Magazine article Psychology Today

Bonus Points

Magazine article Psychology Today

Bonus Points

Article excerpt

CALCULATING THE IMPACT of schooling on intelligence is complicated: Scientists can't simply force some children to stay in school longer, or leave early, to see what happens. But in a metaanalysis that blends data from more than 600,000 people, psychologists Stuart Ritchie and Elliot Tucker-Drob have arrived at the best estimates yet.

They examined three types of studies on education after age 6, all of which used some kind of cognitive test-measuring vocabulary, memory, nonverbal reasoning, or other abilities. In the first kind of study, participants took initial tests while in school and follow-up tests later in life, after some had finished more years of education than others. The second type assessed the outcome of a policy change, such as Norway's extension of mandatory education. …

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