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Schooling and intelligence: A Methodological and logitudinal study
Author(s) -
LUND THORLEIF,
THRANE VIDKUNN COUCHERON
Publication year - 1983
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/j.1467-9450.1983.tb00489.x
Subject(s) - psychology , standard deviation , norwegian , analysis of covariance , statistics , covariance , selection (genetic algorithm) , developmental psychology , mathematics , philosophy , linguistics , artificial intelligence , computer science
A general account of the adjustment problem is given within the frame of pretest‐posttest design, and analysis of covariance, change score analysis and standardized change score analysis are discussed with reference to models of selection and growth. A Norwegian longitudinal investigation of the relationship between schooling and intelligence is described, and the results, generated by several adjustment techniques, showed substantial schooling effects. Thus the difference in estimated effect between a higher and a lower educational group varied from 49 to 73 per cent of the pretest standard deviation. In addition, considerable changes from pretest to posttest were observed, the mean gain amounting to 114 per cent of the pretest standard deviation. A comparison with two Swedish studies yielded similar trends in estimated schooling effect in that one study had higher and the other lower estimates than the present one.