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 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.

scholarly journals Genetic Underpinnings of Increased BMI and Its Association With Late Midlife Cognitive Abilities

2020 ◽  
Vol 6 ◽  
pp. 233372142092526
Author(s):  
Hong Xian ◽  
Brian Boutwell ◽  
Chandra A. Reynolds ◽  
Daphne Lew ◽  
Mark Logue ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Later Life ◽  
Risk Scores ◽  
Linear Regression Models ◽  
Cognitive Domains ◽  
Memory Processing ◽  
Visual Spatial ◽  
Bmi Trajectories ◽  
Multilevel Linear Regression

Objectives: First, we test for differences in various cognitive abilities across trajectories of body mass index (BMI) over the later life course. Second, we examine whether genetic risk factors for unhealthy BMIs—assessed via polygenic risk scores (PRS)—predict cognitive abilities in late-life. Methods: The study used a longitudinal sample of Vietnam veteran males to explore the associations between BMI trajectories, measured across four time points, and later cognitive abilities. The sample of 977 individuals was drawn from the Vietnam Era Twin Study of Aging. Cognitive abilities evaluated included executive function, abstract reasoning, episodic memory, processing speed, verbal fluency, and visual spatial ability. Multilevel linear regression models were used to estimate the associations between BMI trajectories and cognitive abilities. Then, BMI PRS was added to the models to evaluate polygenic associations with cognitive abilities. Results: There were no significant differences in cognitive ability between any of the BMI trajectory groups. There was a significant inverse relationship between BMI-PRS and several cognitive ability measures. Discussion: While no associations emerged for BMI trajectories and cognitive abilities at the phenotypic levels, BMI PRS measures did correlate with key cognitive domains. Our results suggest possible polygenic linkages cutting across key components of the central and peripheral nervous system.

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 Personality and Other Lifelong Influences on Older–Age Health and Wellbeing: Preliminary Findings in Two Scottish Samples

2016 ◽  
Vol 30 (5) ◽  
pp. 438-455 ◽  
Author(s):  
Mathew A. Harris ◽  
Caroline E. Brett ◽  
John M. Starr ◽  
Ian J. Deary ◽  
Wendy Johnson
Keyword(s):  
Social Class ◽  
Personality Traits ◽  
Cognitive Ability ◽  
Early Life ◽  
Structural Equation ◽  
Subjective Wellbeing ◽  
Later Life ◽  
Older Age ◽  
Health And Wellbeing ◽  
Early Life Factors

Recent observations that personality traits are related to later–life health and wellbeing have inspired considerable interest in exploring the mechanisms involved. Other factors, such as cognitive ability and education, also show longitudinal influences on health and wellbeing, but it is not yet clear how all these early–life factors together contribute to later–life health and wellbeing. In this preliminary study, we assessed hypothesised relations among these variables across the life course, using structural equation modelling in a sample assessed on dependability (a personality trait related to conscientiousness) in childhood, cognitive ability and social class in childhood and older age, education, and health and subjective wellbeing in older age. Our models indicated that both health and subjective wellbeing in older age were influenced by childhood IQ and social class, via education. Some older–age personality traits mediated the effects of early–life variables, on subjective wellbeing in particular, but childhood dependability did not show significant associations. Our results therefore did not provide evidence that childhood dependability promotes older–age health and wellbeing, but did highlight the importance of other early–life factors, particularly characteristics that contribute to educational attainment. Further, personality in later life may mediate the effects of early–life factors on health and subjective wellbeing. © 2016 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology

scholarly journals Perilaku Sosialisasi Anak Ditinjau dari Latar Belakang Keluarga

2019 ◽  
Vol 2 (1) ◽  
pp. 42-56
Author(s):  
Rida Sinaga
Keyword(s):  
Qualitative Method ◽  
Parental Education ◽  
Family Background ◽  
Strong Relationship ◽  
Place Making ◽  
Child Socialization ◽  
Number Of Children ◽  
The Social ◽  
The Family ◽  
Making Friends

The article entitled "The Behavior of Children Socializing Viewed by Family’s Background" focuses on the social behavior of children carried out in Integrated Bina Kasih Kindergarten in Rumah Sumbul Village, Sibolangit. The research method used a descriptive qualitative method. Data collection through observation and interviews with parents. Observation using observation sheets. Child socialization behavior observed in children based on family background, namely adjusting the place, making friends, sympathy and empathy, cooperative, and manners. While the family background is focused on parental education, employment, income, parental integrity, and a number of children. This study found that children with a good family background were found to have a tendency towards good socialization behavior and children who had a poor family background tended to have poor socialization behavior. This shows that family background has a strong relationship in the development of children's socialization behavior. The existence of parents really determines the way they treat children and that too is then embedded and developed in children.AbstrakArtikel yang berjudul ”Perilaku Sosialisasi Anak Ditanjau Dari Latar Belakang Keluarga”  fokus pada perilaku sosial anak  yang dilakukan di Taman Kanak-Kanak Bina Kasih Terpadu di Desa Rumah Sumbul, Sibolangit. Metode penelitian yang dilakukan adalah dengan metode kualitatif deskriptif. Pengumpulan data melalui pengamatan dan wawancara kepada orang tua. Pengamatan menggunakan lembar observasi. Perilaku sosialisasi anak yang diamati dalam diri anak berdasarkan latar belakang keluarga, yaitu penyesuaian tempat, berteman, simpati dan empati, kooperatif, dan sopan santun.  Sedangkan latar belakang keluarga difokuskan pada pendidikan orang tua, pekerjaan, penghasilan, keutuhan orang tua, dan jumlah anak. Penelitian ini menemukan bahwa anak dengan latar belakang keluarga yang baik didapati memiliki kecenderungan perilaku sosialisasi baik dan anak yang latar belakang keluarga kurang baik cenderung memiliki perilaku sosialisasi yang kurang baik. Hal ini menunjukkan bahwa latar belakang keluarga memiliki hubungan yang kuat dalam perkembangan perilaku sosialisasi anak. Keberadaan orang tua sangat menentukan cara mereka memperlakukan anak dan hal itu pula yang kemudian tertanam dan berkembang dalam diri anak.

The Context of Childhood Depression

1991 ◽  
Vol 159 (S11) ◽  
pp. 28-35 ◽  
Author(s):  
T. P. Berney ◽  
S. R. Bhate ◽  
I. Kolvin ◽  
O. O. Famuyiwa ◽  
M. L. Barrett ◽  
...  
Keyword(s):  
Personality Traits ◽  
Life Events ◽  
Childhood Depression ◽  
Family Background ◽  
Adverse Life Events ◽  
Premorbid Personality ◽  
Depressed Group ◽  
The Family ◽  
To Come ◽  
The Individual

This paper examines the family background, premorbid personality traits and adverse life events preceding childhood depression. The non-depressed group proved more likely to have experienced pre-school bereavement and familial disturbance, and to come from the more deprived background; there was also an excess of premorbid anxiety and hysterical personality traits in this group. School phobia and premorbid obsessional traits were associated with the depressed group. Although there was an association between depression and the total number of adverse life events, this was more substantial when the perceived impact of the events was taken into account. Of the individual classes of life event, only illness and a change in social relationships were associated specifically with depression.

scholarly journals Cognitive Ability and Socio-Psychological Adaptation of Teachers

2020 ◽  
Vol 11 (4) ◽  
Author(s):  
Irina Serafimovich ◽  
Kristina Egorova
Keyword(s):  
Personality Traits ◽  
Cognitive Ability ◽  
Educational System ◽  
Cognitive Abilities ◽  
Psychological Adaptation ◽  
Psychosocial Health ◽  
The Self ◽  
Self Evaluation ◽  
Professional Attributes ◽  
Positive Evaluation

The research emphasized the necessity to study cognitive abilities of an individual to overcome modern challenges in the educational system. The article examined the data that shows interconnections of cognitive abilities and socio-psychological adaptation of teachers. We examined different criteria of social and psychological adaptation related to efficacy as well as to the self-evaluation of psychosocial health and comprehensive adaptiveness of a personality. The study revealed demonstrated that externality in working relations is positively connected with the comprehensive adaptiveness. We suggest that high cognitivel abilities of teachers support the flexibility and creativity in working with children; they also influence positive evaluation of personality traits as well as self-evaluation of professional attributes. The study of cognitive abilities of a personality allows to extend and enhance the concept of a personality potential both in theoretical and practical aspects.

scholarly journals Family Background of Child Involvement in School Bullying: Impact of Psychological and Social Characteristics of the Family

2018 ◽  
Vol 23 (4) ◽  
pp. 112-120 ◽  
Author(s):  
M.A. Novikova ◽  
A.A. Rean
Keyword(s):  
High School Students ◽  
Marital Conflict ◽  
Parental Education ◽  
Family Income ◽  
Family System ◽  
Family Background ◽  
School Bullying ◽  
Social Characteristics ◽  
School Students ◽  
The Family

The paper defines aggression and bullying and draws a distinction between them basing on the parameters of repetition and imbalance of power. We evaluate the occurrence of both phenomena in Russia and abroad basing on recent studies and analyse how family factors can affect whether the child will be involved in bullying or not and in which position: we describe the influence of structural, functional and communicative characteristics of the family system (close/distant relationships between the family members, preferred communicative style, marital conflict, relationship with siblings, etc.) and the features of parent-child interaction. Also, we analyse the contribution of certain social factors, such as the level of family income, parental education level etc. The influence of different psychological and social characteristics of the family on the risk of the child’s victimization in school bullying is estimated for each age group (from primary schoolchildren to high school students).

scholarly journals Financial Literacy of Undergraduate Students: Do Personality Traits and Cognitive Ability Matter?

2018 ◽  
Vol 8 (4) ◽  
pp. 533
Author(s):  
Akua Peprah-Yeboah ◽  
Weliko Emmanuel Blialy Frejus ◽  
Ernest Fianko
Keyword(s):  
Personality Traits ◽  
Cognitive Ability ◽  
Undergraduate Students ◽  
Financial Literacy ◽  
Cognitive Abilities ◽  
Least Square ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Traits ◽  
Ordinary Least Square Regression

This study investigates how psychological traits affect financial literacy levels at the undergraduate level of education. Using a cross-sectional survey of 580 students, the study examines whether the level of openness, conscientiousness and cognitive ability of students affect how financially literate they are. The Pearson’s Correlation Test and Ordinary Least Square Regression methods are employed to test hypothesized relationships. The results show a generally low level of financial literacy. Further, openness, conscientiousness, and cognitive ability were found to have a statistically significant correlation with financial literacy (r=0.349, 0.287 and 0.199 respectively). Similarly, the regression analysis found a positive relationship between all three variables and the dependent variable (financial literacy). Therefore, the study recommends that innovative financial literacy programmes that target the youth need to be introduced. It is imperative that these programmes have components that are tailor-made for individuals with different personality traits to attract them. Finally, the programmes must contain aspects which aim to improve the cognitive abilities of the beneficiaries to increase their effectiveness.

Piagetian Tasks and Psychometric Intelligence: Different or Similar Constructs?

2020 ◽  
pp. 003329412096587
Author(s):  
Heiner Rindermann ◽  
A. Laura Ackermann
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Common Factor ◽  
General Intelligence ◽  
Psychometric Tests ◽  
Factor Analyses ◽  
Empirical Relationships ◽  
Psychometric Paradigm ◽  
Education Indicators

Research on cognitive ability is done in different paradigms. In the Piagetian paradigm, cognitive ability focuses on cognitive development along qualitative stages. Interactive real scenarios, “Piagetian tasks”, are constructed for measurement. According to age, tasks differing in complexity are applied in individual measurements. In the psychometric paradigm, the investigation of cognitive ability focuses on individual differences. Intelligence is seen as a quantitative construct with gradual differences between persons and ages. Paper-and-pencil tests with items differing in difficulty are used for IQ measurement of single persons or school classes. However, do those tasks measure two distinct cognitive abilities? Solving tasks in both approaches requires basic (speed, working memory) and complex cognitive abilities (reasoning, understanding). Regarding empirical relationships, we used three Austrian samples (in kindergarten four to six years old N = 40, in primary school six to eight years old N = 40, and nine to ten years old N = 41). They were tested with psychometric tests (Raven CPM or SPM) and Piagetian tasks. In addition, mental speed (ZVT) was measured in the two school samples. The average observed correlation between IQ and Piagetian tasks was r = .51. In factor analyses, the tests loaded on a common factor of general intelligence. Further analyses revealed that mental speed is correlated more strongly with psychometric ( r = .50) than with Piagetian tasks ( r = .39), while Piagetian tasks are more related to parental education indicators (speed: r = .11, Raven: r = .20, Piaget: r = .25).

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