期刊
DEVELOPMENTAL PSYCHOLOGY
卷 51, 期 5, 页码 573-582出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0038981
关键词
intelligence; cognitive development; education; g factor; structural equation modeling
资金
- 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
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.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据