Benefits of educational attainment on adult fluid cognition: international evidence from three birth cohorts.
Benefits of educational attainment on adult fluid cognition: international evidence from three birth cohorts.
复制标题
对成人液体认知的教育程度的好处：三个出生队列的国际证据。
DOI：
10.1093/ije/dys148
复制
发表时间：
2012-12
影响因子：
7.7
通讯作者：
Hofer SM
中科院分区：
文献类型：
--
作者：
Clouston SA;Kuh D;Herd P;Elliott J;Richards M;Hofer SM
背景教育程度与成人认知健康的社会不平等高度相关，然而，这种相关性的性质存在争议。最近，研究人员认为，教育不平等是由先前认知能力的个体差异选择的人为产物，这既推动了教育成就，又贯穿了生命历程的其余部分。虽然很少有人会否认教育成就至少部分地由先前的认知能力决定，但一个补充但有争议的观点是，教育对认知发展有直接的因果关系和持久的好处。方法我们使用来自三个出生队列的观察数据，在青春期和成年期测量认知。普通最小二乘回归被用来模拟青少年认知和成人流体认知之间的关系，并测试我们的分析样本选择，投影和后门偏见使用倾向评分匹配的敏感性。结果我们发现，在调整了青少年认知之后，具有大学教育与成年后较高的流体认知相关。我们没有发现，青少年的认知，性别或父母的社会阶层一贯修改这种效果，然而，妇女受益于1946年的样本从英国。结论：在所有三个出生队列中，调整青少年认知和父母社会阶层后，仍有大量的教育益处，抵消了青少年认知降低0.5至1.5标准差的效应。我们还发现，获得大学学位的可能性部分取决于青少年的认知，性别和父母的社会阶层。我们的结论是，成人认知的不平等部分来自青春期后的教育经历。
Background Educational attainment is highly correlated with social inequalities in adult cognitive health; however, the nature of this correlation is in dispute. Recently, researchers have argued that educational inequalities are an artefact of selection by individual differences in prior cognitive ability, which both drives educational attainment and tracks across the rest of the life course. Although few would deny that educational attainment is at least partly determined by prior cognitive ability, a complementary, yet controversial, view is that education has a direct causal and lasting benefit on cognitive development. Methods We use observational data from three birth cohorts, with cognition measured in adolescence and adulthood. Ordinary least squares regression was used to model the relationship between adolescent cognition and adult fluid cognition and to test the sensitivity of our analyses to sample selection, projection and backdoor biases using propensity score matching. Results We find that having a university education is correlated with higher fluid cognition in adulthood, after adjustment for adolescent cognition. We do not find that adolescent cognition, gender or parental social class consistently modify this effect; however, women benefited more in the 1946 sample from Great Britain. Conclusions In all three birth cohorts, substantial educational benefit remained after adjustment for adolescent cognition and parental social class, offsetting an effect equivalent of 0.5 to 1.5 standard deviations lower adolescent cognition. We also find that the likelihood of earning a university degree depends in part on adolescent cognition, gender and parental social class. We conclude that inequalities in adult cognition derive in part from educational experiences after adolescence.
登录
查看更多内容
返回高/范围佩里学前班计划的回报率。
影响因子：
9.8
作者：
Heckman, James J.;Moon, Seong Hyeok;Pinto, Rodrigo;Savelyev, Peter A.;Yavitz, Adam
通讯作者：
Yavitz, Adam
影响因子：
5.4
作者：
Lynch, JW;Kaplan, GA;Salonen, JT
通讯作者：
Salonen, JT
DOI：
10.1093/geronb/62.6.s404
发表时间：
2007-11-01
影响因子：
6.2
作者：
Hatch, Stephani L.;Feinstein, Leon;RichardS, Marcus
通讯作者：
RichardS, Marcus
影响因子：
3.8
作者：
Heckman, James J.;Stixrud, Jora;Urzua, Sergio
通讯作者：
Urzua, Sergio
影响因子：
3
作者：
Deary, Ian J.;Strand, Steve;Fernandes, Cres
通讯作者：
Fernandes, Cres