This contribution to the Special Issue on the Future of Intelligence focuses on specific abilities. Specific abilities are distinct abilities (e.g., math, verbal, spatial) that differ conceptually and empirically from general intelligence (g; variance common to tests). Two specific abilities are discussed: (a) ability tilt, defined as an ability pattern based on differences in math and verbal scores on standardized tests (e.g., SAT and ACT), yielding math tilt (math > verbal) and verbal tilt (verbal > tilt); and (b) complex problem solving (CPS), defined as the ability to adapt to novel and dynamically changing environments. Although g is generally a strong predictor of life outcomes, tilt and CPS predict criteria beyond g. Math tilt predicts science, technology, engineering, and math (STEM) criteria (e.g., jobs, majors, aptitudes), whereas verbal tilt predicts humanities criteria. Similarly, CPS abilities (e.g., knowledge acquisition and knowledge application) predict academic achievement and job performance after controlling for g. CPS and tilt can be integrated into theories of intelligence such as Cattell-Horn-Carroll theory and investment theories. Future research should consider (a) reporting norms for tilt and CPS in testing programs (e.g., SAT and ACT); (b) using tilt and CPS to reduce disparate impact between groups; (c) using computerized testing to track tilt and CPS over time; and (d) integrating tilt and CPS into trait complexes involving personality traits, vocational interests, and specific abilities.

这份对智能未来特刊的贡献侧重于特定的能力。特定能力是不同的能力（例如数学、语言、空间），它们在概念和经验上与一般智力（g；测试常见的方差）不同。讨论了两种特定能力：(a)能力倾斜，定义为基于标准化测试（例如 SAT 和 ACT）数学和语言分数差异的能力模式，产生数学倾斜（数学 > 口头）和语言倾斜（口头 >倾斜）; (b)复杂问题解决(CPS)，定义为适应新的和动态变化的环境的能力。尽管g通常是生活结果的强预测因子，但倾斜和 CPS 预测的标准超出了克。数学倾斜预测科学、技术、工程和数学 (STEM) 标准（例如，工作、专业、能力），而语言倾斜预测人文科学标准。类似地，CPS 能力（例如，知识获取和知识应用）在控制g. CPS和倾斜可以融入智力理论，如卡特尔-霍恩-卡罗尔理论和投资理论。未来的研究应考虑 (a) 测试项目中倾斜和 CPS 的报告规范（例如，SAT 和 ACT）；(b) 使用倾斜和 CPS 来减少群体之间的不同影响；(c) 使用计算机化测试来跟踪倾斜度和 CPS 随时间的变化；(d) 将倾斜和 CPS 整合到涉及人格特质、职业兴趣和特定能力的特质复合体中。