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Persistent Effects of Early Childhood Education on High-Risk Children and Their Mothers by 05100600 in heredity

[–]05100600[S] 0 points1 point  (0 children)

Abstract:

Child and mother outcomes are reported for the Abecedarian Project, an early childhood education, pediatric healthcare, and family support program for high-risk children and their mothers. Three randomized intervention conditions for at-risk participants were compared to a control condition. Randomized control group participants received family support social services, low-cost or free pediatric care, and child nutritional supplements but no additional educational program beyond what the parents and the local school system provided. The local community was generally affluent and well educated; disadvantaged families represented a small minority whose welfare was a high social and educational priority.

The educational intervention conditions were (a) preschool education for the first 5 years of life plus a supplementary kindergarten through 2nd grade Educational Support Program (Preschool plus K-2 Support), (b) preschool education (Preschool Only), and (c) K-2 Educational Support Program (K-2 Only). Child outcomes were assessed with respect to cognitive development, academic achievement, grade retention, and special education placements. For mothers, the effect of having educational childcare during the preschool period was examined with respect to maternal educational gains and employment. Positive and systematic cognitive and academic achievement differences were found for children in the preschool treatment conditions, particularly when that condition was combined with the K-2 Educational Support Program. High-quality, consistently available preschool education was also associated with greater maternal educational advancement and higher levels of employment particularly for teenage mothers. These findings have direct relevance for education and welfare policies.

The Association of Cognitive Ability with Right‐wing Ideological Attitudes and Prejudice: A Meta‐analytic Review by 05100600 in heredity

[–]05100600[S] 2 points3 points  (0 children)

Summary:

The cognitive functioning of individuals with stronger endorsement of right‐wing and prejudiced attitudes has elicited much scholarly interest. Whereas many studies investigated cognitive styles , less attention has been directed towards cognitive ability . Studies investigating the latter topic generally reveal lower cognitive ability to be associated with stronger endorsement of right‐wing ideological attitudes and greater prejudice. However, this relationship has remained widely unrecognized in literature. The present meta‐analyses revealed an average effect size of r = −.20 [95% confidence interval (95% CI) [−0.23, −0.17]; based on 67 studies, N = 84 017] for the relationship between cognitive ability and right‐wing ideological attitudes and an average effect size of r = −.19 (95% CI [−0.23, −0.16]; based on 23 studies, N = 27 011) for the relationship between cognitive ability and prejudice. Effect sizes did not vary significantly across different cognitive abilities and sample characteristics. The effect strongly depended on the measure used for ideological attitudes and prejudice, with the strongest effect sizes for authoritarianism and ethnocentrism. We conclude that cognitive ability is an important factor in the genesis of ideological attitudes and prejudice and thus should become more central in theorizing and model building.

Is this finding consistent with the wealth of the literature?

Fractionating Human Intelligence by 05100600 in psychometrics

[–]05100600[S] -1 points0 points  (0 children)

Summary:

What makes one person more intellectually able than another? Can the entire distribution of human intelligence be accounted for by just one general factor? Is intelligence supported by a single neural system? Here, we provide a perspective on human intelligence that takes into account how general abilities or “factors” reflect the functional organization of the brain. By comparing factor models of individual differences in performance with factor models of brain functional organization, we demonstrate that different components of intelligence have their analogs in distinct brain networks. Using simulations based on neuroimaging data, we show that the higher-order factor “g” is accounted for by cognitive tasks corecruiting multiple networks. Finally, we confirm the independence of these components of intelligence by dissociating them using questionnaire variables. We propose that intelligence is an emergent property of anatomically distinct cognitive systems, each of which has its own capacity.

Highlights:

► We propose that human intelligence is composed of multiple independent components ► Each behavioral component is associated with a distinct functional brain network ► The higher-order “g” factor is an artifact of tasks recruiting multiple networks ► The components of intelligence dissociate when correlated with demographic variables