scholarly journals Resource Compensation or Multiplication? The Interplay between Cognitive Ability and Social Origin in Explaining Educational Attainment

2020 ◽  
Author(s):  
Kim Stienstra ◽  
Ineke Maas ◽  
Antonie Knigge ◽  
Wiebke Schulz
Keyword(s):  
Socioeconomic Status ◽  
Environmental Factors ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Educational Outcomes ◽  
Compensation Effect ◽  
Environmental Influences ◽  
Social Origin ◽  
Large Sample ◽  
Do So

Abstract While previous research has conclusively established that children with higher cognitive ability and those originating from advantaged socioeconomic status (SES) backgrounds have better educational outcomes, the interplay between the influences of cognitive ability and social origin has been largely overlooked. The influence of cognitive ability might be weaker in high-SES families as a result of resource compensation, and stronger in high-SES families owing to resource multiplication. We investigate these mechanisms while taking into account the possibility that the association between cognitive ability and educational attainment might be partly spurious due to unobserved genetic and environmental influences. We do so by analysing a large sample of twins from the German TwinLife study (Npairs = 2,190). Our results show that the association between cognitive ability and educational attainment is to a large extent confounded by genetic and shared environmental factors. If this is not considered, and this is the case in most previous studies, high-SES parents seem to compensate for the lower cognitive ability of their children. However, when we consider the genetic and shared environmental confounding, the resource compensation effect becomes non-significant.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the Longitudinal Study of Young People in England (LSYPE)

2020 ◽  
Author(s):  
Mollie Bourne ◽  
Bastian Andreas Betthäuser ◽  
Erzsebet Bukodi
Keyword(s):  
Longitudinal Study ◽  
Young People ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Descriptive Statistics ◽  
Social Origin ◽  
Education Class ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the Longitudinal Study of Young People in England (LSYPE). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

scholarly journals Comparative Data Note: Harmonising the measurement of social origin, cognitive ability and educational attainment across the National Child Development Study (NCDS), the British Cohort Study (BCS70), the Longitudinal Study of Young People in England (LSYPE), and the Avon Study of Parents and Children (ALSPAC)

2020 ◽  
Author(s):  
Bastian Andreas Betthäuser ◽  
Mollie Bourne ◽  
Erzsebet Bukodi
Keyword(s):  
Cohort Study ◽  
Longitudinal Study ◽  
Child Development ◽  
Young People ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Social Origin ◽  
National Child Development Study ◽  
Parents And Children ◽  
British Cohort Study

The data note presents and discusses descriptive statistics comparing key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in four different data sets: National Child Development Study (NCDS), 1970 British Cohort Study (BCS70), Longitudinal Study of Young People in England (LSYPE) and Avon Study of Parents and Children (ALSPAC). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

scholarly journals Childhood Socioeconomic Status and Polygenic Scores for Cognition Have Independent Associations with Cognitive Performance During Middle Childhood

2021 ◽  
Author(s):  
S.E. Paul ◽  
N.M. Elsayed ◽  
R. Bogdan ◽  
S.M.C. Colbert ◽  
A.S. Hatoum ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Executive Function ◽  
Environmental Factors ◽  
Educational Attainment ◽  
Cognitive Performance ◽  
Cognitive Abilities ◽  
European Ancestry ◽  
Equation Modeling ◽  
Median Income ◽  
Total N

ABSTRACTChildhood cognitive abilities are heritable and influenced by malleable environmental factors such as socioeconomic status (SES). As cognition and SES share genetic architecture, it is critical to understand the extent to which SES is associated with cognition beyond genetic propensity to inform the potential benefit of SES-based interventions. Previous investigations conducted in small samples have suggested that SES is linked with cognitive ability independent of polygenic prediction for educational attainment. Here, we extend this work to a large sample (total n = 4,650) of children (ages 9-10) of genomically-confirmed European ancestry. We find that an SES composite (i.e., family income-to-needs, caregiver education, and neighborhood median income) and a polygenic cognition score composite created using genomic structural equation modeling (COG PGS; Educational Attainment, Intelligence, and Executive Function) are associated with cognitive performance indices (i.e., general ability, executive function, learning/memory, fluid intelligence) that are largely independent of one another. SES x COG PGS interactions are not associated with cognition. These findings provide further evidence for the significant role of modifiable environmental factors in the development of cognitive abilities in youth.

Interaction Between Experience Seeking and Genetic and Environmental Influences on General Cognitive Ability

2012 ◽  
Vol 15 (1) ◽  
pp. 87-96 ◽  
Author(s):  
Anna A. E. Vinkhuyzen ◽  
Sophie van der Sluis ◽  
Danielle Posthuma
Keyword(s):  
Environmental Factors ◽  
Cognitive Ability ◽  
Environmental Influences ◽  
Future Research ◽  
Phenotypic Correlation ◽  
General Cognitive Ability ◽  
Seeking Behavior ◽  
Environmental Causes ◽  
Genetic And Environmental Factors ◽  
Adult Twins

Although it is well established that experience seeking behavior (ES) is positively related to cognitive functioning, the mechanisms underlying this association are not clearly understood. In a large sample of adult twins and siblings (N = 864, age range 23–75), we studied the causes of covariation between ES and general cognitive ability and we studied whether ES moderates the genetic and environmental causes of variation in general cognitive ability. Results demonstrate a phenotypic correlation of .17 (p <.001) between general cognitive ability and ES, with a common genetic and common environmental background. Moreover, the extent to which genetic and environmental factors are shared between general cognitive ability and ES is increased in individuals with either lower or higher levels of ES. In addition, the extent to which genetic and environmental factors influence individual differences in general cognitive ability in adults partly depended on ES. Standardized influences of additive genetic factors on general cognitive ability ranged from 13% to 99%, with lower estimates in higher levels of ES, while standardized estimates of environmental factors ranged from almost 1% to 87%, with higher estimates in higher levels of ES. Hence, ES and cognitive ability are not only associated through common genetic and environmental factors, but also via moderating effects of genetic and environmental influences on cognitive ability by ES. These findings have implications for future studies on the association between ES and general cognitive ability, and for future research on the genetics of cognitive ability.

scholarly journals Sex Differences in Genetic and Environmental Influences on Educational Attainment and Income

2014 ◽  
Vol 17 (6) ◽  
pp. 516-525 ◽  
Author(s):  
Ragnhild E. Ørstavik ◽  
Nikolai Czajkowski ◽  
Espen Røysamb ◽  
Gun Peggy Knudsen ◽  
Kristian Tambs ◽  
...  
Keyword(s):  
Gender Differences ◽  
Sex Differences ◽  
Environmental Factors ◽  
Educational Attainment ◽  
Educational Level ◽  
Environmental Influences ◽  
Phenotypic Correlation ◽  
Qualitative And Quantitative ◽  
Genetic And Environmental Factors ◽  
The Relationship

In many Western countries, women now reach educational levels comparable to men, although their income remains considerably lower. For the past decades, it has become increasingly clear that these measures of socio-economic status are influenced by genetic as well as environmental factors. Less is known about the relationship between education and income, and sex differences. The aim of this study was to explore genetic and environmental factors influencing education and income in a large cohort of young Norwegian twins, with special emphasis on gender differences. National register data on educational level and income were obtained for 7,710 twins (aged 29–41 years). Bivariate Cholesky models were applied to estimate qualitative and quantitative gender differences in genetic and environmental influences, the relative contribution of genetic and environmental factors to the correlation between education and income, and genetic correlations within and between sexes and phenotypes. The phenotypic correlation between educational level and income was 0.34 (0.32–0.39) for men and 0.45 (0.43–0.48) for women. An ACE model with both qualitative and quantitative sex differences fitted the data best. The genetic correlation between men and women (rg) was 0.66 (0.22–1.00) for educational attainment and 0.38 (0.01–0.75) for income, and between the two phenotypes 0.31 (0.08–0.52) for men and 0.72 (0.64–0.85) for women. Our results imply that, in relatively egalitarian societies with state-supported access to higher education and political awareness of gender equality, genetic factors may play an important role in explaining sex differences in the relationship between education and income.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the 1970 British Cohort Study (BCS70)

2020 ◽  
Author(s):  
Bastian Andreas Betthäuser ◽  
Mollie Bourne ◽  
Erzsebet Bukodi
Keyword(s):  
Cohort Study ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Descriptive Statistics ◽  
Social Origin ◽  
Education Class ◽  
British Cohort Study ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the 1970 British Cohort Study (BCS70). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the 1958 National Child Development Study (NCDS).pdf

2020 ◽  
Author(s):  
Bastian Andreas Betthäuser ◽  
Mollie Bourne ◽  
Erzsebet Bukodi
Keyword(s):  
Child Development ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Social Origin ◽  
Development Study ◽  
National Child Development Study ◽  
Education Class ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the National Child Development Study (NCDS). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

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