Effects of age and schooling on intellectual performance: Estimates obtained from analysis of continuous variation in age and length of schooling

Cliffordson, Christina; Gustafsson, Jan‐Eric

doi:10.1016/j.intell.2007.03.006

Cited by 96 publications

(83 citation statements)

References 17 publications

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“…281) Such methodology makes it possible to use a small unique portion of variability of one variable that exists within constant levels of the other, thus allowing the estimation of the specific effect of each. Cliffordson and Gustafsson (2008), as well as Stelzl et al (1995), used this methodology and noted that schooling has a greater effect than age in cognitive development, which is consistent with the data reviewed by Ceci (1991). There is also evidence that the change is greater in tests where content resembles the domain of school syllabuses.…”

supporting

confidence: 65%

“…Although a decrease of the increase in scores in the final grades was expected, since Gf is relatively less easily influenced by schooling, the literature indicates that this influence exists (Cahan & Noyman, 2001;Ceci, 1991;Cliffordson & Gustafsson, 2008;Stelzl et al, 1995). within addition to this is the fact that a non-expected pattern was observed in the group of students in private schools, where both higher rates of developmental trajectories and also a higher quality of environmental stimulation -both formal (schools) and non-formal (family, friends) -was expected.…”

Section: Discussionmentioning

confidence: 99%

“…A major methodological problem inherent in these studies concerns the separation of the influence of school in cognitive development regardless of maturational development (Ceci, 1991;Cliffordson & Gustafsson, 2008;Stelzl et al, 1995). In regard to children, it is frequently assumed that the age variable is an indicator of neural maturation and that years of study are an indicator of education and the consequential impact of formal schooling.…”

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confidence: 99%

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Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Primi¹,

Couto²,

Almeida³

et al. 2012

Psicol. Reflex. Crit.

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Intelligence is commonly divided into two distinctive areas: fluid intelligence (Gf), which is understood as the skill of reasoning or intelligence as a process, and crystallized intelligence (Gc) that involves skills that are more related to learning and experience (knowledge-based skills). The objective of the present work was to investigate the effects that schooling and age exert on fluid and crystallized intelligence measuring students' results in sub-tests of the Battery of Reasoning Test . This study considered a sample composed of 1,722 students -603 were assessed with Form A of the battery and 1,119 with Form B. The results show that intelligence is systematically associated with schooling and age. Some difficulties in separating the effects of cognitive development from the effects of formal learning on students' cognitive performance are also emphasized. Keywords: Intelligence, fluid/crystallized intelligence, psychometrics, schooling, age. ResumoA inteligência é comumente dividida em fluida (Gf), entendida como habilidade de raciocínio ou inteligência como um processo, e cristalizada (Gc) como as habilidades mais associadas à aprendizagem e experiência (habilidades associadas aos conhecimentos). No presente trabalho, o objetivo foi investigar os efeitos que a escolarização e a idade exercem sobre Gf e Gc tomando os resultados dos alunos nos subtestes da Bateria de Provas de Raciocínio (BPR-5). Este estudo considerou uma amostra composta por 1722 estudantes respondendo 603 à forma A dessa bateria e 1119 à sua forma B. Os resultados apontam relações sistemáticas entre inteligência, escolaridade e idade. Também se enfatiza a dificuldade em se separar os efeitos do desenvolvimento cognitivo e da aprendizagem formal no desempenho cognitivo dos alunos. Palavras-chave: Inteligência, inteligência fluida/cristalizada, psicometria, escolarização, idade.Even though there is some controversy concerning the definition and measurement of intelligence, a relative consensus on the Cattell-Horn-Carroll hierarchical model of cognitive abilities has been noted in the last decade (McGrew, 1997(McGrew, , 2005. As its name suggests, this model incorporates the Gf-Gc theory, which initially originated with the work of Raymond Cattell (1963, 1971) and which later on was developed and extended by Horn and Cattell (1966) in articulation with the model proposed by Carroll (1993) based on a massive meta-analysis work.The psychometric theory of Cattell (Gf-Gc) initially proposed a detailed elaboration of the g factor concept of Spearman (1927) into two components: fluid intelligence, Gf, and crystallized intelligence, Gc. On one hand, Gf is understood as the potential for understanding and relating information, as well as solving new problems for which there is no available knowledge previously stored in memory. Thus, it implies deliberate implementation and controlled and systematic mental processes in order to find relationships between information organisation (induction) and the derivation of information (deduction)....

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supporting

confidence: 65%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Primi¹,

Couto²,

Almeida³

et al. 2012

Psicol. Reflex. Crit.

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“…144 Research reviews also document that increased levels of schooling can promote knowledge based skills (crystallized intelligence), biologically based information processing skills ("fluid intelligence) and specific components of intelligence such as reasoning and memory) for children from both high and low-middle income countries. [145][146][147][148] Additional findings illustrating the impact of later occurring experiences or interventions are also seen in table 3.…”

Section: Are Early Influences or Interventions Uniquely Sufficient?mentioning

confidence: 94%

Issues in the Timing of Integrated Early Interventions: Contributions from Nutrition, Neuroscience, and Psychological Research

Wachs¹,

Georgieff²,

Cusick³

et al. 2015

Prenatal and Childhood Nutrition

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A central issue when designing multi-dimensional biological and psychosocial interventions for children who are exposed to multiple developmental risks is identification of the age period(s) in which such interventions will have the strongest and longest lasting impact (sensitive periods). In this paper we review nutritional, neuroscience and psychological evidence on this issue. Nutritional evidence is used to identify nutrient sensitive periods of age-linked dimensions of brain development, with specific reference to iron deficiency. Neuroscience evidence is used to assess the importance of timing of exposures to environmental stressors for maintaining neural, neuroendocrine and immune systems integrity. Psychological evidence illustrates the sensitivity of cognitive and social-emotional development to contextual risk and protective influences encountered at different ages. Evidence reviewed documents that the early years of life are a sensitive period where biological or psychosocial interventions or exposure to risk or protective contextual influences can produce unique long-term influences upon human brain, neuroendocrine and cognitive or psychosocial development. However, the evidence does not identify the early years as the sole sensitive time period within which to have a significant influence upon development. Choice of age(s) to initiate interventions should be based on what outcomes are targeted and what interventions are used.

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“…Lo anterior hace evidente la importancia de los procesos educativos en la mejora de la calidad de vida de las personas con este tipo de discapacidades. Además, el grado de escolaridad resulta ser un factor relevante en el desarrollo de aspectos cognitivos que tradicionalmente se contemplan en la medición de la inteligencia (Cliffordson y Gustafsson, 2008;Tripathi, Kuma, Bharath, Marimuthu y Varghese, 2014), la cual resulta ser necesaria para planear un diagnóstico formal de discapacidad intelectual. La relevancia de este factor se hizo evidente en el presente estudio, pues todos los participantes contaban con un grado de escolaridad menor a doce años e incluso algunos con escolaridad nula, lo que tuvo consecuencias en la evaluación y constituyó una dificultad para el desarrollo de algunas de las actividades que se había planeado hacer inicialmente en la intervención.…”

Section: Discusión Y Conclusionesunclassified

Estrategias de estimulación cognitiva para la mejora de la atención en adultos con diagnóstico de discapacidad intelectual

et al. 2017

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El presente estudio tuvo como objetivo evaluar la eficacia de un protocolo de estimulación cognitiva enfocada en el fortalecimiento de la atención en pacientes con diagnóstico de discapacidad intelectual. Doce adultos pertenecientes a la Fundación para el Desarrollo Integral del Niño Especial (Fundines) (6 hombres y 6 mujeres), con edades entre 29 y 54 años fueron seleccionados teniendo en cuenta su grado de funcionalidad. La estimulación se realizó en 9 sesiones grupales durante 5 semanas. Se comparó el desempeño de los participantes en una evaluación pre y post estimulación con el uso de pruebas neuropsicológicas. Se obtuvieron cambios positivos en el funcionamiento cognitivo general y en una prueba de inteligencia de tamizaje. Se discute sobre la pertinencia de este tipo de intervenciones enfocadas en habilidades cognitivas específicas y sobre la cantidad de sesiones requeridas para obtener resultados que se mantengan en el tiempo y aporten a mejorar la calidad de vida de las personas con este diagnóstico.

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Effects of age and schooling on intellectual performance: Estimates obtained from analysis of continuous variation in age and length of schooling

Cited by 96 publications

References 17 publications

Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Issues in the Timing of Integrated Early Interventions: Contributions from Nutrition, Neuroscience, and Psychological Research

Estrategias de estimulación cognitiva para la mejora de la atención en adultos con diagnóstico de discapacidad intelectual

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