Guess the score, fostering collective intelligence in the class

This paper proposes the use of serious games as a tool to enhance collective intelligence of undergraduate and graduate students. The development of social skills of individuals in a group is related to the performance of the collective intelligence of the group manifested through the shared and collaborative development of intellectual tasks [1]. Guess the Score GS, is a serious game implemented by means of an online tool, created to foster the development, collaboration and engagement of students. It's has been designed with the intention of facilitating the development of individual’s social skills in a group in order to promote education of collective intelligence. This paper concludes that the design of learning activities using serious games as a support tool in education, generate awareness about of utilities of gaming in the collective learning environment and the fostering of collective intelligence education.Postprint (published version

Technical Report for “When People Estimate their Personal Intelligence Who Is Overconfident? Who is Accurate?”

The Technical Supplement includes additional information about the article “Who Believes they are High in Personal Intelligence.” The Supplement is organized such that material follows the organization of the article, with the exception that group-wise analyses—i.e., analyses based on median splits of the archival samples on the Test of Personal Intelligence and Self-Estimated Personal Intelligence, are in their own Appendix owing to the considerable length of that material

Social transmission of leadership preference:knowledge of group membership and partisan media reporting moderates perceptions of leadership ability from facial cues to competence and dominance

While first impressions of dominance and competence can influence leadership preference, social transmission of leadership preference has received little attention. The capacity to transmit, store and compute information has increased greatly over recent history, and the new media environment may encourage partisanship (i.e. ‘echo chambers’), misinformation and rumour spreading to support political and social causes and be conducive both to emotive writing and emotional contagion, which may shape voting behaviour. In our pre-registered experiment, we examined whether implicit associations between facial cues to dominance and competence (intelligence) and leadership ability are strengthened by partisan media and knowledge that leaders support or oppose us on a socio-political issue of personal importance. Social information, in general, reduced well-established implicit associations between facial cues and leadership ability. However, as predicted, social knowledge of group membership reduced preferences for facial cues to high dominance and intelligence in out-group leaders. In the opposite-direction to our original prediction, this ‘in-group bias’ was greater under less partisan versus partisan media, with partisan writing eliciting greater state anxiety across the sample. Partisanship also altered the salience of women’s facial appearance (i.e., cues to high dominance and intelligence) in out-group versus in-group leaders. Independent of the media environment, men and women displayed an in-group bias toward facial cues of dominance in same-sex leaders. Our findings reveal effects of minimal social information (facial appearance, group membership, media reporting) on leadership judgements, which may have implications for patterns of voting or socio-political behaviour at the local or national level

International humanitarian law and the targeting of non-state intelligence personnel and objects

This Article examines the targetability of individuals and organizations performing intelligence functions for a non-State group involved in an armed conflict. Specifically, it considers the circumstances under which they lose the international humanitarian law (IHL) protections from, and during, attacks that they would otherwise enjoy as civilians. To do so, the piece deconstructs IHL’s “organized armed group” construct to determine when an intelligence organization can be characterized as a component thereof. Noting that some non-State groups consist of both entities involved in the hostilities and organizations having no relationship to them, the Article introduces the concept of a non-State group’s “overall OAG,” a notion that parallel’s the characterization of a State’s various military units as its “armed forces.” Additionally, the Article assesses the circumstances under which individuals engaged in activities intelligence who are not members of an OAG may be targeted on the basis of their “direct participation in the hostilities.

Brief report : the level and nature of autistic intelligence revisited

Owing to higher performance on the Raven’s Progressive Matrices (RPM) than on the Wechsler Intelligence Scales (WIS), it has recently been argued that intelligence is underestimated in autism. This study examined RPM and WIS IQs in 48 individuals with autism, a mixed clinical (n = 28) and a neurotypical (n = 25) control group. Average RPM IQ was higher than WIS IQ only in the autism group, albeit to a much lesser degree than previously reported and only for individuals with WIS IQs <85. Consequently, and given the importance of reliable multidimensional IQ estimates in autism, the WIS are recommended as first choice IQ measure in high functioning individuals. Additional testing with the RPM might be required in the lower end of the spectrum

The Tension Between Privacy and Security

A Review of President’s Review Group on Intelligence and Communications Technologies, Liberty and Security in a Changing World, 2013 and United Nations Office of the High Commissioner, Report of the Special Rapporteur on the Right to Privacy, Joseph A. Cannataci, 2016

The relation between fluid intelligence and the general factor as a function of cultural background: a test of Cattell's investment theory

According to Cattell’s (1987) Investment theory individual differences in acquisition of knowledge and skills are partly the result of investment of Fluid Intelligence (Gf) in learning situations demanding insights in complex relations. If this theory holds true Gf will be a factor of General Intelligence (g) because it is involved in all domains of learning. The purpose of the current study was to test the Investment theory, through investigating effects on the relation between Gf and g of differential learning opportunities for different subsets of a population. A second-order model was fitted with confirmatory factor analysis to a battery of 17 tests hypothesized to measure four broad cognitive abilities The model was estimated for three groups with different learning opportunities (N = 2358 Swedes, N = 620 European immigrants, N = 591 non-European immigrants), as well as for the total group. For this group the g Gf relationship was 0.83, while it was close to unity within each of the three subgroups. These results support the Investment theory.Structure of intelligence; Cattell’s Investment theory; fluid Intelligence; general Intelligence

How group identification distorts beliefs

This paper investigates how group identification distorts people’s beliefs about the ability of their peers in social groups. We find that experimentally manipulated identification with a randomly composed group leads to overconfident beliefs about fellow group members’ performance on an intelligence test. This result cannot be explained by individual overconfidence, i.e., participants overconfident in their own skill believing that their group performed better because of them, as this was ruled out by experimental design. Moreover, we find that participants with stronger group identification put more weight on positive signals about their group when updating their beliefs. These in-group biases in beliefs can have important economic consequences when group membership is used to make inference about an individual’s characteristics as, for instance, in hiring decisions

Moderating effect of gender and age on the relationship between emotional intelligence with social and academic adjustment among first year university students

This study examined whether emotional intelligence is significantly correlated with social adjustment and academic adjustment. It also explored the moderating effects of gender and age factors and their linked between emotional intelligence and social adjustment as well as academic adjustment among first year university students. 289 first year university students (148 males and 141 females) at the Irbid Govern Orate, North of Jordan, participate in the study and were categorized based on two age groups, younger students between the age of 18 – 25 and older students between the range of 26 and above. Two valid and reliable instruments were used to assess student’s emotional intelligence, social adjustment and academic adjustment. Correlation and multi-group analysis using structural equation model were used to analyse these data. The result shows no significant relationship between emotional intelligence and of both social adjustment and academic adjustment. In addition, the moderating effect of gender was not found. However, the moderating effect of age on the relationship between emotional intelligence with social adjustment and academic adjustment were established