Lay Definitions of Intelligence, Knowledge, and Memory: Inter- and Independence of Constructs
The present study examined how lay participants define the following concepts used widely in psychology: being intelligent, knowing, and remembering. In the scientific community, knowledge overlaps with the contents of semantic memory, crystallized intelligence reflects the accumulation of knowledge...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-04-01
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| Series: | Journal of Intelligence |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2079-3200/11/5/84 |
| _version_ | 1797599597996015616 |
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| author | Jennifer H. Coane John Cipollini Talia E. Barrett Joshua Kavaler Sharda Umanath |
| author_facet | Jennifer H. Coane John Cipollini Talia E. Barrett Joshua Kavaler Sharda Umanath |
| author_sort | Jennifer H. Coane |
| collection | DOAJ |
| description | The present study examined how lay participants define the following concepts used widely in psychology: being intelligent, knowing, and remembering. In the scientific community, knowledge overlaps with the contents of semantic memory, crystallized intelligence reflects the accumulation of knowledge, knowledge and event memory interact, and fluid intelligence and working memory correlate. Naturally, the lay public has implicit theories of these constructs. These theories mainly distinguish between intelligent and unintelligent behaviors and tend to include characteristics outside psychometric studies of intelligence, such as emotional intelligence. Here, we asked lay participants from the online platform Prolific to explain “what does being intelligent mean to you?” as well as “knowing” and “remembering” to understand their degree of alignment with theoretical conceptualizations in the research community. Qualitative coding of participant definitions showed that intelligence and knowledge are closely related, but asymmetrically—when defining what it means to be intelligent, participants reference knowledge, but intelligence is not considered in explaining <i>knowing</i>. Although participants note that intelligence is multi-faceted and related to problem-solving, there is an emphasis (in terms of frequency of mentions) on the crystallized side of intelligence (i.e., knowledge). A deeper understanding of lay participants’ mental models of these constructs (i.e., their metacognitions) is essential for bridging gaps between experts and the general public. |
| first_indexed | 2024-03-11T03:36:31Z |
| format | Article |
| id | doaj.art-7bbf7dbc01b24422b8b4be3278ab90d6 |
| institution | Directory Open Access Journal |
| issn | 2079-3200 |
| language | English |
| last_indexed | 2024-03-11T03:36:31Z |
| publishDate | 2023-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Journal of Intelligence |
| spelling | doaj.art-7bbf7dbc01b24422b8b4be3278ab90d62023-11-18T01:57:44ZengMDPI AGJournal of Intelligence2079-32002023-04-011158410.3390/jintelligence11050084Lay Definitions of Intelligence, Knowledge, and Memory: Inter- and Independence of ConstructsJennifer H. Coane0John Cipollini1Talia E. Barrett2Joshua Kavaler3Sharda Umanath4Department of Psychology, Colby College, Waterville, ME 04901, USADepartment of Psychology, Colby College, Waterville, ME 04901, USADepartment of Psychology, Colby College, Waterville, ME 04901, USADepartment of Psychology, Colby College, Waterville, ME 04901, USADepartment of Psychological Science, Claremont McKenna College, Claremont, CA 91711, USAThe present study examined how lay participants define the following concepts used widely in psychology: being intelligent, knowing, and remembering. In the scientific community, knowledge overlaps with the contents of semantic memory, crystallized intelligence reflects the accumulation of knowledge, knowledge and event memory interact, and fluid intelligence and working memory correlate. Naturally, the lay public has implicit theories of these constructs. These theories mainly distinguish between intelligent and unintelligent behaviors and tend to include characteristics outside psychometric studies of intelligence, such as emotional intelligence. Here, we asked lay participants from the online platform Prolific to explain “what does being intelligent mean to you?” as well as “knowing” and “remembering” to understand their degree of alignment with theoretical conceptualizations in the research community. Qualitative coding of participant definitions showed that intelligence and knowledge are closely related, but asymmetrically—when defining what it means to be intelligent, participants reference knowledge, but intelligence is not considered in explaining <i>knowing</i>. Although participants note that intelligence is multi-faceted and related to problem-solving, there is an emphasis (in terms of frequency of mentions) on the crystallized side of intelligence (i.e., knowledge). A deeper understanding of lay participants’ mental models of these constructs (i.e., their metacognitions) is essential for bridging gaps between experts and the general public.https://www.mdpi.com/2079-3200/11/5/84intelligencememoryknowledgemetacognitionface validity |
| spellingShingle | Jennifer H. Coane John Cipollini Talia E. Barrett Joshua Kavaler Sharda Umanath Lay Definitions of Intelligence, Knowledge, and Memory: Inter- and Independence of Constructs Journal of Intelligence intelligence memory knowledge metacognition face validity |
| title | Lay Definitions of Intelligence, Knowledge, and Memory: Inter- and Independence of Constructs |
| title_full | Lay Definitions of Intelligence, Knowledge, and Memory: Inter- and Independence of Constructs |
| title_fullStr | Lay Definitions of Intelligence, Knowledge, and Memory: Inter- and Independence of Constructs |
| title_full_unstemmed | Lay Definitions of Intelligence, Knowledge, and Memory: Inter- and Independence of Constructs |
| title_short | Lay Definitions of Intelligence, Knowledge, and Memory: Inter- and Independence of Constructs |
| title_sort | lay definitions of intelligence knowledge and memory inter and independence of constructs |
| topic | intelligence memory knowledge metacognition face validity |
| url | https://www.mdpi.com/2079-3200/11/5/84 |
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