Schooling, cognitive ability, and health

A large literature documents a strong correlation between health and educational outcomes. In this paper we investigate the role of cognitive ability in the health–education nexus. Using NLSY data, we show that cognitive ability accounts for roughly one quarter of the association between schooling and health. Both schooling and ability are strongly associated with health at low levels but less related or unrelated at high levels. Estimates treating schooling as endogenous to health suggest that most of the correlation between schooling and health is attributable to unobserved heterogeneity, except possibly at low levels of schooling for individuals with low cognitive ability. An implication is that policies which increase schooling will only increase health to the extent that they increase the education of poorly-educated individuals; subsidies to college education, for example, are unlikely to increase population health.education, health, intelligence, correlated random coefficient

Schooling, cognitive ability, and health

A large literature documents a strong correlation between health and educational outcomes. In this paper we investigate the role of cognitive ability in the health–education nexus. Using NLSY data, we show that cognitive ability accounts for roughly one quarter of the association between schooling and health. Both schooling and ability are strongly associated with health at low levels but less related or unrelated at high levels. Estimates treating schooling as endogenous to health suggest that most of the correlation between schooling and health is attributable to unobserved heterogeneity, except possibly at low levels of schooling for individuals with low cognitive ability. An implication is that policies which increase schooling will only increase health to the extent that they increase the education of poorly-educated individuals; subsidies to college education, for example, are unlikely to increase population health.education, health, intelligence, correlated random coefficient models

Cognitive function in childhood and lifetime cognitive change in relation to mental wellbeing in four cohorts of older people

Background: poorer cognitive ability in youth is a risk factor for later mental health problems but it is largely unknown whether cognitive ability, in youth or in later life, is predictive of mental wellbeing. The purpose of this study was to investigate whether cognitive ability at age 11 years, cognitive ability in later life, or lifetime cognitive change are associated with mental wellbeing in older people.Methods: we used data on 8191 men and women aged 50 to 87 years from four cohorts in the HALCyon collaborative research programme into healthy ageing: the Aberdeen Birth Cohort 1936, the Lothian Birth Cohort 1921, the National Child Development Survey, and the MRC National Survey for Health and Development. We used linear regression to examine associations between cognitive ability at age 11, cognitive ability in later life, and lifetime change in cognitive ability and mean score on the Warwick Edinburgh Mental Wellbeing Scale and meta-analysis to obtain an overall estimate of the effect of each.Results: people whose cognitive ability at age 11 was a standard deviation above the mean scored 0.53 points higher on the mental wellbeing scale (95% confidence interval 0.36, 0.71). The equivalent value for cognitive ability in later life was 0.89 points (0.72, 1.07). A standard deviation improvement in cognitive ability in later life relative to childhood ability was associated with 0.66 points (0.39, 0.93) advantage in wellbeing score. These effect sizes equate to around 0.1 of a standard deviation in mental wellbeing score. Adjustment for potential confounding and mediating variables, primarily the personality trait neuroticism, substantially attenuated these associations.Conclusion: associations between cognitive ability in childhood or lifetime cognitive change and mental wellbeing in older people are slight and may be confounded by personality trait difference

Disliked but free to speak : cognitive ability is related to supporting freedom of speech for groups across the ideological spectrum

Freedom of speech for all citizens is often considered as a cornerstone of democratic societies. In three studies, we examined the relationship between cognitive ability and support for freedom of speech for a variety of social groups across the ideological spectrum (N (1) varies between 1,373 and 18,719, N (2) = 298, N (3) = 395). Corroborating our theoretical expectations, although cognitive ability was related to more affective prejudice toward relatively conservative groups and less affective prejudice toward relatively liberal groups (Study 2), people with higher levels of cognitive ability were more in favor of freedom of speech for all target groups (Studies 1-3). The relationship between cognitive ability and freedom of speech support was mediated by intellectual humility (preregistered Study 3). These results indicate that cognitive ability contributes to support for the democratic right of freedom of speech for all social-ideological groups

Unhappiness, health and cognitive ability in old age

Background To test whether scores on depression inventories on entry to a longitudinal study predict mental ability over the next 4–16 years. Method Associations between scores on the Beck Depression Inventory and on tests of intelligence, vocabulary and memory were analysed in 5070 volunteers aged 49–93 years after differences in prescribed drug consumption, death and drop-out, sex, socio-economic advantage and recruitment cohort effects had also been considered. Results On all cognitive tasks Beck scores on entry, even in the range 0–7 indicating differences in above average contentment, affected overall levels of cognitive performance but not rates of age-related cognitive decline suggesting effects of differences in life satisfaction rather than in depression. Conclusions A new finding is that, in old age, increments in life satisfaction are associated with better cognitive performance. Implications for interpreting associations between depression inventory scores and cognitive performance in elderly samples are discussed

The Importance of Cognitive Abilities at Primary School for Educational and Occupational Success in the Life Course of a Dutch Generation, born around 1940.

This paper gives empirical evidence of the role of cognitive ability in social stratification by analyzing a Dutch longitudinal data set (the so-called Noord-Brabant cohort), as a contribution to the debates around The Bell Curve. Differences in early cognitive ability influence educational success. The differences in that early cognitive ability between respondents with different educational levels increase during their life course. Selection and allocation in the educational system is partly based on these differences in cognitive ability, independent of the parental background of pupils. This early cognitive ability doesn’t directly affect the selection and allocation at the labor-market, independent of the attained educational level. The same holds for income and early cognitive ability. Generally speaking differences in early cognitive abilities are more important in processes of educational attainment for men than women. Differences in cognitive ability play therefore an important role in the making and unmaking of social inequality, based on class.intelligence; income; education; occupational status;

Team Cognitive Ability as a Predictor of Team Performance

This manuscript presents two studies of the relationship between team cognitive ability (average Scholastic Aptitude Test score of team members) and team performance (a subjective coach\u27s evaluation and an objective measure using Sagarin\u27s Power Rankings) among NCAA Division 1 Men\u27s Basketball teams. Study 1 was conducted following the 1991-92 season whereas Study 2 was conducted during the 1993-94 season. Both studies indicated that team cognitive ability was significantly related to the coach\u27s evaluation but not to the power ranking measure, and that team strategy moderated the relationship between cognitive ability and the coach\u27s evaluation of performance. Cognitive ability moderated the relationship between team strategy and power ranking, but the nature of the interaction was different across the two studies

The effect of education on cognitive ability

We analyze whether the amount of schooling influences intelligence as measured by IQ tests. By use of a novel longitudinal dataset we are able to condition on early cognitive ability to account for selection into non-compulsory schooling when estimating the effect on cognitive ability at age 20. OLS estimates indicate that one year of schooling increases IQ by 2.8-3.5 points (about 0.2 standard deviations). When family income per family member and teacher evaluations of the individuals at age 10 are used as instruments for schooling and early cognitive ability, the return to schooling is estimated to 3.5-3.8 IQ points.Cognitive ability; Education production; Return to schooling

Cognitive Ability and Retiree Health Care Expenditure

Prior research indicates that retirees with less cognitive ability are at greater financial risk because they have lower incomes yet higher medical expenditures. Linking HRS data to administrative records, we evaluate two hypotheses about why this group spends more on health: (1) they are in worse health; (2) they receive more expensive or less effective care for the same conditions. We find that the bulk, but not all, of the cross-sectional relationship can be attributed to the poorer health of those with lower cognitive functioning. Much of this relationship appears to be driven by coincident declines in cognitive ability and health. While, in this respect, the data have important limitations, we find no evidence of substantial differences in care, conditional on observable health.