How much does education improve intelligence? A meta-analysis

Ritchie, Stuart J.; Tucker‐Drob, Elliot M.

doi:10.31234/osf.io/kymhp

Cited by 31 publications

(12 citation statements)

References 21 publications

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“…Another question motivated by our results is whether measured environments differentially account for C across age. Finally, environments that do not vary across schools or neighborhoods in the current sample, such as exposure to schooling itself (Gurven et al., ; Ritchie & Tucker‐Drob, ), will not factor into C variation, regardless of their importance for cognitive and academic development.…”

Section: Discussionmentioning

confidence: 98%

Accounting for the shared environment in cognitive abilities and academic achievement with measured socioecological contexts

Engelhardt

Church

Harden

et al. 2018

Developmental Science

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Behavioral and molecular genetic research has established that child cognitive ability and academic performance are substantially heritable, but genetic variation does not account for all of the stratification of cognitive and academic outcomes across families. Which specific contexts and experiences contribute to these shared environmental influences on cognitive ability and academic achievement? Using an ethnically and socioeconomically diverse sample of N = 1728 twins ages 7-20 from the Texas Twin Project, we identified specific measured family, school, and neighborhood socioecological contexts that statistically accounted for latent shared environmental variance in cognitive abilities and academic skills. Composite measures of parent socioeconomic status (SES), school demographic composition, and neighborhood SES accounted for moderate proportions of variation in IQ and achievement. Total variance explained by the multilevel contexts ranged from 15% to 22%. The influence of family SES on IQ and achievement overlapped substantially with the influence of school and neighborhood predictors. Together with race, the measured socioecological contexts explained 100% of shared environmental influences on IQ and approximately 79% of shared environmental influences on both verbal comprehension and reading ability. In contrast, nontrivial proportions of shared environmental variation in math performance were left unexplained. We highlight the potential utility of constructing "polyenvironmental risk scores" in an effort to better predict developmental outcomes and to quantify children's and adolescents' interrelated networks of experiences. A video abstract of this article can be viewed at: https://youtu.be/77E_DctFsr0.

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Section: Discussionmentioning

confidence: 98%

Accounting for the shared environment in cognitive abilities and academic achievement with measured socioecological contexts

Engelhardt

Church

Harden

et al. 2018

Developmental Science

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“…Quasiexperimental prospective studies have shown that education improves intelligence. 58 We suspect that since this cohort was ascertained at first admission, the youngest individuals in this cohort experienced more educational disruption. It is possible in individuals with psychotic disorders, the advantage provided by the Flynn effect is counteracted by educational disruptions.…”

Section: Limitationsmentioning

confidence: 99%

The Course of General Cognitive Ability in Individuals With Psychotic Disorders

et al. 2022

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IMPORTANCE Schizophrenia is associated with major cognitive deficits and has been conceptualized as both a neurodevelopmental and a neurodegenerative disorder. However, when deficits develop and how they change over the course of illness is uncertain.OBJECTIVE To trace cognition from elementary school to old age to test neurodevelopmental and neurodegenerative theories of psychotic disorders.DESIGN, SETTING, AND PARTICIPANTS Data were taken from the Suffolk County Mental Health Project, a first-admission longitudinal cohort study of individuals with psychotic disorders. Participants were recruited from all 12 inpatient psychiatric facilities in Suffolk County, New York. This analysis concerns the 428 participants with at least 2 estimates of general cognitive ability.

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“…Schooling, with its primary function of academic instruction, can explain bidirectional relations between cognitive abilities and academic performance (Ceci & Williams, ; Jacob & Parkinson, ; Ritchie & Tucker‐Drob, ). Early on, children use cognitive abilities to learn academic skills, and performing most academic tasks involves the use of those cognitive abilities (Evans & Stanovich, ; Peng et al, ).…”

Section: Mechanisms Of Cognitive‐academic Bidirectionalitymentioning

confidence: 99%

The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective

Peng

Kievit

2020

Child Dev Perspectives

295

172

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Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high‐quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive‐academic bidirectionality. Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high‐quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive‐academic bidirectionality.

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How much does education improve intelligence? A meta-analysis

Cited by 31 publications

References 21 publications

Accounting for the shared environment in cognitive abilities and academic achievement with measured socioecological contexts

Accounting for the shared environment in cognitive abilities and academic achievement with measured socioecological contexts

The Course of General Cognitive Ability in Individuals With Psychotic Disorders

The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective

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