OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Intelligence is 4. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students	100
Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum	47
The Relationship between Intelligence and Divergent Thinking—A Meta-Analytic Update	46
How to Compare Psychometric Factor and Network Models	42
Old and New Approaches to Animal Cognition: There Is Not “One Cognition”	32
A Reappraisal of the Threshold Hypothesis of Creativity and Intelligence	29
Levels of Emotional Awareness: Theory and Measurement of a Socio-Emotional Skill	29
Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education	28
Transformational vs. Transactional Deployment of Intelligence	27
Adaptive Intelligence: Intelligence Is Not a Personal Trait but Rather a Person × Task × Situation Interaction	26
Critical Thinking: A Model of Intelligence for Solving Real-World Problems	24
Meta-Intelligence: Understanding, Control, and Interactivity between Creative, Analytical, Practical, and Wisdom-Based Approaches in Problem Solving	22
The Relation of Scientific Creativity and Evaluation of Scientific Impact to Scientific Reasoning and General Intelligence	21
How Is Intelligence Test Performance Associated with Creative Achievement? A Meta-Analysis	19
Creativity and Artificial Intelligence—A Student Perspective	17
Parental Stress and Children’s Self-Regulation Problems in Families with Children with Autism Spectrum Disorder (ASD)	16
Time Use and Cognitive Achievement among Adolescents in China: Depression Symptoms as Mediators	16
The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating	15
Effect Sizes, Power, and Biases in Intelligence Research: A Meta-Meta-Analysis	15
Individual Differences in Attention and Intelligence: A United Cognitive/Psychometric Approach	15
Metacognition, Mind Wandering, and Cognitive Flexibility: Understanding Creativity	15
An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking	15
Traits of Complex Thinking: A Bibliometric Review of a Disruptive Construct in Education	14
Systematizing Audit in Algorithmic Recruitment	14
The Cognitive Underpinnings of Multiply-Constrained Problem Solving	14

A Minimal Theory of Creative Ability	14
Less-Intelligent and Unaware? Accuracy and Dunning–Kruger Effects for Self-Estimates of Different Aspects of Intelligence	14
Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It?	13
Academic Achievement: Influences of University Students’ Self-Management and Perceived Self-Efficacy	13
Serial Order Effect in Divergent Thinking in Five- to Six-Year-Olds: Individual Differences as Related to Executive Functions	13
The Influence of Situational Cues on Children’s Creativity in an Alternative Uses Task and the Moderating Effect of Selective Attention	12
Effects of AR Picture Books on German Teaching in Universities	12
Advancing the Understanding of the Factor Structure of Executive Functioning	12
Are People-Centered Intelligences Psychometrically Distinct from Thing-Centered Intelligences? A Meta-Analysis	11
The Creativity Diamond—A Framework to Aid Creativity	11
Bridging Brain and Cognition: A Multilayer Network Analysis of Brain Structural Covariance and General Intelligence in a Developmental Sample of Struggling Learners	11
Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity	10
Measuring Personality through Images: Validating a Forced-Choice Image-Based Assessment of the Big Five Personality Traits	10
Emotion Recognition from Realistic Dynamic Emotional Expressions Cohere with Established Emotion Recognition Tests: A Proof-of-Concept Validation of the Emotional Accuracy Test	10
Examining the Influence of Using First-Person View Drones as Auxiliary Devices in Matte Painting Courses on College Students’ Continuous Learning Intention	10
Mapping Mind-Brain Development: Towards a Comprehensive Theory	10
Relationship of Leadership and Envy: How to Resolve Workplace Envy with Leadership—A Bibliometric Review Study	10
Do Non-Decision Times Mediate the Association between Age and Intelligence across Different Content and Process Domains?	10
A Psychometric Network Analysis of CHC Intelligence Measures: Implications for Research, Theory, and Interpretation of Broad CHC Scores “Beyond g”	10
Interdisciplinary Learning in Mathematics and Science: Transfer of Learning for 21st Century Problem Solving at University	10
How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test	9
School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study	9
Understanding and Assessing Cultural Intelligence: Maximum-Performance and Typical-Performance Approaches	9
Adversity Quotient Promotes Teachers’ Professional Competence More Strongly Than Emotional Intelligence: Evidence from Indonesia	9
A New Perspective on Assessing Cognition in Children through Estimating Shared Intentionality	9
Imagine: Design for Creative Thinking, Learning, and Assessment in Schools	9
Investigating the Structure of Intelligence Using Latent Variable and Psychometric Network Modeling: A Commentary and Reanalysis	9
Cultural Intelligence: What Is It and How Can It Effectively Be Measured?	8
Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems	8
In Search of the Executive Cognitive Processes Proposed by Process-Overlap Theory	7
Age and Sex Invariance of the Woodcock-Johnson IV Tests of Cognitive Abilities: Evidence from Psychometric Network Modeling	7
The Relationship between Theory of Mind and Intelligence: A Formative g Approach	7
Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning	7
Flexibility to Change the Solution: An Indicator of Problem Solving That Predicted 9th Grade Students’ Academic Achievement during Distance Learning, in Parallel to Reasoning Abilities and Parental Ed	7
Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores	7
Intelligent Academic Specialties Selection in Higher Education for Ukrainian Entrants: A Recommendation System	7
Metacognitive Feelings as a Source of Information for the Creative Process: A Conceptual Exploration	7
The Worst Performance Rule, or the Not-Best Performance Rule? Latent-Variable Analyses of Working Memory Capacity, Mind-Wandering Propensity, and Reaction Time	7
Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics	7
The Role of General and Specific Cognitive Abilities in Predicting Performance of Three Occupations: Evidence from Bifactor Models	7
Intelligence IS Cognitive Flexibility: Why Multilevel Models of Within-Individual Processes Are Needed to Realise This	7
Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry	7
Revealing the Role of Divergent Thinking and Fluid Intelligence in Children’s Semantic Memory Organization	7
How Is Cultural Intelligence Related to Human Behavior?	7
Reconsidering the Use of the Mindset Assessment Profile in Educational Contexts	6
Emotionally Intelligent People Use More High-Engagement and Less Low-Engagement Processes to Regulate Others’ Emotions	6
It Requires More Than Intelligence to Solve Consequential World Problems	6
Long-Term Impacts of Early Musical Abilities on Academic Achievement: A Longitudinal Study	6
Initial Evidence for the Hypersensitivity Hypothesis: Emotional Intelligence as a Magnifier of Emotional Experience	6
Darkness within: The Internal Mechanism between Dark Triad and Malevolent Creativity	6

Communicating Intelligence Research	6
Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach	6
On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers	6
Facial Imitation Improves Emotion Recognition in Adults with Different Levels of Sub-Clinical Autistic Traits	6
Actively Open-Minded Thinking and Its Measurement	6
Binding Costs in Processing Efficiency as Determinants of Cognitive Ability	6
Contrasting Profiles of Low-Performing Mathematics Students in Public and Private Schools in the Philippines: Insights from Machine Learning	6
Neuroenergetics and “General Intelligence”: A Systems Biology Perspective	6
A Mokken Scale Analysis of the Last Series of the Standard Progressive Matrices (SPM-LS)	6
The Search for the Elusive Basic Processes Underlying Human Intelligence: Historical and Contemporary Perspectives	6
Integrating Diverse Points of View on Intelligence: A 6P Framework and Its Implications	6
Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis	5
The Relationship between Early Word Reading, Phonological Awareness, Early Music Reading and Musical Aptitude	5
Emotional Intelligence and Emotional Hypersensitivity in Gifted Individuals	5
The Good, the Bad, and the Clever: Faking Ability as a Socio-Emotional Ability?	5
Is Flexibility More than Fluency and Originality?	5
Predicting Actual Social Skill Expression from Personality and Skill Self-Concepts	5
Carroll’s Three-Stratum (3S) Cognitive Ability Theory at 30 Years: Impact, 3S-CHC Theory Clarification, Structural Replication, and Cognitive–Achievement Psychometric Network Analysis Extension	5
When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors	5
The Transition to Noncommunicable Disease: How to Reduce Its Unsustainable Global Burden by Increasing Cognitive Access to Health Self-Management	5
Playful Testing of Executive Functions with Yellow-Red: Tablet-Based Battery for Children between 6 and 11	5
Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures	5
Déjà vu All Over Again: A Unitary Biological Mechanism for Intelligence Is (Probably) Untenable	5
A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic™ by ACT® Social Emotional Learning Assessment	5
Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?	5
It Is Hard to Read Minds without Words: Cues to Use to Achieve Empathic Accuracy	5
Exploring Neural Signal Complexity as a Potential Link between Creative Thinking, Intelligence, and Cognitive Control	5
We Can Boost IQ: Revisiting Kvashchev’s Experiment	4
The Behavioral, Emotional, and Social Skills Inventory (BESSI): Psychometric Properties of a German-Language Adaptation, Temporal Stabilities of the Skills, and Associations with Personality and Intel	4
The Use of Cognitive Tests in the Assessment of Dyslexia	4
Adapt, Explore, or Keep Going? The Role of Adaptability, Curiosity, and Perseverance in a Network of Study-Related Factors and Scholastic Success	4
Examining the Use of Game-Based Assessments for Hiring Autistic Job Seekers	4
Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School	4
Age-Related Changes and Reorganization of Creativity and Intelligence Indices in Schoolchildren and University Students	4
Fear of Missing Out, Emotional Intelligence and Attachment in Older Adults in Argentina	4
Academic Buoyancy: Overcoming Test Anxiety and Setbacks	4
Patterns of the Satisfaction and Frustration of Psychological Needs and Their Associations with Adolescent Students’ School Affect, Burnout, and Achievement	4
Reflections and New Perspectives on Face Cognition as a Specific Socio-Cognitive Ability	4
Developing Children’s Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions “Game Program”	4
Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training	4
Psychometric Properties of the Wong and Law Emotional Intelligence Scale in a Colombian Manager Sample	4
A Positive Association between Working Memory Capacity and Human Creativity: A Meta-Analytic Evidence	4
The Fight against Infectious Diseases: The Essential Role of Higher-Order Thinking and Problem-Solving	4
How Executive Processes Explain the Overlap between Working Memory Capacity and Fluid Intelligence: A Test of Process Overlap Theory	4
Accuracy in Judging Others’ Personalities: The Role of Emotion Recognition, Emotion Understanding, and Trait Emotional Intelligence	4
Do Executive Attentional Processes Uniquely or Commonly Explain Psychometric g and Correlations in the Positive Manifold? A Structural Equation Modeling and Network-Analysis Approach to Investigate th	4
The Relationships of Creative Coping and College Students’ Achievement Emotions and Academic Stress: The Mediating Role of Psychological Capital	4
An Examination of Ability Emotional Intelligence and Its Relationships with Fluid and Crystallized Abilities in a Student Sample	4
Interest–Ability Profiles: An Integrative Approach to Knowledge Acquisition	4
Emotional Intelligence and Creative Self-Efficacy among Gifted Children: Mediating Effect of Self-Esteem and Moderating Effect of Gender	4
Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies	4
Are Intelligent People Better Liars? Relationships between Cognitive Abilities and Credible Lying	4
Intelligence Can Be Used to Make a More Equitable Society but Only When Properly Defined and Applied	4
Stability and Change in Diffusion Model Parameters over Two Years	4
The Role of Semantic Associations as a Metacognitive Cue in Creative Idea Generation	4
Regularized Latent Class Analysis for Polytomous Item Responses: An Application to SPM-LS Data	4