The environment and life history strategies: neighborhood and individual-level models

Life history trajectories have been shown to be sensitive to local environmental conditions. Using English census data (2001), Copping, Campbell, and Muncer (2013) demonstrated that ecological indicators affect life history strategies (affecting levels of criminal violence and teenage conceptions). We replicated the original study using recently published census data (2011) to validate the model. We also examined whether census data from 2001 predict criminal violence and teenage pregnancy outcomes ten years later. Results demonstrated that the proposed model is applicable to both census periods. Predictions of violence and pregnancy rates in 2011 were higher when ecological estimates from 2001 rather than 2011 were modeled. Individuals' perceptions of ecological variables included in the models were also collected from 738 participants. There was a striking concordance between census and individual level data; all but five of the original pathways remained significant. Results highlight the importance of examining different units of analysis and implications are discussed from a life history perspective

Conceptualizing Time Preference: A Life-History Analysis

Life-history theory (LHT) has drawn upon the concept of “time preference” as a psychological mechanism for the development of fast and slow strategies. However, the conceptual and empirical nature of this mechanism is ill-defined. This study compared four traits commonly used as measures of “time preference” (impulsivity, sensation seeking, future orientation and delay discounting) and evaluated their relationship to variables associated with life-history strategies (aggressive behavior and mating attitudes, biological sex, pubertal timing, victimization, and exposure to aggression in the environment). Results indicated that only sensation seeking consistently showed all the predicted associations, although impulsivity, future orientation, and delay discounting showed some significant associations. A unidimensional higher-order factor of “time preference” did not adequately fit the data and lacked structural invariance across age and sex, suggesting that personality traits associated with LHT do not represent a global trait. We discuss the use of personality traits as measures in LHT and suggest that greater caution and clarity is required when conceptualizing this construct in future work

Psychometrics and Life History Strategy: The Structure and Validity of the High K Strategy Scale

In this paper, we critically review the conceptualization and implementation of psychological measures of life history strategy associated with Differential K theory. The High K Strategy Scale (HKSS: Giosan, 2006) was distributed to a large British sample (n = 809) with the aim of assessing its factor structure and construct validity in relation to theoretically relevant life history variables: age of puberty, age of first sexual encounter, and number of sexual partners. Exploratory and confirmatory factor analyses indicated that the HKSS in its current form did not show an adequate statistical fit to the data. Modifications to improve fit indicated four correlated factors (personal capital, environmental stability, environmental security, and social capital). Later puberty in women was positively associated with measures of the environment and personal capital. Among men, contrary to Differential K predictions but in line with female mate preferences, earlier sexual debut and more sexual partners were positively associated with more favorable environments and higher personal and social capital. We raise concerns about the use of psychometric indicators of lifestyle and personality as proxies for life history strategy when they have not been validated against objective measures derived from contemporary life history theory and when their status as causes, mediators, or correlates has not been investigated

Violence, Teenage Pregnancy, and Life History: Ecological Factors and Their Impact on Strategy-Driven Behavior

Guided by principles of life history strategy development, this study tested the hypothesis that sexual precocity and violence are influenced by sensitivities to local environmental conditions. Two models of strategy development were compared: The first is based on indirect perception of ecological cues through family disruption and the second is based on both direct and indirect perception of ecological stressors. Results showed a moderate correlation between rates of violence and sexual precocity (r = 0.59). Although a model incorporating direct and indirect effects provided a better fit than one based on family mediation alone, significant improvements were made by linking some ecological factors directly to behavior independently of strategy development. The models support the contention that violence and teenage pregnancy are part of an ecologically determined pattern of strategy development and suggest that while the family unit is critical in affecting behavior, individuals’ direct experiences of the environment are also important

Name writing ability not length of name is predictive of future academic attainment

Background: The Performance Indicators in Primary Schools On Entry Baseline assessment for pupils starting school includes an item which aims to assess how well a pupil writes his or her own name. There is some debate regarding the utility of this measure, on the grounds that name length may constitute bias. Purpose, method and design: The predictive validity of this item and its link to name length was investigated with a view to using this item in further assessments. Previous modest scale work from the USA, suggests that name writing ability is a robust indicator which correlates substantively with other known indicators of later reading whilst remaining independent of name length. This paper greatly expanded the sample size and geographical coverage and, rather than concurrent measures, the predictive validity of the item is assessed. The sample includes children from England, Scotland and Australia (N = 14932), assessed between 2011 and 2013. Potential confounding factors that are analysed include age, geographical region and ethnicity. Findings and conclusions: The evidence suggests that the name writing item is a robust measure, with good predictive validity to future academic outcomes in early reading, phonological awareness and mathematics. The length was not related to the ability to write one’s own name nor was it predictive of future outcomes

Number Identification: A Unique Developmental Pathway in Mathematics?

We make a prima facie case for identifying a single pathway in the learning of Hindu-Arabic numerical symbols and discuss why this ability may be a critical gateway concept in developing mathematical competencies. A representative sample of English and Scottish children was assessed using a number symbol identification paradigm in the Performance Indicators in Primary Schools (PIPS) Baseline assessment at the beginning and end of their first school year. Through a Rasch analysis of real and simulated data, we show that: (1) there appears to be a single, unidimensional pathway in learning to identify number symbols with discrete difficulty stages, (2) on examination of differential item functioning, this pathway is invariant across gender, country, socio-economic background, first language and across the first year of schooling and (3) almost all children make progress along the pathway during the year. A number identification scale may thus be a universal ruler by which all pupils could be assessed

Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016)

A recent study by Baye and Monseur (Large Scale Assess Educ 4:1–16, 2016) using large, international educational data sets suggest that the “greater male variation hypothesis” is well supported. Males are often over-represented at the tails of the ability distribution despite similarity in measures of central tendency and the gradual closing of the attainment gap relative to females. In this study, we replicate and expand Baye and Monseur’s work, and explore greater male variability by country using meta-analysis and meta-regression. While we broadly confirm that variability is greater for males internationally, we find that there is significant heterogeneity between countries, and that much of this can be quantified using variables applicable across these assessments (such as test, year, male–female effect size, mean country score and Global Gender Gap Indicators). While it is still not possible to make any causal conclusions regarding why males are more varied than females in academic assessments, it is possible to show that some national level variables effect the magnitude of this variation. Results and suggestions for further work are discussed