One year of schooling significantly improves children's crystallized intelligence, fluid intelligence, and working memory (schooling β = 0.13, 0.10, 0.09 respectively)¶

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? Schooling had a significant effect on each cognitive domain: cIQ β = 0.13, fIQ β = 0.10, WM β = 0.09. → 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

Regression discontinuity analysis over grades 3 to 5 in 6567 ABCD children, controlling for age, sex, cogPGS, SES, and 20 ancestry PCs. One year of schooling contributed "0.22 SD, 0.14 SD, and 0.14 SD" to cIQ, fIQ, and WM respectively.

"We found that schooling had a significant effect (all p's < 0.001) for each cognitive domain we examined ( cIQ: β = 0.13, fIQ: β = 0.10, WM: β = 0.09)."

Discussion¶

Learner Variables¶

• General Cognitive Ability — outcome: instruction changes it

Related Claims¶

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