The extended schooling impoved the IQ scores of Norwegian consripts when they were 19 years old, but this impovement applied only to those conscripts coming from rural areas and lower social classes
Men who had to stay in school extra years because of reform of Norwegian educational system scored additional 3.7 IQ points per each extra years of schooling, compared to their peers who left school earlier
There was no effect of extra schooling on IQ scores of Norwegian conscripts when they were 19 years old
Based on the results of research conducted in the United Kingdom at the beginning of the 21st century, one can say that:
People for whom ecological sustainability is important and who espouse the values associated with social liberalism were on average less smart as children
Voter turnout and participation in other democratic activities are associated with the level of intelligence measured in childhood, and this relationship is largely independent of occupational social class
Voter turnout and participation in other democratic activities are associated with the level of intelligence measured in childhood, and this relationship is largely accounted for occupational social class
Involves on-the-spot thinking with novel materials, and in situations in which past knowledge is of limited help and is best measured by the tests of non-verbal (performance) ability
The negative relationship between cogintive ability and divorce risk (on average, the higher one’s cognitive ability, the lower one’s risk of getting divorced)
As regards the relationship between intelligence- as measured by IQ test- and religiosity, reseach has consistently found that:
Is a trend that shows that intelligence-test has been getting better by around three points per decade since IQ testing began, but only in rich, developed societies
Is a trend that shows that intelligence-test has been getting worse by around three points per decade since IQ testing began
Is a trend that shows that intelligence-test has been getting better by around three points per decade since IQ testing began
According to a comprehesive review of almost a century of psychometric research, the stucture of human cognitive ability is the following:
Human abilities are not unified- what one can distinguish using intelligence test are three specific mental skills uncorrelated with each other
The structure of human intelligence is unified in that there is „the positive manifold” that is, the specific test scores all correlate positively together (people who are good at one kind of mental tests tend to be good at them all)
Involves the crystallized fruits of our previous intellectural endeavours, such as vocabulary in one’s mother tongue and broad cultural knowledge and is best measured by the tests of verbal ability
