Schooling, intelligence, and income
Schooling, intelligence, and income
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DOI：
10.1037/0003-066x.52.10.1051
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发表时间：
1997-10-01
影响因子：
16.4
通讯作者：
Williams, WM
中科院分区：
文献类型：
--
作者：
Ceci, SJ;Williams, WM
在这篇文章中，作者研究了三个变量之间的联系：学校教育，智力和收入。他们的结论是，智力和学校教育具有双向关系，每个变量都会影响另一个变量的变化。此外，学校教育和智力的变化都会影响经济结果的变化。尽管任何一项关于这三个变量相互依赖的研究都会受到批评，因为数据是相关的，因此可以有不同的解释，但当把它们放在一起看时，它们之间的因果关系的证据是相当令人信服的：学校出勤率的每一次增加似乎不仅在经济和社会回报方面，而且在心理测量智力方面都有显着的增加。因此，学校教育的价值似乎不仅仅是学校教育对收入的直接影响。
In this article, the authors examined the evidence for linkages among 3 variables: schooling, intelligence, and income. They concluded that intelligence and schooling have a bidirectional relationship, with each variable influencing variations in the other Moreover, changes in both schooling and intelligence influence variations in economic outcomes. Although any single study of the interdependency of these 3 variables cart be criticized on the grounds that the data are correlational-and consequently are open to alternative interpretations-when viewed together the evidence far their linked causality is quite convincing: Each increment in school attendance appears to convey significant increases not only in economic and social returns but also in psychometric intelligence. Thus, the value of schooling appears to extend beyond simply schooling's direct effect on income.