From 9630332e9c06c4156ce29b9416e529d3a8075294 Mon Sep 17 00:00:00 2001 From: Taylor Salo Date: Wed, 27 Jan 2021 14:33:54 -0500 Subject: [PATCH] Add Katie's preprint. --- ...23-bottenhorn-intelligence-and-academic.md | 40 +++++++++++++++++++ 1 file changed, 40 insertions(+) create mode 100644 papers/_posts/2021-01-23-bottenhorn-intelligence-and-academic.md diff --git a/papers/_posts/2021-01-23-bottenhorn-intelligence-and-academic.md b/papers/_posts/2021-01-23-bottenhorn-intelligence-and-academic.md new file mode 100644 index 00000000..e8be57fd --- /dev/null +++ b/papers/_posts/2021-01-23-bottenhorn-intelligence-and-academic.md @@ -0,0 +1,40 @@ +--- +layout: paper +title: "Intelligence and academic performance: Is it all in your head?" +nickname: 2021-01-23-bottenhorn-intelligence-and-academic +authors: "Bottenhorn KL, Bartley JE, Riedel MC, Salo T, Bravo EI, Odean R, Nazareth A, Laird RW, Musser ED, Pruden SM, Brewe E, Sutherland MT, Laird AR" +year: "2021" +journal: "bioRxiv" +volume: +issue: +pages: +is_published: false +image: /assets/images/papers/biorxiv.png +projects: ["physics-learning"] +tags: [preprint] + +# Text +fulltext: https://www.biorxiv.org/content/10.1101/2021.01.23.427928v1.full +pdf: https://www.biorxiv.org/content/10.1101/2021.01.23.427928v1.full.pdf +pdflink: +pmcid: +preprint: https://doi.org/10.1101/2021.01.23.427928 +supplement: https://www.biorxiv.org/content/biorxiv/early/2021/01/25/2021.01.23.427928/DC1/embed/media-1.pdf + +# Links +doi: "10.1101/2021.01.23.427928" +pmid: + +# Data and code +github: ["https://github.com/62442katieb/physics-learning-iq"] +neurovault: ["9385"] +openneuro: +figshare: +figshare_names: +osf: +--- +{% include JB/setup %} + +# Abstract + +Academic performance relies, in part, on intelligence; however, intelligence quotient (IQ) is limited in predicting academic success. Furthermore, while the search for the biological seat of intelligence predates neuroscience itself, its findings remain conflicting. Here, we assess the interplay between IQ, academic performance, and brain connectivity with behavioral and functional MRI data collected from undergraduate students as they completed an active learning or lecture-based semester-long university physics course. IQ (i.e., full-scale WAIS scores) increased significantly pre-to post-instruction, were associated with physics knowledge and reasoning measures, but were unrelated to overall course grade. IQ was related to brain connectivity during physics-related cognition, but connectivity did not mediate IQ’s association with task performance. These relations depended on students’ sex and instructional environment, providing evidence that physics classroom environment and pedagogy may have a gendered influence on students’ performance. Discussion focuses on opportunities to improve physics reasoning skills for all students.