Journal
DEVELOPMENTAL PSYCHOLOGY
Volume 51, Issue 5, Pages 573-582Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0038981
Keywords
intelligence; cognitive development; education; g factor; structural equation modeling
Categories
Funding
- Research Into Ageing Programme Grant [251]
- Age UK
- Biotechnology and Biological Sciences Research Council
- Engineering and Physical Sciences Research Council
- Economic and Social Research Council
- Medical Research Council
- Medical Research Council [G0700704, MR/K026992/1, G1001245] Funding Source: researchfish
- MRC [G0700704] Funding Source: UKRI
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Previous research has indicated that education influences cognitive development, but it is unclear what, precisely, is being improved. Here, we tested whether education is associated with cognitive test score improvements via domain-general effects on general cognitive ability (g), or via domain-specific effects on particular cognitive skills. We conducted structural equation modeling on data from a large (n = 1,091), longitudinal sample, with a measure of intelligence at age 11 years and 10 tests covering a diverse range of cognitive abilities taken at age 70. Results indicated that the association of education with improved cognitive test scores is not mediated by g, but consists of direct effects on specific cognitive skills. These results suggest a decoupling of educational gains from increases in general intellectual capacity.
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