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General knowledge is information that has been accumulated over time through various
mediums.[1] It excludes specialized learning that can only be obtained with extensive training and
information confined to a single medium. General knowledge is an essential component
of crystallized intelligence. It is strongly associated with general intelligence and with openness to
experience.[2]
Studies have found that people who are highly knowledgeable in a particular domain tend to be
knowledgeable in many.[3][4] General knowledge is thought to be supported by long-term semantic
memory ability.[5] General knowledge also supports schemata for textual understanding.[6] In 2019,
it was found in a survey that New Zealanders had "concerning" gaps in their general knowledge.
[7]

Intelligence[edit]
High scorers on tests of general knowledge tend to also score highly on intelligence tests. IQ has
been found to robustly predict general knowledge scores even after accounting for differences in
age, and five-factor model personality traits.[8][9][10] However, many general knowledge tests are
designed to create a normal distribution of answers, creating a bell-shaped curve.[11]
General knowledge is also moderately associated with verbal ability, though only weakly or not at
all with numerical and spatial ability.[3] As with crystallized intelligence, general knowledge has
been found to increase with age.[12]

Long-term semantic memory[edit]

General knowledge is stored as semantic memory.[13] Most semantic memory is preserved
through old age, though there are deficits in retrieval of certain specific words correlated with
aging.[13] In addition, stress or various emotional levels can negatively affect semantic memory
retrieval.[13]

Personality[edit]
People high in general knowledge[14] tend to be highly open to new experiences[8][9][10][12] and
in typical intellectual engagement.[9][10] The relationship between openness to experience and
general knowledge remains robust even when IQ is taken into account.[8][10] People high in
openness may be more motivated to engage in intellectual pursuits that increase their
knowledge.[10] Relationships between general knowledge and other five factor model traits tend to
be weak and inconsistent. Though one study found that extraversion and neuroticism were
negatively correlated with general knowledge,[9] others found that they were unrelated.[8]
[12]
 Inconsistent results have also been found for conscientiousness.[note 1]

Predictor of achievement[edit]
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A number of studies have assessed whether performance on a general knowledge test can
predict achievement in particular areas, namely in academics,[15] proofreading,[16] and creativity.[17]

Academic achievement[edit]
General knowledge has been found to predict exam results in a study of British schoolchildren.
[15]
 The study examined cognitive ability and personality predictors of exam performance and
found that general knowledge was positively correlated with GCSE English, mathematics, and
overall exam results. General knowledge test scores predicted exam results, even after
controlling for IQ, five factor model personality traits, and learning styles.
Proofreading[edit]
General knowledge has been found to robustly predict proofreading skills in university students.
[16]
 A study found that proofreading had a larger correlation with general knowledge than with
general intelligence, verbal reasoning, or openness to experience. In a multiple regression
analysis using general knowledge, general intelligence, verbal reasoning, five factor personality
traits, and learning styles as predictors, only general knowledge was a significant predictor.

Creativity[edit]
General knowledge has been found to have weak associations with measures of creativity.[17] In a
study examining contributions of personality and intelligence to creativity, general knowledge was
positively correlated with tests of divergent thinking, but was unrelated to a biographical measure
of creative achievement, self-rated creativity, or a composite measure of creativity. The
relationship between general knowledge and divergent thinking became non-significant when
controlling for fluid intelligence.