphors are highly similar to those used in the interpretation of analogies. A difference in the two kinds of information processing, however, is in an interaction of tenor and vehicle in the interpretation of a metaphor; a comparable interaction is not as likely in the interpretation of the domain (first half) and range (second half) of an analogy. In the first experiment, modelling of latencies for comprehending analogies and corresponding metaphors showed that information processing was similar, but not identical, in the two tasks. In the second experiment, comparisons between different metaphoric forms showed that the proposed theory could account for ratings of the aptness and comprehensibility of various metaphors, and that making clearer the identities of the terms of the analogy underlying a metaphor and the nature of interaction between tenor and vehicle increases both the aptness and the comprehensibility of a metaphor.

Afterword: In the Matter of Judging Scientific Merit

In this afterword, I suggest expanding upon some of the criteria for judging scientific merit that have been discussed in the two symposia on "judging scholarly merit in psychological science." I discuss in particular the value of creativity, analysis, common sense, and wisdom and ethics in scientific contributions and discourse. In the course of this discussion, I consider where the field of judging scientific merit has been, where it is now, and where it may go.

Introduction to a Follow-Up Symposium on "Am I Famous Yet?": Judging Scholarly Merit in Psychological Science

I introduce a follow-up symposium to "'Am I Famous Yet?' Judging Scholarly Merit in Psychological Science," which was published in Perspectives on Psychological Science in November 2016. The follow-up symposium is intended to increase the diversity of contributors and contributions and thereby to continue and expand the discussion of how scholarly merit can be usefully evaluated in psychological science.

Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines

Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences disciplines. We tested 103 students for their reasoning about teaching and their reasoning about research, as well as for their cognitive- (abstract reasoning) and educational skills. We found that women performed better than men on our reasoning-about-teaching measure, and that factorially, our reasoning-about-teaching measure clustered with our reasoning-about-research measures but not with our measures of abstract cognitive reasoning and educational skills.

Some Lessons From a Symposium on Cultural Psychological Science

In this concluding essay, I summarize some of the main points of each of the contributors and attempt to highlight their importance for psychological science and for everyday life. I bring in some examples of research from my own research group over the years that reinforce many of the conclusions reached by the contributors. The purpose of this symposium on cultural psychological science is, we hope, to teach some lessons that could not easily be learned except through cultural research. My goal in this final essay is to consider what I believe to be a primary lesson of each contribution. I attempt to illustrate the considerable relevance of each of these contributions to contemporary society. The views expressed here are solely my own, and of course readers may find much to disagree with; hopefully, they will find some things to agree with as well!

Types of Generalization: Introduction to Special Section of Perspectives on Psychological Science on Cultural Psychology

Cultural psychology represents one of the broadest types of generalization of psychological findings. We all need to pay attention to cultural findings because many of our most treasured "truisms" fail to generalize when looked at across cultural contexts.