Extraversion and intelligence: A meta-analytic investigation

By Mark B. Wolf, Phillip L. Ackerman. 2005

110 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/83a98f10ea6def1d56c03d2db03e8da80af8bda2

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In Clinical Psychology

In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Personality predictors of intelligence: Differences between young and cognitively healthy older adults (2006, methodology): “…from Extraversion measures used in the past; and (b) recent studies tend to use older samples (meaning older adolescents as opposed to younger adolescents), and this age difference may moderate the relation between Extraversion and intelligence, at least in young samples (Wolf & Ackerman, 2005).”
A meta-analysis of the five-factor model of personality and academic performance. (2009, background): “Although restricting the meta-analysis to FFM measures excluded correlations with comparable measures, such as the Extraversion and Neuroticism Scales of the Eysenck Personality Questionnaire (Eysenck & Eysenck, 1975), it had the advantage of ensuring that in all the studies, measures had been used ”
The five factor model of personality and intelligence: A twin study on the relationship between the two constructs (2012, background): “Occasionally, extraversion has been reported to correlate (positively and negatively) with intelligence (Wolf & Ackerman, 2005), and this relation has been moderated by the nature of the test and the context (Bates & Rock, 2004; Matthews, 1997; Rawlings & Carnie, 1989; Robinson, 1985).”
Ability emotional intelligence, trait emotional intelligence and academic success in British secondary schools (2012, background): “In addition, extraversion (sensation-seeking, assertive, and sociable) is associatedwith academic success, although there is evidence that this relationship changes from childhood to adolescence (Wolf & Ackerman, 2005).”
Personality and school performance: Incremental validity of self- and peer-ratings over intelligence (2006, background): “Alternative explanations point in the direction of developmental changes in the ability-Extraversion correlation, such that brighter individuals become more introverted over time and vice-versa (Anthony, 1973; Eysenck & Cookson, 1969; Wolf & Ackerman, 2005).”
Intellectual Competence and the Intelligent Personality: A Third Way in Differential Psychology (2006, background): “…be moderated by the type of test, specifically the extent to which high scores are a function of accuracy (Introversion) or speed (Extraversion; Chamorro-Premuzic, Moutafi, & Furnham, 2005; Furnham, Chamorro-Premuzic, & Moutafi, 2005; Furnham, Forde, & Cotter, 1998a, 1998b; Wolf & Ackerman, 2005).”
Sex differences in school achievement: what are the roles of personality and achievement motivation? (2008, background): “Other authors point to developmental changes, with more gifted students becoming more introverted over time (Wolf & Ackerman, 2005).”