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Have Socio-Economic Inequalities in Childhood Cognitive Test Scores Changed? A Secondary Analysis of Three British Birth Cohorts

儿童认知测试成绩中的社会经济不平等是否发生了变化？

基本信息

批准号：
ES/N011783/1
负责人：
Vernon Gayle
金额：
$ 15.05万
依托单位：
University of Edinburgh
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2016
资助国家：
英国
起止时间：
2016 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FN011783%2F1
关键词：
Socio Economic Inequalities Childhood Cognitive

项目摘要

Research has consistently demonstrated that there is a relationship between parents' social and economic positions and their children's scores on tests which measure cognitive performance. There are marked social inequalities and children from less advantaged social backgrounds generally perform less well on cognitive tests. Theorists have suggested that children born more recently tend to perform better on cognitive tests than children born in earlier generations. The overall aim of the proposed research is to examine the extent to which the relationship between parents' socio-economic positions and their children's performance on cognitive tests has changed. The UK is unique because it has a long tradition of collecting data on children and following them into adulthood. These studies are known as birth cohort studies and in the proposed research we will undertake advanced statistical analyses of three of these studies.We will be using data from three birth cohort studies, the National Child Development Study (NCDS) which began in 1958, the British Cohort Study (BCS) which began in 1970, and the Millennium Cohort Study (MCS) which began in 2000. There are two main research challenges associated with the proposed work. The data in these studies was not primarily collected for making comparisons, and over the course of time there have been changes in how the data are collected and how things are measured. The first challenge is the practical one of constructing a set of measures that are suitably consistent, and that allow genuine comparisons to be made.The second challenge is more statistical. The NCDS and the BCS are older studies and they were collected using a relatively straightforward selection technique, which selected all of the babies born in one week of the year. The MCS has a more complex design. Children are selected because they live in different parts of the UK, and because of the type of area that they were born in. At the same time extra children from areas with high levels of ethnic minority families were also selected. More complex statistical methods are required to analyse data from the MCS. At the current time there is no recognised method for undertaking combined statistical analyses using data from the NCDS and the BCS along with data from the MCS. Providing a solution to this problem is the second challenge. Drawing on advanced statistical thinking we will seek to develop an effective and practicable technique to perform combined statistical analyses of the three datasets. We will also develop resources to help researchers who wish to combine data from the MCS with other studies with complex designs (examples include the new ESRC funded Life Study and international studies such as Growing up in Australia).

研究一直表明，父母的社会和经济地位与子女在衡量认知能力的测试中的得分之间存在关系。有明显的社会不平等，来自较少社会背景的儿童通常在认知测试中表现不佳。理论家认为，最近出生的孩子往往比前几代出生的孩子在认知测试中表现更好。拟议的研究的总体目标是检查父母的社会经济地位和他们的孩子在认知测试中的表现之间的关系发生了多大程度的变化。英国是独一无二的，因为它有收集儿童数据并跟踪他们成年的悠久传统。这些研究被称为出生队列研究，在拟议的研究中，我们将对其中三项研究进行高级统计分析，我们将使用三项出生队列研究的数据，即1958年开始的国家儿童发展研究（NCDS）、1970年开始的英国队列研究（BCS）和2000年开始的千年队列研究（MCS）。有两个主要的研究挑战与拟议的工作。这些研究中的数据主要不是为了进行比较而收集的，随着时间的推移，数据收集和测量的方式发生了变化。第一个挑战是建立一套适当一致的衡量标准，并允许进行真正的比较，第二个挑战是更多的统计。NCDS和BCS是较早的研究，它们是使用相对简单的选择技术收集的，该技术选择了一年中一周内出生的所有婴儿。MCS具有更复杂的设计。选择儿童是因为他们生活在英国的不同地区，也因为他们出生的地区类型。与此同时，还从少数民族家庭较多的地区挑选了额外的儿童。需要更复杂的统计方法来分析监控监的数据。目前，还没有公认的方法可以使用来自NCDS和BCS的数据沿着来自MCS的数据进行综合统计分析。解决这个问题是第二个挑战。借鉴先进的统计思想，我们将寻求开发一种有效和实用的技术来执行三个数据集的综合统计分析。我们还将开发资源，以帮助希望将MCS的联合收割机数据与其他设计复杂的研究（例如ESRC资助的新生命研究和国际研究，如在澳大利亚长大）相结合的研究人员。