Personality,intelligence and general knowledge |
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| Affiliation: | 1. Western Illinois University, United States;2. University of Arizona, United States;1. Department of Educational Science, University of Bamberg, Germany;2. Department of Psychology and Education, Ulm University, Germany;1. Humboldt-Universität zu Berlin, Berlin, Germany);2. Centre for Educational Measurement at the University of Oslo, Norway);1. Illinois State University, Psychology Department, 447 DeGarmo, Campus Box 4620, Normal, IL 61790-4620, United States;2. University of Illinois at Urbana-Champaign, Department of Psychology and School of Labor & Employment Relations, 603 E. Daniel Street, Champaign, IL 61820, United States |
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| Abstract: | Three studies, all on student populations, looked at the relationship between a recently psychometrised measure of General Knowledge [Irwing, P., Cammock, T., & Lynn, R. (2001). Some evidence for the existence of a general factor of semantic memory and its components. Personality and Individual Differences, 30, 857–871], both long and short versions of the Big Five Personality Inventory, one measure of general [Wonderlic, E. (1992). Wonderlic personnel test. Libertyville, IL: Wonderlic] and a short measure of fluid intelligence [Baddeley, A. (1968). A 3 min reasoning test based on grammatical transformation. Psychonomic Science, 10, 341–342]. Results were fairly consistent between studies indicating that General Knowledge was moderately correlated with general intelligence (r between .30 and .62). Personality correlates of General Knowledge were less consistent though, in two studies Conscientiousness and Openness was positively and significantly correlated with the total score. The advantages and disadvantages of using General Knowledge as a proxy intelligence test are considered. |
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