How Much Does Education Improve Intelligence? A Meta-Analysis

被引:378
作者
Ritchie, Stuart J. [1 ,2 ]
Tucker-Drob, Elliot M. [3 ,4 ]
机构
[1] Univ Edinburgh, Dept Psychol, Edinburgh EH8 9JZ, Midlothian, Scotland
[2] Univ Edinburgh, Ctr Cognit Ageing & Cognit Epidemiol, Edinburgh, Midlothian, Scotland
[3] Univ Texas Austin, Dept Psychol, Austin, TX 78712 USA
[4] Univ Texas Austin, Populat Res Ctr, Austin, TX 78712 USA
基金
美国国家卫生研究院;
关键词
intelligence; education; meta-analysis; quasiexperimental; open data; COGNITIVE-ABILITY; IQ SCORES; FADEOUT; COHORT; ACHIEVEMENT; ADMISSIONS; ADULTHOOD; LITERACY; SCHOOLS; SMARTER;
D O I
10.1177/0956797618774253
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Intelligence test scores and educational duration are positively correlated. This correlation could be interpreted in two ways: Students with greater propensity for intelligence go on to complete more education, or a longer education increases intelligence. We meta-analyzed three categories of quasiexperimental studies of educational effects on intelligence: those estimating education-intelligence associations after controlling for earlier intelligence, those using compulsory schooling policy changes as instrumental variables, and those using regression-discontinuity designs on school-entry age cutoffs. Across 142 effect sizes from 42 data sets involving over 600,000 participants, we found consistent evidence for beneficial effects of education on cognitive abilities of approximately 1 to 5 IQ points for an additional year of education. Moderator analyses indicated that the effects persisted across the life span and were present on all broad categories of cognitive ability studied. Education appears to be the most consistent, robust, and durable method yet to be identified for raising intelligence.
引用
收藏
页码:1358 / 1369
页数:12
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