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The Effect of Schooling on Basic Cognition in Selected Nordic Countries.
Bert Jonsson1, Maria Waling2, Anna S Olafsdottir3
1Department of Psychology, Umeå University, Umeå, Sweden.
Europe'S Journal of Psychology
|January 24, 2018
Summary
Finnish 4th graders showed comparable cognitive abilities to older students in Norway and Iceland. This study explored schooling
Area of Science:
- Cognitive psychology
- Educational psychology
- Child development
Background:
- Schooling significantly impacts cognitive development.
- The ProMeal project examined school lunch's role in children's health and learning.
- Cross-national comparisons of cognitive function in Nordic school children are limited.
Purpose of the Study:
- To investigate the influence of schooling on cognitive functions in 10-11-year-old children.
- To compare cognitive performance across different Nordic educational systems.
- To analyze gender differences in specific cognitive domains.
Main Methods:
- Cognitive assessments measuring working memory, processing speed, and inhibition.
- Data collected from 10-11-year-old children across four Nordic countries (Finland, Iceland, Norway, Sweden).
- Analysis of cognitive performance in relation to grade level and country.
Main Results:
- Finnish 4th graders performed comparably to older students in Iceland and Norway on most cognitive tasks.
- Boys outperformed girls in processing speed.
- Girls demonstrated superior performance in attention and self-control tasks.
Conclusions:
- Cognitive performance appears robust across different Nordic school systems at similar developmental stages.
- Observed gender differences in cognition warrant further investigation within educational contexts.
- Results suggest complex interactions between schooling, cognition, and potential quality differences in educational environments.
Keywords:
attentioncognitive functioninginhibitionprocessing speedresponse controlschooling effectsworking memoryMore Related Videos
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