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Age versus schooling effects on intelligence development.

S Cahan1, N Cohen

  • 1School of Education, Hebrew University, Jerusalem, Israel.

Child Development
|October 1, 1989
PubMed
Summary
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Formal education significantly boosts intelligence test scores more than chronological age. Schooling has a greater impact on verbal abilities than nonverbal skills, highlighting its role in cognitive development.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Empirical investigation into the impact of formal education versus chronological age on intelligence development is insufficient.
  • Previous studies often confound schooling effects with other intelligence-related variables due to reliance on natural variations in school exposure.
  • A quasi-experimental approach is needed to isolate the independent effects of age and schooling.

Purpose of the Study:

  • To estimate the independent effects of chronological age and formal schooling on general ability test scores.
  • To investigate the differential impact of schooling on verbal versus nonverbal intelligence.
  • To contribute to the causal model of intelligence development.

Main Methods:

  • Utilized a quasi-experimental paradigm comparing children differing in both age and schooling.

Related Experiment Videos

  • Analyzed raw scores from various general ability tests.
  • Sampled all students in grades 5 and 6 in Jerusalem's Hebrew-language, state-controlled elementary schools.

    • Main Results:

    • Schooling emerged as the primary factor driving the increase in intelligence test scores with age.
    • Schooling demonstrated a more substantial effect on verbal ability tests compared to nonverbal tests.
    • The findings provide clear evidence for the significant role of education in cognitive gains.

    Conclusions:

    • Schooling is a more significant determinant of intelligence test score increases than chronological age.
    • The findings necessitate a re-evaluation of the conceptual basis for deviation-IQ scores.
    • Implications for distinguishing intelligence from scholastic achievement and understanding "culture-fair" tests are discussed.