High-performing teams: Is collective intelligence the answer?

Background/objectives: The concept of a general factor of collective intelligence, proposed by Woolley et al. (2010), has spurred interest in understanding collective intelligence within small groups. This study examines the validity of a general collective intelligence factor, assesses its underlying factor structure, and evaluates its utility in predicting performance on future group problem-solving tasks and academic outcomes. Methods: Using a correlational design, 85 university students completed a series of complex cognitive tasks across individual, group, and predictive phases. Results: Contrary to a single-factor model, findings favored a two-factor model influenced by Cattell’s theory of crystallized and fluid intelligence. These factors accounted for substantial variance in group performance and challenged the single-factor view. Predictive validity for academic outcomes was statistically significant: both individual and collective intelligence measures correlated moderately with group assignment scores (rs = .40 to .47, p < .05). Conclusions: Collective intelligence in small groups appears multidimensional, reflecting established theories of individual intelligence rather than a single factor. This understanding has implications for improving group performance in educational and organizational settings. Future research should explore these dimensions and their independent contributions to group dynamics and outcomes.