Evidence map›Paper›PMID 37735179›Full record

ArticleScientific reports2023

The influence of general knowledge test performance on self-ratings of and perceived relationships between intelligence, knowledge, and memory.

Jennifer H Coane, John Cipollini, Charlotte Beaulieu, Julianna Song, Sharda Umanath

Abstract read
In one paragraph

Article in Scientific reports, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Jennifer H CoaneDepartment of Psychology, Colby College, Waterville, ME, 04901, USA. jhcoane@colby.edu.ORCID http://orcid.org/0000-0002-0934-0250
John CipolliniDepartment of Psychology, Colby College, Waterville, ME, 04901, USA.
Charlotte BeaulieuDepartment of Psychology, Colby College, Waterville, ME, 04901, USA.
Julianna SongDepartment of Psychology, Colby College, Waterville, ME, 04901, USA.
Sharda UmanathClaremont McKenna College, Claremont, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The present study examined how taking a general knowledge (GK) test affects perceptions of one's intelligence, memory, and knowledge and the relationship between these three constructs. Participants rated their abilities on each construct and the strength of the relationships between them before and after completing an easy or hard GK test or control task. In Experiment 1, participants were (mis)informed that GK questions were correctly answered by 50% of the population; in Experiment 2, no such information was provided. Regardless of (mis)information about others' performance, participants in the Hard condition believed they had a worse memory, were less knowledgeable, and were less intelligent post-task. However, the strength of the perceived relationship between GK and intelligence decreased only when participants were misled. Judgments of one's intelligence, memory, and knowledge can be manipulated by taking a GK test, and individuals engage in self-protective behavior to reduce the potential threat to one's self-concept.

Indexed as

IntelligenceJudgmentHardness TestsHumansKnowledgeMemory Disorders

Identifiers

PMID37735179
PMCPMC10514288

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.