Schooling's effect on general intelligence (g) was 0.136 SD, mirroring the domain findings, with no significant interactions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The standardized effect of schooling on g was 0.136 SD (pFDR < 0.001), a similar magnitude to the fIQ and WM effects, and no two- or three-way interactions were significant after FDR correction. → Nicholas Judd 2022

Evidence¶

Nicholas Judd 2022¶

Nicholas Judd, Bruno Sauce and Torkel Klingberg. (2022). Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetics. npj Science of Learning. https://doi.org/10.1038/s41539-022-00148-5

q3 · i? · causal · r2

Post hoc g analysis using a single-factor confirmatory factor analysis of nine cognitive tasks (fit: RMSEA = 0.03, CFI = 0.987), with extracted factor scores fit to Eqs. 1–4 under FDR correction.

"The standardized effect of schooling on g was 0.136 SD (pFDR < 0.001)—a similar magnitude as fIQ and WM's effects. Mirroring the other cognitive domains, no two- or three-way interactions were significant following FDR correction"

Discussion¶

Learner Variables¶

• General Cognitive Ability — outcome: instruction changes it

Related Claims¶

• Schooling showed no significant interaction with cogPGS or SES on any intelligence domain, and Bayesian ROPE analysis found interaction effects under 0.05 SD with 95% probability — related
• One year of schooling significantly improves children's crystallized intelligence, fluid intelligence, and working memory (schooling β = 0.13, 0.10, 0.09 respectively) — related
• Relative to chronological age, one year of schooling had its largest ratio on working memory (ratio = 2.2), higher than cIQ (1.1) and fIQ (0.54) — related