The temporal stability of individually tested intelligence

Schuerger, James M.; Witt, Anita

doi:10.1002/1097-4679(198903)45:2<294::aid-jclp2270450218>3.0.co;2-n

Cited by 110 publications

(79 citation statements)

References 26 publications

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“…Our analysis enriches the research by following infants from birth until the age of 11 years using reliable psychometric measures of skills as well as of parental investments. Analysing this issue already from the beginning is of utmost interest, because there is various evidence that the IQ is stable by the age of ten years (Schuerger and Witt (1989)). However, most previous studies addressing this issue were unable to follow skill formation from birth on and lacked adequate measures of child skills and home environment.…”

Section: Introductionmentioning

confidence: 99%

The Role of Parental Investments for Cognitive and Noncognitive Skill Formation – Evidence for the First 11 Years of Life

2010

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Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp10028.pdf This study examines the impact of parental investments on the development of cognitive, mental and emotional skills during childhood using data from a 20-year longitudinal study, the Mannheim Study of Children at Risk, starting at birth. We find empirical evidence for sensitive and critical periods of cognitive and mental skills within the first eleven years of life. Non-technical summaryThis implies that parental investments are most efficient for both types of skills directly after birth and less efficient at age eight and turn ineffective later on. We find that cognitive skills are most important for predicting school success, followed by mental skills, while emotional skills are less important.Our results indicate that initial conditions matter throughout childhood and that organic risk (e.g. low birth weight) is more detrimental for the development of cognitive skills, while psychosocial risk (e.g. early pregnancy) is more detrimental for the development of mental and emotional skills regarding the effect of parental investments. We also find differences between girls and boys considering the effect of parental investments. Boys profit more from parental investments in terms of cognitive skill development, while their mental skill development is more independent. Girls, on the other hand, benefit more from high investments with respect to their mental skill development. we examine the skill development for girls and boys separately, as well as for children who were born with either organic or psychosocial risk. We find a decreasing impact of parental investments on cognitive and mental skills, while emotional skills seem to be unaffected by parental investment throughout childhood. Thus, initial inequality persists during childhood. Since families are the main sources of education during the first years of life, our results have important implications for the quality of the parent-child relationship. Das Wichtigste in Kürze

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Section: Introductionmentioning

confidence: 99%

The Role of Parental Investments for Cognitive and Noncognitive Skill Formation – Evidence for the First 11 Years of Life

2010

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“…Furthermore, the effect was reproduced when twin pairs with a gestational age of less than 37 weeks were excluded. The absence of gene effects at age 5 may be because IQ is less reliably measured in young children (Schuerger & Witt, 1989), while at age 12 it may be that some aspect of the common environment is interacting with genes to modify the effects of birthweight on IQ.…”

mentioning

confidence: 99%

Exploring the Etiology of the Association Between Birthweight and IQ in an Adolescent Twin Sample

Luciano

Wright²,

Martin³

2004

Twin Res

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“…For the interpretation of temporal correlations, we take potential measurement errors into account. For instance, measurement errors decline with age for cognitive abilities (see Schrueger and Witt, 1989). A correlation coefficient between 0.25 and 0.49 indicates moderate stability, a value between 0.5 and 0.74 indicates stability and values above 0.74 indicate high stability of interpersonal differences over time.…”

Section: Economic and Socio-emotional Home Resourcesmentioning

confidence: 74%

Self-Productivity and Complementarities in Human Development: Evidence from MARS

et al. 2008

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Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp08067.pdf Nontechnical SummaryEconomists and psychologists share a common interest in research on ability and health development. Deep-seated capabilities formed in early childhood, a period of dramatic growth and intensive interaction with parents and the environment, have long-term implications for human development and personality. The relationship between initial risk conditions (both from the organic and the psychosocial perspective) investments and ability development is analyzed to gain an understanding of the formation of capability and resilience in childhood.We regard our study as a starting point for research on sensitive and critical investment periods in human development. The paper contributes to uncovering the relationship between home resources and self-productivity during the development of basic abilities in childhood. We investigate complementarities between the basic abilities and children's achievement using data taken from the Mannheim Study of Children at Risk (MARS), an epidemiological cohort study from birth to adulthood.Our findings demonstrate that interpersonal differences in cognitive and noncognitive capabilities are consistently associated with socio-emotional home resources, the relationship being stage-specific. Individual differences in basic abilities amplify between the ages of 3 months and 11 years. Adversarial consequences of initial organic and psychosocial risks cumulate and persist until adolescence. Noncognitive abilities are related to home resources until secondary school age, and to cognitive abilities until preschool age. For motor abilities, self-productivity seems to be high throughout the development process. Persistence fosters cognitive abilities and school achievement. Basic abilities at preschool age significantly predict social competencies and school grades. Higher basic abilities at primary school age and home resources predict a higher-track secondary school attendance.The other side of the coin of inequality evolution in the early life cycle is the high stability of home resources. Advantages from favourable socio-emotional home resources and disadvantages from insufficient home resources cumulate during the developmental stages. Starting with risk and growing up in an unfavourable environment impedes the development of basic cognitive and motor abilities. The disadvantage continues during the early life cycle until s...

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The temporal stability of individually tested intelligence

Cited by 110 publications

References 26 publications

The Role of Parental Investments for Cognitive and Noncognitive Skill Formation – Evidence for the First 11 Years of Life

The Role of Parental Investments for Cognitive and Noncognitive Skill Formation – Evidence for the First 11 Years of Life

Exploring the Etiology of the Association Between Birthweight and IQ in an Adolescent Twin Sample

Self-Productivity and Complementarities in Human Development: Evidence from MARS

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