Family background, cognitive abilities, and personality as predictors of education and occupational attainment across two generations

1993 ◽  
Vol 25 (2) ◽  
pp. 259-276 ◽  
Author(s):  
Craig T. Nagoshi ◽  
Ronald C. Johnson ◽  
Kelly Ann M. Honbo
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Family Study ◽  
Family Background ◽  
Social Attitudes ◽  
Occupational Attainment ◽  
Two Generations ◽  
Japanese Ancestry ◽  
Racial Ethnic ◽  
Male Subjects

SummaryThis study reports on the relative influences of parental attainment and cognitive ability and subjects’ own cognitive ability, personality, and social attitudes on the educational and occupational attainments and incomes of 183 Generation 3 subjects of Caucasian ancestry and 186 of Japanese ancestry originally tested in 1972–76 in the Hawaii Family Study of Cognition (HFSC) and re-tested in 1987–88. In contrast to earlier reports of sex differences in the influence of Generation 2 attainment and on Generation 3 attainment when these offspring were younger, family background had a trivial influence and own cognitive ability had a substantial influence on educational attainment for both racial/ethnic groups and both sexes. For income, however, own cognitive ability was only a significant predictor for male subjects. Within-family correlational analyses also supported this sex difference in influences on attainment.

SOCIOECONOMIC STATUS DOES NOT MODERATE THE FAMILIALITY OF COGNITIVE ABILITIES IN THE HAWAII FAMILY STUDY OF COGNITION

2004 ◽  
Vol 37 (6) ◽  
pp. 773-781 ◽  
Author(s):  
CRAIG T. NAGOSHI ◽  
RONALD C. JOHNSON
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Study ◽  
Moderating Effects ◽  
Offspring Performance ◽  
Familial Transmission ◽  
Japanese Ancestry ◽  
Parental Socioeconomic Status

Data from 949 families of Caucasian and 400 families of Japanese ancestry who took part in the Hawaii Family Study of Cognition were used to ascertain the associations of parental cognitive ability, parental education and paternal occupation with offspring cognitive ability. In particular, analyses were focused on testing the possible moderating effects of parental socioeconomic status on the familial transmission of cognitive abilities. Parental cognitive ability was substantially associated and parental education and paternal occupation only trivially associated with offspring performance. In contrast to the findings of Turkheimer et al. (2003), there was no evidence in these data that familiality for cognitive abilities was lower in the lower as opposed to upper levels of socioeconomic status. These results were consistent across measures, ethnicity and sex of offspring.

scholarly journals Secular rise in economically valuable personality traits

2017 ◽  
Vol 114 (25) ◽  
pp. 6527-6532 ◽  
Author(s):  
Markus Jokela ◽  
Tuomas Pekkarinen ◽  
Matti Sarvimäki ◽  
Marko Terviö ◽  
Roope Uusitalo
Keyword(s):  
Personality Traits ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Background ◽  
Later Life ◽  
Practical Significance ◽  
Simultaneous Increase ◽  
Flynn Effect ◽  
The Family

Although trends in many physical characteristics and cognitive capabilities of modern humans are well-documented, less is known about how personality traits have evolved over time. We analyze data from a standardized personality test administered to 79% of Finnish men born between 1962 and 1976 (n = 419,523) and find steady increases in personality traits that predict higher income in later life. The magnitudes of these trends are similar to the simultaneous increase in cognitive abilities, at 0.2–0.6 SD during the 15-y window. When anchored to earnings, the change in personality traits amounts to a 12% increase. Both personality and cognitive ability have consistent associations with family background, but the trends are similar across groups defined by parental income, parental education, number of siblings, and rural/urban status. Nevertheless, much of the trends in test scores can be attributed to changes in the family background composition, namely 33% for personality and 64% for cognitive ability. These composition effects are mostly due to improvements in parents’ education. We conclude that there is a “Flynn effect” for personality that mirrors the original Flynn effect for cognitive ability in magnitude and practical significance but is less driven by compositional changes in family background.

Family background, cognitive ability, and personality as predictors of educational and occupational attainment

1983 ◽  
Vol 30 (1) ◽  
pp. 86-100
Author(s):  
R. C. Johnson ◽  
C. T. Nagoshi ◽  
F. M. Ahern ◽  
J. R. Wilson ◽  
J. C. DeFries ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Family Background ◽  
Occupational Attainment

MENINGKATKAN KEMAMPUAN KOGNITIF MELALUI AKTIVITAS SENI MUSIK TERHADAP ANAK KELOMPOK B DI TK. ADINDA CAHAYA CIMAHI

2018 ◽  
Vol 1 (3) ◽  
pp. 14
Author(s):  
Nurpuri Waraswati ◽  
Rini Andriani
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Present Method ◽  
Evaluation Research ◽  
Music Learning ◽  
Learning Time ◽  
Childhood Education ◽  
Research Questions ◽  
Art Activities ◽  
Basic Ability

Early Childhood Education (PAUD) implements education that refers to all the basic aspects or abilities that are developing in the child. The basic ability of children is very interesting to be studied, one of them cognitive abilities of children. It is raised in connection with the lack of cognitive abilities in Adinda Cahaya kindergarten with the present method mainly through the activity of the art of music. The existing formulation in this study is "The activity of music art that can improve the cognitive abilities of children". The purpose of this study is to describe the cognitive abilities of children in music art activities.. There are six levels of cognitive ability: knowledge, understanding, application of analysis, synthesis and evaluation. Research questions are 1). How does music activity and music learning time to support the development of children's cognitive abilities? 2. How does the child's memory of what the teacher has taught in music art activities? 3) How are children's development related to cognitive ability? The conclusion is that the study of music art gives a positive and influential effect on the child's cognitive development that will stimulate brain development and emotional intelligence.

Effects of Social Intelligence on the Milgram Paradigm

1977 ◽  
Vol 40 (3) ◽  
pp. 767-770 ◽  
Author(s):  
Peter M. Burley ◽  
John McGuinness
Keyword(s):  
Cognitive Abilities ◽  
Social Intelligence ◽  
Personality Differences ◽  
Electric Shocks ◽  
Temperament Traits ◽  
Male Subjects

The study examined the effects of social intelligence on the Milgram (1963) paradigm. 24 male subjects were commanded by the experimenter to administer electric shocks (simulated to appear real) to a confederate. Social intelligence as measured significantly mediated the degree to which subjects were prepared to obey the experimenter's commands and inflict suffering on another. The finding was interpreted as suggesting that broader personality differences relating to obedience-disobedience and altruistic acts, such as alleviating the plight of a suffering victim, are more likely to be found in the realm of cognitive abilities than with traditional temperament traits.

Leri – Weill Syndrome (Dyschondrosteosis): A Family Study

1988 ◽  
Vol 13 (1) ◽  
pp. 16-18
Author(s):  
V. MOHAN ◽  
R. P. GUPTA ◽  
K. HELMI ◽  
T. MARKLUND
Keyword(s):  
Differential Diagnosis ◽  
Family Study ◽  
Rare Condition ◽  
Two Generations ◽  
Madelung’S Deformity

Madelung’s deformity due to Leri-Weill Syndrome (Dyschondrosteosis) is a rare condition. Six cases of this entity involving two generations in one family are reported in this communication. The differential diagnosis of the various causes of Madelung’s deformity are briefly discussed.

scholarly journals Longitudinal Associations Between Loneliness and Cognitive Ability in the Lothian Birth Cohort 1936

2018 ◽  
Vol 74 (8) ◽  
pp. 1376-1386 ◽  
Author(s):  
Judith A Okely ◽  
Ian J Deary
Keyword(s):  
Cognitive Ability ◽  
Birth Cohort ◽  
Processing Speed ◽  
Verbal Memory ◽  
Cognitive Abilities ◽  
Birth Cohort Study ◽  
Visuospatial Ability ◽  
Lothian Birth Cohort ◽  
Longitudinal Associations ◽  
Reciprocal Associations

Abstract Objectives Loneliness is associated with poorer cognitive function in old age; however, the direction of this association is unknown. We tested for reciprocal associations between loneliness and the cognitive ability domains of processing speed, visuospatial ability, verbal memory, and crystallized ability. Method We used three triennial waves of longitudinal data from the Lothian Birth Cohort Study 1936, and tested for cross-lagged associations between loneliness and cognitive abilities using cross-lagged panel models. Results Better processing speed, visuospatial ability, or crystallized ability at age 73, was associated with less positive changes in loneliness between ages 73 and 76; however, these associations were not replicated between ages 76 and 79. Loneliness at ages 73 and 76 did not predict subsequent changes in cognitive abilities. Discussion Our findings indicate an association between cognitive ability and loneliness, such that individuals with lower cognitive abilities at age 73 may be at a slightly higher risk of becoming lonely. However, we did not find support for the hypothesis that loneliness causes a decline in cognitive health.

scholarly journals The Significant Connection between Communicative Competence and Cognitive Ability in Speaking English of English Debating Team

Humaniora ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 149
Author(s):  
Prima Dona Hapsari ◽  
F.A. Wisnu Wirawan
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Quantitative Research ◽  
Communicative Competence ◽  
Qualitative And Quantitative ◽  
Depth Interview ◽  
Speaking Skill ◽  
English Speaking ◽  
Descriptive Method ◽  
Speaking Skills

The purposes of the research were to find out whether the communicative competence in English speaking skills had a significant relationship with students' cognitive abilities was English speaking skill the most important achievement. How cognitive abilities and communicative competencies in English speaking skills were managed for the primary purposes of the English debating team. This research combined both qualitative and quantitative research. It used a descriptive method by distributing questionnaire, doing a survey, using observation, and doing an in-depth interview as the methods to collect data. The informants were twelve students who participated in the national teams of English Debating Championship of Institut Seni Indonesia Yogyakarta from 2013-2017. The results of this research reveal that there is a significant connection between communicative competence and cognitive ability in which cognitive ability has an important impact on thinking, critical analysis, and creativity. Furthermore, cognitive ability gives a direct influence on communicative competence in speaking English. This communicative competence is reflected in the ability to produce critical-intellectual andcommunicative-factual sentences in doing the analysis and giving the argumentation.

scholarly journals The Cognitive Underpinnings of Multiply-Constrained Problem Solving

2019 ◽  
Author(s):  
Derek Ellis ◽  
Gene Arnold Brewer ◽  
Matthew Kyle Robison
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Attention Control ◽  
Crystallized Intelligence ◽  
Constrained Problems ◽  
Constrained Problem ◽  
Analytical Strategies ◽  
Fluid And Crystallized Intelligence

An individual encounters problem of varying difficulty every day. Each problem may include a different number of constraints. Multiply-constrained problems, such as the compound remote associates, are commonly used to study problem solving. Since their development, multiply-constrained problems have been related to creativity and insight. Moreover, research has investigated the cognitive abilities underlying problem solving abilities. In the present study we sought to fully evaluate a range of cognitive abilities (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence) previously associated with multiply-constrained problem solving. Additionally, we sought to determine whether problem solving ability and strategies (analytical or insightful) were task specific or domain general through the use of novel problem solving tasks (TriBond and Location Bond). Multiply-constrained problem solving abilities were shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the only cognitive ability that provided unique predictive value after accounting for all other abilities.

The Paleolithic Stone Age Effect? Gender Differences Performing Specific Computer-Generated Spatial Tasks

2008 ◽  
pp. 3578-3601
Author(s):  
Geoffrey S. Hubona ◽  
Gregory W. Shirah
Keyword(s):  
Virtual Worlds ◽  
User Interfaces ◽  
Cognitive Abilities ◽  
Visual Cues ◽  
Motion Cues ◽  
Visual Spatial ◽  
Spatial Tasks ◽  
Object Shapes ◽  
2D And 3D ◽  
Male Subjects

Most computer applications feature visual user interfaces that assume that all users have equivalent propensities to perceive, interpret, and understand the multidimensional spatial properties and relationships of the objects presented. However, the hunter-gatherer theory (Silverman & Eals, 1992) suggests that there are modern-day differences between the genders in spatial and cognitive abilities that stem from differentiated prehistoric sex roles. If true, there may be discrepancies in how males and females differentially utilize particular spatial visual cues and interface features. We report three experiments in which participants engage in visual spatial tasks using 2D and 3D virtual worlds: (1) matching object shapes; (2) positioning objects; and (3) resizing objects. Female subjects under-perform male subjects in the matching and positioning experiments, but they outperform male subjects in the resizing experiment. Moreover, male subjects make more use of motion cues. Implications for the design of gender-effective user interfaces and virtual environments are considered.

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