This study, authored by Jaekel et al. (2019), examines the relationship between being born very preterm (VP) or with very low birth weight (VLBW), cognitive abilities, and wealth accumulation in adulthood. By tracking participants from birth to 26 years of age, the research provides key insights into how early cognitive …
McDermott et al. (2019) conducted a longitudinal study examining how childhood socioeconomic status (SES) is associated with structural brain development. By analyzing over 1,200 MRI scans from youth aged 5 to 25 years, the researchers explored connections between SES and the anatomy of the brain, offering important insights into cognitive …
The study by Kaminski et al. (2018) investigates the intricate relationships between genetic, epigenetic, and neurobiological factors that contribute to variability in general intelligence (gIQ). By focusing on dopamine D2 receptor (DRD2) gene modification, gray matter density, and striatal functional activation, the research sheds light on the complex interplay influencing …
Research into cognitive testing often aims to clarify the underlying structures of intelligence. This study analyzed data from the Jouve Cerebrals Test of Induction (JCTI) and the General Ability Measure for Adults (GAMA) to identify two distinct factors influencing reasoning abilities: spatial-temporal reasoning and abstract reasoning. Using data from 118 …
The connection between education and intelligence has long been a subject of scientific inquiry. Ritchie and Tucker-Drob’s (2018) meta-analysis provides significant insights into this relationship, offering evidence that additional years of education can enhance cognitive abilities across various life stages and cognitive domains. Background Research on intelligence has consistently debated …
Growth mindset theories suggest that students who believe their abilities can improve through effort tend to achieve better outcomes in academics. Sisk et al. (2018) conducted two meta-analyses to assess how growth mindsets correlate with academic success and whether interventions designed to foster growth mindsets are effective in improving student …
This study examines how cognitive abilities vary between literary and scientific contexts. By analyzing assessment data from 60 participants using JCCES and ACT tools, the research identifies distinct patterns that suggest the need for tailored educational approaches. These findings emphasize the importance of understanding how domain-specific tasks engage different cognitive …
The stereotype that blonde women are less intelligent than those with other hair colors has been pervasive in popular culture. Jay Zagorsky’s article, “Are Blondes Really Dumb?” (2016), investigates this claim using empirical data, offering a thorough analysis that challenges this long-held assumption. Background Zagorsky’s research utilizes data from the …
In their influential working paper, Juhn, Rubinstein, and Zuppann (2015) analyzed how family size affects the development of cognitive and non-cognitive skills. Their research used detailed mother-child data from the National Longitudinal Survey of Youth 1979, offering new insights into the quantity-quality trade-off in parental investment and its implications for …
Abstract This study aimed to investigate the relationships between tasks of the Jouve Cerebrals Crystallized Educational Scale (JCCES) and General Ability Measure for Adults (GAMA) using multidimensional scaling (MDS) analysis. The JCCES measures Verbal Analogies, Mathematical Problems, and General Knowledge, while the GAMA assesses nonverbal cognitive abilities through Matching, Analogies, …
