7. Does intelligence matter in the school and the workplace?

Intelligence: A Very Short Introduction ◽

10.1093/actrade/9780198796206.003.0007 ◽

2020 ◽

pp. 91-101

Author(s):

Ian J. Deary

Keyword(s):

United Kingdom ◽

Cognitive Abilities ◽

Educational Outcomes ◽

Test Scores ◽

Psychometric Testing ◽

Intelligence Test ◽

After School ◽

General Intelligence ◽

Cognitive Abilities Test ◽

Intelligence Test Scores

Do intelligence test scores have some predictive power? Can they predict who will do well in achieving more and better educational qualifications, and after school, can they predict who will perform well in the workplace? ‘Does intelligence matter in the school and the workplace?’ looks at the use of the Cognitive Abilities Test in United Kingdom schools and its correlation with GCSE results five years later. The correlation is high: people’s intelligence differences at age 11 are a powerful predictor of their differences in educational outcomes at age 16. In the workplace, the use of general intelligence/psychometric testing in selecting people for work is worthwhile. Intelligence predicts occupational and educational successes.

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Intelligence and Suicide in Ireland and the United Kingdom

Psychological Reports ◽

10.2466/pr0.1995.77.1.122 ◽

1995 ◽

Vol 77 (1) ◽

pp. 122-122 ◽

Cited By ~ 26

Author(s):

David Lester

Keyword(s):

United Kingdom ◽

Test Scores ◽

Intelligence Test ◽

Social Characteristics ◽

Suicide Rates ◽

The United Kingdom ◽

Intelligence Test Scores

Mean estimated intelligence test scores for the residents of Ireland and 12 regions of the United Kingdom were associated with suicide rates but probably as a result of association with other social characteristics such as income and urbanization.

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Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness

10.31234/osf.io/nt7v9 ◽

2019 ◽

Author(s):

Lisa Bardach ◽

Robert Klassen

Keyword(s):

Systematic Review ◽

Teacher Effectiveness ◽

Cognitive Abilities ◽

Test Scores ◽

Intelligence Test ◽

Future Research ◽

Review Of The Literature ◽

College Entrance ◽

College Entrance Exam ◽

Intelligence Test Scores

This study provides a systematic review of the literature on teachers’ cognitive abilities (intelligence test scores and proxies of cognitive abilities such as college entrance exam scores and basic skills test scores) and teacher effectiveness. Twenty-seven studies conducted between 2000 and 2019 constitute the sample for this review. Studies using intelligence test scores were rare, with the results indicating no or negative associations with teacher effectiveness. Studies on proxies of cognitive abilities yielded, at most, small positive relations with teacher effectiveness. However, behind these overall results regarding proxies of cognitive abilities lie interesting heterogeneities, as several studies analyzing different test domains uncover a differentiated pattern of findings. We also identify key limitations related to construct measurement, sampling approaches, statistical analyses and the interpretation and reporting of the included studies, and outline a path for future research on teachers’ cognitive abilities and teacher effectiveness.

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Understanding Terminal Decline in Cognition and Risk of Death

European Psychologist ◽

10.1027/1016-9040.11.3.164 ◽

2006 ◽

Vol 11 (3) ◽

pp. 164-171 ◽

Cited By ~ 16

Author(s):

Patrick Rabbitt ◽

Mary Lunn ◽

Danny Wong

Keyword(s):

Risk Factors ◽

Longitudinal Study ◽

Test Scores ◽

Intelligence Test ◽

Practice Effects ◽

Risk Of Death ◽

Risk Of Mortality ◽

Impending Death ◽

Intelligence Test Scores ◽

Reduced Risk

There is new empirical evidence that the effects of impending death on cognition have been miscalculated because of neglect of the incidence of dropout and of practice gains during longitudinal studies. When these are taken into consideration, amounts and rates of cognitive declines preceding death and dropout are seen to be almost identical, and participants aged 49 to 93 years who neither dropout nor die show little or no decline during a 20-year longitudinal study. Practice effects are theoretically informative. Positive gains are greater for young and more intelligent participants and at all levels of intelligence and durations of practice; declines in scores of 10% or more between successive quadrennial test sessions are risk factors for mortality. Higher baseline intelligence test scores are also associated with reduced risk of mortality, even when demographics and socioeconomic advantage have been taken into consideration.

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Factor structure of the universal nonverbal intelligence test scores for Nepali youth

PsycEXTRA Dataset ◽

10.1037/e689552011-001 ◽

2011 ◽

Author(s):

Brianne Mintern

Keyword(s):

Factor Structure ◽

Test Scores ◽

Intelligence Test ◽

Nonverbal Intelligence ◽

Universal Nonverbal Intelligence Test ◽

Intelligence Test Scores

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The Effects of Repeated Retesting: III. Further Experiments and General Conclusions

Quarterly Journal of Experimental Psychology ◽

10.1080/17470215008416596 ◽

1950 ◽

Vol 2 (4) ◽

pp. 182-197 ◽

Cited By ~ 12

Author(s):

V. R. Cane ◽

A. W. Heim

Keyword(s):

Test Scores ◽

Technical College ◽

Intelligence Test ◽

Repeated Testing ◽

Short Term ◽

The Third ◽

Joint Interpretation ◽

Unselected Population ◽

Intelligence Test Scores ◽

Technical College Students

This is the third of a series of papers dealing with the effects of repeated retesting on intelligence test scores. It comprises an account of two further experiments, and a discussion of the four so far performed, since each throws light on the results of the others and it is their joint interpretation which is thought to be of value. The two earlier experiments consisted in repeated testing of a group of W.E.A. students and a group of mentally defective boys by an intelligence test (AH 4) designed for an unselected population. In the two later experiments, a group of Technical College students and a group of Naval Ratings were repeatedly tested on another intelligence test (AH 5), designed for a population of high-grade intelligence, such as university students. Examination of all the results confirms the artificiality of the “ceiling effect” which was suspected in the first experiment; it suggests that, given sufficient scope, subjects of all levels of intelligence would, with repeated trials on the same test, continue to improve their score up to and beyond 10 testing; and that, given comparable opportunity, subjects with initially higher scores will tend to improve more than those with initially lower scores. All these results concern short-term experiments with testing at weekly intervals. The four sets of results considered jointly indicate that conclusions on these problems should be drawn only in terms of the relation between the level of the test and that of the group tested: this offers some resolution of the conflicting findings of earlier investigators.

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Neonatal Hyperbilirubinemia and Physical and Cognitive Performance at 17 Years of Age

PEDIATRICS ◽

10.1542/peds.88.4.828 ◽

1991 ◽

Vol 88 (4) ◽

pp. 828-833

Author(s):

Daniel S. Seidman ◽

Ido Paz ◽

David K. Stevenson ◽

Arie Laor ◽

Yehuda L. Danon ◽

...

Keyword(s):

Test Scores ◽

Serum Bilirubin ◽

School Achievement ◽

Ethnic Origin ◽

Full Term ◽

Neonatal Hyperbilirubinemia ◽

Intelligence Test ◽

Coombs Test ◽

Intelligence Test Scores ◽

The Military

To estimate the effect of neonatal hyperbilirubinemia on long-term cognitive ability in full-term newborns with a negative Coombs test, we performed a 17-year historical prospective study of 1948 subjects. Intelligence tests and medical examinations performed at the military draft board were stratified according to serum bilirubin concentration. A logistic regression analysis was used to adjust for the confounding effects of gestational age, birth weight, Apgar score, ethnic origin, socioeconomic class, paternal education, birth order, and the administration of phototherapy and exchange transfusion. No direct linear association was shown between neonatal bilirubin levels and intelligence test scores or school achievement at 17 years of age. However, the risk for low intelligence test scores (IQ score <85) was found to be significantly higher (P = .014) among full-term male subjects with serum bilirubin levels above 342 µmol/L (20 mg/dL) (odds ratio, 2.96; 95% confidence interval, 1.29-6.79). This association was not observed among female subjects. We conclude that severe neonatal hyperbilirubinemia, among full-term male newborns with a negative Coombs test, could be associated with lower IQ scores at 17 years of age.

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