Causes and Consequences of Cognitive Functioning Across the Life Course

Hauser, Robert M.

doi:10.3102/0013189x10363171

Cited by 33 publications

(44 citation statements)

References 78 publications

(98 reference statements)

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“…First, it is mathematics focused, with self-beliefs and values measured specifically in this domain. This is not unusual in this sort of research and mathematics is an important domain in explaining long-term attainment (Buchmann & Park, 2009;Hauser, 2010). Nevertheless, self-beliefs are domain specific and, as such, further research should consider the information distortion model in relation to other academic domains and in relation to global academic domain variables.…”

Section: Limitationsmentioning

confidence: 95%

An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

Parker¹,

Marsh²,

Guo³

et al. 2018

Journal of Educational Psychology

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In this paper we develop an information distortion model (IDM) of social class differences in self-beliefs and values. The IDM combines psychological biases on frame-of-reference effects with sociological foci on ability stratification. This combination is hypothesized to lead to working class children having more positive math self-beliefs and values than equally able salariat children. We further suggest that the same conditions that give rise to the working class benefit in self-beliefs and values are associated with signaling effects, which suppress educational aspirations and attainment. These hypotheses are tested in one cross-sectional multi-national and one longitudinal study. The results in favor of the IDM challenge cultural models of social class differences and have implications for rational action theory. Educational Impact And Implications StatementWorking class children have higher academic self-concept and task value than equally able, more advantaged, peers in school systems that are stratified by academic ability. However, our cross-national and longitudinal research shows that this advantage does not appear to translate into higher aspirations or attainment. We suggests that the very educational structures that give rise to self-concept and task value advantage for poorer children simultaneously restrict the possibility of their using this advantage to their benefit in terms of educational attainment.

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Section: Limitationsmentioning

confidence: 95%

An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

Parker¹,

Marsh²,

Guo³

et al. 2018

Journal of Educational Psychology

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show abstract

“…Cognitive ability is positively correlated with earnings, although the strength of this correlation and the degree to which the effect is direct or mediated by educational attainment is unclear (Cawley et al 1997; Cawley, Heckman, and Vytlacil 2001; Gensowski 2014; Hauser 2010; Heckman et al 2006). Heckman and colleagues (2006) estimate that cognitive ability explains 9 percent of the variance in men’s wages and 12.4 percent of the variance in women’s wages.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Given increases in the importance and costs of higher education, we focus explicitly on the transition from high school into and through college, including pathways into elite colleges. We build on a substantial evidentiary foundation that demonstrates how cognitive skills—including quantitative and verbal ability—and noncognitive skills—including self-esteem, locus of control, and self-concept—contribute to (parental) income and wealth (e.g., Fletcher 2013; Hauser 2010; Heckman, Stixrud, and Urzua 2006; Mayer 1997; Zagorsky 2007). As we will show, these same parental skills contribute to children’s educational success, and thus to an appreciable degree confound the association between parents’ economic resources and children’s educational outcomes.…”

mentioning

confidence: 99%

What Skills Can Buy

Doren

Grodsky

2016

Sociol Educ

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Parental income and wealth contribute to children’s success but are at least partly endogenous to parents’ cognitive and noncognitive skills. We estimate the degree to which mothers’ skills measured in early adulthood confound the relationship between their economic resources and their children’s postsecondary education outcomes. Analyses of NLSY79 suggest that maternal cognitive and noncognitive skills attenuate half of parental income’s association with child baccalaureate college attendance, a fifth of its association with elite college attendance, and a quarter of its association with bachelor’s degree completion. Maternal skills likewise attenuate a third of parental wealth’s association with children’s baccalaureate college attendance, half of its association with elite college attendance, and a fifth of its association with bachelor’s degree completion. Observational studies of the relationship between parents’ economic resources and children’s postsecondary attainments that fail to account for parental skills risk seriously overstating the benefits of parental income and wealth.

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“…However, there are other, sometimes surprising, consequences of IQ throughout adult life. The long-term correlates of adolescent cognition include drinking behaviour, survey participation, Internet use, and the timing of menopause (Hauser, 2010). Some early and recent studies have further shown a negative relationship between intelligence and religious belief in the United States and Europe (Lynn et al 2008), as well as childhood obesity (Yu et al 2010), and fertility (Meisenberg, 2010).…”

Section: Introductionmentioning

confidence: 98%

The influence of intelligence and emotions on the acceptability of genetically modified organisms

Šorgo

Jaušovec

et al. 2012

Electro Journal of Biotech

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The purpose of the study was to explore the relation between the acceptance of genetically modified organisms, basic emotions, general (IQ), verbal (VIQ) and procedural (PIQ) intelligence. The sample comprised 123 students of psychology (N = 65; 52.8%) and pre-service teachers (N = 58; 47.2%). There were 52 (42.3%) females and 71 males (57.7%) from one of the Slovenian universities. The conclusions of the study are as follows: a) acceptability of genetically modified organisms cannot be considered as a single group, but each GMO should be considered separately. Plants and microorganisms are much more easily to be accepted than animals and usages others than for food are more acceptable. Females showed higher level of acceptance than males. b) Among responses involving ten basic emotions (fear, anger, joy, disgust, sadness, shame, contempt, guilt, surprise and interest), anger, fear, disgust and contempt are significantly correlated with the rejection of GMOs. Interest and surprise are the most frequent responses towards GMOs but are not correlated with acceptance, showing that interest can be triggered by both negative and positive attitudes toward GMOs. c) IQ in females is negatively correlated with fear, disgust, sadness, shame, contempt, guilt and surprise (statistically significant); VIQ with fear, disgust, shame and guilt; PIQ with joy, shame and guilt. Higher IQ, VIQ and PIQ are connected with the lower emotional response, leading to easier acceptance of GMOs.

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Causes and Consequences of Cognitive Functioning Across the Life Course

Cited by 33 publications

References 78 publications

An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

What Skills Can Buy

The influence of intelligence and emotions on the acceptability of genetically modified organisms

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