Sex, intelligence and educational achievement in a national cohort of over 175,000 11-year-old schoolchildren in England

Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence

“…Learning and academic achievement are supported by domain-general abilities such as working memory, (Jordan et al, 1995; Swanson and Kim, 2007; Alloway, 2009) and intelligence (Colom and Flores-Mendoza, 2007; Rohde and Thompson, 2007; Calvin et al, 2010). …”

Realising health data linkage from a researcher’s perspective: following up the 6-Day Sample of the Scottish Mental Survey 1947

“…By contrast, data on cognitive function and educational attainment are available for much of the population through schools and examination boards, and can greatly contribute to longitudinal studies (e.g. Booth et al, in press;Calvin, Fernandes, Smith, Visscher & Deary, 2010;Deary, Strand, Smith & Fernandes, 2007).…”

Sex differences across different racial ability levels: Theories of origin and societal consequences

“…Young US and Danish girls both earn higher grades in school than boys (Danmarks Statistik, 2014a;Jensen, 1998), irrespective of race, perhaps because teachers generally consider girls to be better pupils, doing their homework, and following instructions, with little noise. Calvin, Fernandes, Smith, Visscher, and Deary (2010) found that g correlates (r = 0.83) with an educational factor score, but it did not explain sex differences in academic achievement at age 11. The slight IQ advantage of pre-pubertal black females may in fact give them a minor, if only transient, developmental IQ advantage in education before puberty (conf.…”