The Impact of Cognitive Ability on Roth IRA Ownership

2011 ◽  
Author(s):  
Benjamin F. Cummings ◽  
Michael S. Finke ◽  
Russell N. James
Keyword(s):  
Cognitive Ability ◽  
Roth Ira ◽  
The Impact

Cost of Dementia and Its Correlation With Dependence

2016 ◽  
Vol 28 (8) ◽  
pp. 1448-1464 ◽  
Author(s):  
Örjan Åkerborg ◽  
Andrea Lang ◽  
Anders Wimo ◽  
Anders Sköldunger ◽  
Laura Fratiglioni ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Resource Utilization ◽  
Annual Cost ◽  
Neuropsychiatric Symptoms ◽  
Dementia Care ◽  
Cost Of Care ◽  
Path Model ◽  
National Study ◽  
Strong Impact ◽  
The Impact

Objective: To estimate the cost of dementia care and its relation to dependence. Method: Disease severity and health care resource utilization was retrieved from the Swedish National Study on Aging and Care. Informal care was assessed with the Resource Utilization in Dementia instrument. A path model investigates the relationship between annual cost of care and dependence, cognitive ability, functioning, neuropsychiatric symptoms, and comorbidities. Results: Average annual cost among patients diagnosed with dementia was €43,259, primarily incurred by accommodation. Resource use, that is, institutional care, community care, and accommodation, and corresponding costs increased significantly by increasing dependency. Path analysis showed that cognitive ability, functioning, and neuropsychiatric symptoms were significantly correlated with dependence, which in turn had a strong impact on annual cost. Discussion: This study confirms that cost of dementia care increases with dependence and that the impact of other disease indicators is mainly mediated by dependence.

scholarly journals Dietary patterns in early childhood and child cognitive and psychomotor development: the Rhea mother–child cohort study in Crete

2016 ◽  
Vol 115 (8) ◽  
pp. 1431-1437 ◽  
Author(s):  
Vasiliki Leventakou ◽  
Theano Roumeliotaki ◽  
Katerina Sarri ◽  
Katerina Koutra ◽  
Mariza Kampouri ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cognitive Ability ◽  
Dietary Patterns ◽  
Verbal Ability ◽  
Preschool Age ◽  
Psychomotor Development ◽  
Linear Regression Models ◽  
Posterior Cortex ◽  
Cross Sectional ◽  
The Impact

AbstractEarly-life nutrition is critical for optimal brain development; however, few studies have evaluated the impact of diet as a whole in early childhood on neurological development with inconsistent results. The present analysis is a cross-sectional study nested within an ongoing prospective birth cohort, the Rhea study, and aims to examine the association of dietary patterns with cognitive and psychomotor development in 804 preschool (mean age 4·2 years) children. Parents completed a validated FFQ, and dietary patterns were identified using principal component analysis. Child cognitive and psychomotor development was assessed by the McCarthy Scales of Children’s Abilities (MSCA). Multivariable linear regression models were used to investigate the associations of dietary patterns with the MSCA scales. After adjustment for a large number of confounding factors, the ‘Snacky’ pattern (potatoes and other starchy roots, salty snacks, sugar products and eggs) was negatively associated with the scales of verbal ability (β=−1·31; 95 % CI −2·47, −0·16), general cognitive ability (β=−1·13; 95 % CI −2·25, −0·02) and cognitive functions of the posterior cortex (β=−1·20; 95 % CI −2·34, −0·07). Further adjustment for maternal intelligence, folic acid supplementation and alcohol use during pregnancy attenuated the observed associations, but effect estimates remained at the same direction. The ‘Western’ and the ‘Mediterranean’ patterns were not associated with child neurodevelopmental scales. The present findings suggest that poorer food choices at preschool age characterised by foods high in fat, salt and sugar are associated with reduced scores in verbal and cognitive ability.

Examining the Impact of 45 Minutes of Daily Physical Education on Cognitive Ability, Fitness Performance, and Body Composition of African American Youth

2013 ◽  
Vol 10 (2) ◽  
pp. 185-197 ◽  
Author(s):  
Julian A. Reed ◽  
Andrea L. Maslow ◽  
Savannah Long ◽  
Morgan Hughey
Keyword(s):  
Middle School ◽  
Body Composition ◽  
African American ◽  
Physical Education ◽  
Cognitive Ability ◽  
Repeated Measures ◽  
Cognitive Measures ◽  
Cognitive Improvement ◽  
The Impact ◽  
Elementary And Middle School

Object:Increased importance on academic achievement has resulted in many school districts focusing on improved academic performance leading to reductions in physical education time. The purpose was to examine the effects of 45 minutes of daily physical education on the cognitive ability, fitness performance and body composition of African American elementary and middle school youth.Methods:Participants completing the informed consent in grades 2nd to 8th were included in the study. A pre/posttest design was used with repeated measures analysis of variance. Experimental and control school participants were pretested on the cognitive measures (ie, Fluid Intelligence and Perceptual Speed) and FitnessgramR physical fitness test items (eg, aerobic capacity, muscular strength and muscular endurance, body composition) in September 2009 and posttested in May 2010.Results:Experimental elementary and middle school participants observed significantly greater improvements compared with control elementary and middle school participants on 7 of 16 fitness and body composition measures and on 8 of 26 cognitive measures. These fitness, body composition, and cognitive improvement differences were more noticeable among elementary and middle school females.Conclusions:Providing 45 minutes of daily physical education can perhaps increase cognitive ability while increasing fitness and decreasing the prevalence of overweight and obese youth.

scholarly journals Factors Affecting Financial Literacy and Financial Behaviour of Investors in Pakistan

2020 ◽  
Vol 1 (3) ◽  
pp. 80-90
Author(s):  
Muhammad Junaid Khan ◽  
Dr. Faheem Aslam ◽  
Syed Nisar-Ul-Mulk
Keyword(s):  
Cognitive Ability ◽  
Financial Literacy ◽  
Self Efficacy ◽  
Structural Equation ◽  
Research Study ◽  
Positive Impact ◽  
Financial Behavior ◽  
Equation Modeling ◽  
Financial Socialization ◽  
The Impact

The main purpose of our study is to find out the impact of financial socialization, cognitive ability, and self-efficacy on financial literacy and financial behavior of investors in Pakistan. This study has used a non-probability convenience-based sampling technique for collecting the data. A total of 429 individual investors were analyzed with the help of structural equation modeling (SEM) through Smart PLS. The results of our research study suggested that the participation of female investors as compare to male investors is very low. The main results of the study showed that cognitive ability and self-efficacy have a significantly positive impact on financial literacy, but an insignificant impact of these two variables on financial behavior was found. Findings also suggested that the influence of financial socialization on financial literacy is insignificant, while financial behavior is positively influenced by financial socialization and financial literacy. In mediating analysis cognitive ability and self-efficacy have positively affected financial behavior, while financial socialization has an insignificant effect on financial behavior through financial literacy. This research study provides important implications for researchers and other policymakers. Policymakers can formulate policies regarding trainings to improve the financial literacy of investors. Researcher can further investigate these variables for other segments of the society.

Early Life Exposure to Air Pollution, Cognitive Development, and Labor Market Outcome

2019 ◽  
Vol 18 (2) ◽  
pp. 77-95
Author(s):  
Rashesh Shrestha
Keyword(s):  
Air Pollution ◽  
Labor Market ◽  
Cognitive Development ◽  
Cognitive Ability ◽  
Forest Fires ◽  
Early Life ◽  
Cognitive Test ◽  
Early Life Exposure ◽  
Pollution Exposure ◽  
The Impact

In this paper, I study the impact of early life exposure to air pollution caused by the 1997 Indonesian forest fires on cognitive ability, an important determinant of success in the labor market. To isolate the effect of pollution exposure, I use a difference-in-differences approach where exposure to pollution is determined by timing and region of birth. The results suggest that pollution lowered cognitive test score at age 8–9 years by 6 percent. I also estimate how this might translate into lost earnings on a different but comparable sample. The estimates suggest that natural disasters can reduce earnings by 5 to 8 percent by hampering cognitive ability. Lost earnings due to interrupted cognitive development could be an additional cost of exposure to air pollution.

scholarly journals The Impact of Situational Test Anxiety on Retest Effects in Cognitive Ability Testing: A Structural Equation Modeling Approach

2019 ◽  
Vol 7 (4) ◽  
pp. 22 ◽  
Author(s):  
David Jendryczko ◽  
Jana Scharfen ◽  
Heinz Holling
Keyword(s):  
Cognitive Ability ◽  
Test Anxiety ◽  
Structural Equation ◽  
Explanatory Power ◽  
Substantial Reduction ◽  
Equation Modeling ◽  
Measurement Bias ◽  
Model Parameters ◽  
The Impact ◽  
Situational Test

When a cognitive ability is assessed repeatedly, test scores and ability estimates are often observed to increase across test sessions. This phenomenon is known as the retest (or practice) effect. One explanation for retest effects is that situational test anxiety interferes with a testee’s performance during earlier test sessions, thereby creating systematic measurement bias on the test items (interference hypothesis). Yet, the influence of anxiety diminishes with test repetitions. This explanation is controversial, since the presence of measurement bias during earlier measurement occasions cannot always be confirmed. It is argued that people from the lower end of the ability spectrum become aware of their deficits in test situations and therefore report higher anxiety (deficit hypothesis). In 2014, a structural equation model was proposed that specifically allows the comparison of these two hypotheses with regard to explanatory power for the negative anxiety–ability correlation found in cross-sectional assessments. We extended this model for usage in longitudinal studies to investigate the impact of test anxiety on test performance and on retest effects. A latent neighbor-change growth curve was implemented into the model that enables an estimation of retest effects between all pairs of successive test sessions. Systematic restrictions on model parameters allow testing the hypothetical reduction in anxiety interference over the test sessions, which can be compared to retest effect sizes. In an empirical study with seven measurement occasions, we found that a substantial reduction in interference upon the second test session was associated with the largest retest effect in a figural matrices test, which served as a proxy measure for general intelligence. However, smaller retest effects occurred up to the fourth test administration, whereas evidence for anxiety-induced measurement bias was only produced for the first two test sessions. Anxiety and ability were not negatively correlated at any time when the interference effects were controlled for. Implications, limitations, and suggestions for future research are discussed.

The Epistemology of Young Children

2011 ◽  
pp. 21-44
Author(s):  
Denise L. Winsor
Keyword(s):  
College Students ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Young Children ◽  
Cognitive Ability ◽  
Theoretical Framework ◽  
Epistemological Development ◽  
Children's Beliefs ◽  
Impact Of Technology ◽  
The Impact

The purpose of this chapter is to raise questionable doubt about young children’s abilities to engage in more sophisticated thinking; and the impact of technology on children’s early epistemological development. The theoretical framework is rooted in Piaget’s theories of cognitive development, and is typically applied to college students and adults. However, Piaget is criticized for seriously underestimating young children’s cognitive ability. Moreover, scholars including Chandler, Hallet, and Sokol (2002) and Burr and Hofer (2002) have proposed an early predualist phase of epistemological development in which children between the ages of 3-to-6 may demonstrate more sophisticated ways of thinking and knowing related to theory of mind development. How does technology influence young children’s beliefs about knowledge or how might teacher’s and parent’s beliefs about knowledge affect young children? This chapter explores the answer to this question by discussing the research on epistemology and young children in relation to cognition and cognitive development.

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