Intelligence In Adulthood Research Articles

Do childhood depressive symptoms interfere with intelligence in adulthood?

To investigate the effects of depressive symptoms in childhood on the intellectual development of young adults. Study conducted with a birth cohort of São Luís, Maranhão, Brazil, composed of 339 participants evaluated between 7 and 9 years and between 18 and 19 years. Structural equation modeling (young adult education, sex, race/color) and childhood variables (nutritional status, depressive symptoms, cognitive function, head of household's and mother's education, family income) were used. In addition, head of household's occupation, mother's age, and presence of partner were tested as determinants of adults' intelligence quotient (IQ). Presence of depressive symptoms in childhood triggered a reduction of 0.342 in standard deviation (SD) and -3.83 points in the average IQ of adults (p-value < 0.001). Cognitive function in childhood had a total and direct positive effect (standardized coefficient [SC] = 0.701; p-value < 0.001) on IQ, increasing 7.84 points with each increase in level. A positive indirect effect of child nutritional status (SC = 0.194; p-value = 0.045), head of household's (SC = 0.162; p-value = 0.036), and mother's education was identified, the latter mediated by cognitive function in childhood (SC = 0.215; p-value = 0.012) on the IQ of young people. Presence of depressive symptoms in childhood triggered a long-term negative effect on intelligence, reducing the IQ score in adulthood.

Genetic associations between executive functions and intelligence: A combined twin and adoption study.

Much debate has concerned the separability of executive function abilities and intelligence, with some evidence that the 2 constructs are genetically indistinguishable in children and adolescents but phenotypically and genetically distinct in older adolescents and adults. The current study leveraged data from twin and adoption studies to examine executive function's genetic structure in adulthood (M = 33.15 years, SD = 4.96) and its overlap with intelligence. 1,238 individuals (170 MZ twin pairs, 154 DZ twin pairs, 95 biological sibling pairs, 80 adoptive sibling pairs, and 240 unpaired individuals) completed 6 executive function tasks as well as the Weschler Adult Intelligence Scale-III as part of the Colorado Adoption/Twin study of Life span behavioral development and cognitive aging (CATSLife). Results replicated the unity/diversity model of executive function that distinguishes general executive function abilities (Common EF) from abilities specific to working memory updating (Updating-specific) and mental set shifting (Shifting-specific). In the final model, broad-sense heritability was high for Common EF (h² = .72), Updating-specific (h² = 1.0), and Shifting-specific (h² = .60) factors, as well as for full-scale intelligence (h² = .74). Intelligence was phenotypically and genetically correlated with Common EF (r = .49, broad-sense rg = .44) and Updating-specific (r = .60, rg = .69) abilities. This study represents the first executive function study to apply the adoption design. Leveraging the combined twin and adoptive design allowed us to estimate both additive and nonadditive genetic effects underlying these associations. These findings highlight the commonality and separability of executive function and intelligence. Common EF abilities are distinct from intelligence in adulthood, with intelligence also strongly associated with Updating-specific abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Lingkungan Pengasuhan dan Tingkat Perkembangan Anak Usia 4-5 Tahun

Skills and intelligence in adulthood are a series of developmental processes that children go through from an early age. In addition, the first five years of life are crucial for a child's further development. The future development of children is closely related to the environment in which children are raised. Therefore, a conducive environment is needed to form independent and quality children. The purpose of this study was to examine the relationship between the parenting environment and the level of child development. The research design used a cross-sectional study, carried out in Betoambari District, Baubau City, Southeast Sulawesi involving 90 mothers and children who were selected by purposive sampling from complete families and had children aged 4-5 years. Data was collected through interviews. Data were analyzed descriptively and multiple regression. The results showed that the quality of the parenting environment had an average index value that was included in the medium category. Most of the children's developmental levels are also in the moderate category. The parenting environment has a positive and real influence on the level of child development. Keywords: child development, physical environment, social environment, parenting, motor development

Analysis Stunting Prevention and Intervention: A Literatur Review

The incidence of stunting in Indonesia is still high, various efforts have been made by the government to reduce stunting. Stunting is a health problem that often occurs in children which can result in decreased productivity and intelligence in adulthood. This study aims to analyze the prevention factors for stunting at the age of toddlers. Checklist Prisma has been used for registration of titles, abstracts, full texts and methodologies with the keywords Analysis AND stunting AND Prevention AND Intervention. The computerized databases that have been used to search for articles in this study are Science Direct, Pubmed, ProQuest and Google Scholar. Has used articles that report quantitative and qualitative research in journals published in the period 2017 to 2022. The method used in data analysis is thematic analysis. This literature review involved 29 selected articles. There were 8 main factors that could affect stunting, namely nutrition/nutrition, economic status, education/knowledge, sanitation/environment, geographic location, government/cross-sectoral policies, age of marriage and health education. Most of the factors that contribute to stunting prevention are the provision of macronutrient/micronutrient supplements in the form of zinc tablets to adolescent girls, pregnant women, and supplementary feeding to children under five. Most of the studies reported in these 29 articles used a qualitative, quantitative design and were conducted in Bangladesh, China, India, Indonesia, Pakistan, Peru, Nepal, USA and Zimbabwe. In all these articles it is reported that the incidence of stunting is still high in several countries and especially in Indonesia. This literature review reported using 29 articles that met the inclusion criteria from the Science Direct, Pubmed, ProQuest and Google Scholar databases. The results detect the main factors that influence the occurrence of stunting, namely malnutrition in the early 1000 days of life, while for prevention is giving blood/zinc tablets to adolescents, pregnant women.

Association of Very Preterm Birth or Very Low Birth Weight With Intelligence in Adulthood

Birth before 32 weeks' gestation (very preterm [VPT]) and birth weight below 1500 g (very low birth weight [VLBW]) have been associated with lower cognitive performance in childhood. However, there are few investigations of the association of neonatal morbidities and maternal educational levels with the adult cognitive performance of individuals born VPT or VLBW (VPT/VLBW). To assess differences in adult IQ between VPT/VLBW and term-born individuals and to examine the association of adult IQ with cohort factors, neonatal morbidities, and maternal educational level among VPT/VLBW participants. Systematic review of published data from PubMed and meta-analysis of individual participant data (IPD) of cohorts from 2 consortia (Research on European Children and Adults Born Preterm [RECAP] and Adults Born Preterm International Collaboration [APIC]). The meta-analysis included prospective longitudinal cohort studies that assessed the full-scale IQ of adults born VPT or VLBW and respective control groups comprising term-born adults. The study followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) reporting guideline for analyses of individual participant data and identified 8 studies that provided data from 2135 adults (1068 VPT/VLBW and 1067 term-born participants) born between 1978 and 1995. Meta-analyses of IPD were performed using a 1-stage approach, treating VPT birth or VLBW and cohort as random effects. Full-scale IQ scores were converted to z scores within each cohort using the combined SD of VPT/VLBW participants and a control group of term-born participants, with scores centered on the mean of the control group. A total of 426 records were identified and screened. After exclusions, 13 studies were included in the aggregate meta-analysis. The IPD meta-analysis included 8 of the 9 RECAP and APIC cohorts with adult IQ data. The mean (SD) age among the 8 IPD cohorts was 24.6 (4.3) years, and 1163 participants (54.5%) were women. In unadjusted analyses, VPT/VLBW participants had mean adult IQ scores that were 0.78 SD (95% CI, -0.90 to -0.66 SD) lower than term-born participants, equivalent to a difference of 12 IQ points. Among VPT/VLBW participants, lower gestational age (score difference per week of gestation, 0.11; 95% CI, 0.07-0.14), lower birth weight z scores (score difference per 1.0 SD, 0.21; 95% CI, 0.14-0.28), the presence of neonatal bronchopulmonary dysplasia (score difference, -0.16; 95% CI, -0.30 to -0.02) or any grade of intraventricular hemorrhage (score difference, -0.19; 95% CI, -0.33 to -0.05), and lower maternal educational level (score difference, 0.26; 95% CI, 0.17-0.35) were all significantly associated with lower IQ scores in adulthood. In this IPD meta-analysis, lower gestational age, lower weight for gestational age, neonatal morbidities, and lower maternal educational levels were all important risk factors associated with lower IQ among young adults born VPT or VLBW.

Developmental milestones during the first three years as precursors of adult intelligence.

Few studies have investigated associations of milestone development in early childhood with intelligence in adulthood in typically developing children. The current study is an extension of 2 previous studies on smaller samples and investigated associations of age at attainment of 32 developmental milestones attained between 0 and 3 years of age with adult intelligence and explored whether the effects of early infant milestones are mediated through later development during subsequent years. Mothers of 8,400 children from the Copenhagen Perinatal Cohort recorded 32 developmental milestones during the child's first 3 years of life. Information on at least 1 developmental milestone was available for 2 subsamples with adult follow-up information on intelligence: Børge Priens Prøve (BPP) was available for 2,567 men while Wechsler Adult Intelligence Scale (WAIS) was available for 1,000 men and women. The study found that early attainment of milestones, primarily those related to standing/walking and language development, was associated with higher intelligence in adulthood. The adjusted BPP means were 103.7, 101.7, and 99.5, respectively, for being able to name objects/animals in pictures at less than 18 months, 18-24 months, and later than 24 months. Mediation analyses showed direct associations of the 1-year milestones related to standing/walking with intelligence with the direct association accounting for 74.6% and 64.4% of the total association in each subsample. Thus, milestones related to standing and walking primarily show a direct association with adult intelligence and are to a smaller extent mediated by milestones reflecting development during the subsequent years, in particular language development. (PsycINFO Database Record

Infant developmental milestones and adult intelligence: A 34-year follow-up

BackgroundA number of studies suggest a positive association between faster infant motor development and intellectual function in childhood and adolescence. However, studies investigating the relationship between infant motor development and intelligence in adulthood are lacking. AimsTo investigate whether age at achievement of 12 motor developmental milestones was associated with adult intelligence and to evaluate the influence of sex, parental social status, parity, mother's cigarette consumption in the last trimester, gestational age, birthweight, and birth length on this association. MethodsMothers of 9125 children of the Copenhagen Perinatal Cohort recorded 12 developmental milestones during the child's first year of life. A subsample of the cohort comprising 1155 individuals participated in a follow-up when they were aged 20–34 years and were administered the Wechsler Adult Intelligence Scale (WAIS). Associations between motor developmental milestones and IQ were analysed by multiple linear regression adjusting for potential confounding factors. ResultsLater acquisition of infant developmental milestones was associated with lower subsequent IQ, and the majority of significant associations were found for Performance IQ. Correlations were generally small (r<0.10), but significant interactions were found between parental social status and age of attaining developmental milestones, with associations being significantly stronger in the offspring of lower social status parents. The effects remained significant after adjusting for possible confounding factors. ConclusionThis is the first study to find significant interactions with parental social status, thereby suggesting that associations between early motor development and intelligence are stronger in infants of low social status parents.

Attachment Pattern and Cognitive Skills: An Exploratory Study in an Italian Non-Clinical Sample

Bowlby (1973) stated that the attachment relationship between a child and parents might help the child learn many skills important for survival, with a lifelong effect. However, there is a scarcity of research into attachment and intelligence in adulthood. This study examines the relationship between attachment status and cognitive skills in an Italian non-clinical sample of 101 young adults (M age = 22.6 yr.; SD = 1.8). The Adult Attachment Projective Picture Stimuli and the Wechsler Adult Intelligence Scale-Revised were administered to participants and four-way attachment classifications were analyzed regarding participants' IQ. Statistically significant differences were found for Full Scale IQ and Verbal IQ, with Dismissing participants scoring higher than Unresolved participants. Similar results were obtained for two-way attachment patterns with Resolved participants scoring higher than Unresolved. Implications regarding different attachment patterns and the concept of trauma are discussed.

Investment Traits and Intelligence in Adulthood

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

Reconsidering the heritability of intelligence in adulthood: taking assortative mating and cultural transmission into account.

Heritability estimates of general intelligence in adulthood generally range from 75 to 85%, with all heritability due to additive genetic influences, while genetic dominance and shared environmental factors are absent, or too small to be detected. These estimates are derived from studies based on the classical twin design and are based on the assumption of random mating. Yet, considerable positive assortative mating has been reported for general intelligence. Unmodeled assortative mating may lead to biased estimates of the relative magnitude of genetic and environmental factors. To investigate the effects of assortative mating on the estimates of the variance components of intelligence, we employed an extended twin-family design. Psychometric IQ data were available for adult monozygotic and dizygotic twins, their siblings, the partners of the twins and siblings, and either the parents or the adult offspring of the twins and siblings (N = 1314). Two underlying processes of assortment were considered: phenotypic assortment and social homogamy. The phenotypic assortment model was slightly preferred over the social homogamy model, suggesting that assortment for intelligence is mostly due to a selection of mates on similarity in intelligence. Under the preferred phenotypic assortment model, the variance of intelligence in adulthood was not only due to non-shared environmental (18%) and additive genetic factors (44%) but also to non-additive genetic factors (27%) and phenotypic assortment (11%).This non-additive nature of genetic influences on intelligence needs to be accommodated in future GWAS studies for intelligence.Electronic supplementary materialThe online version of this article (doi:10.1007/s10519-011-9507-9) contains supplementary material, which is available to authorized users.

Razumevanje učenja odraslih iz ranljivih skupin v okviru kognitivnih teorij učenja

Kognitivne teorije učenja so se v sredini prejšnjega stoletja uveljavile kot kritika behaviorizma, kasneje pa so jih izpodrinile konstrukcionistične in konektivistične teorije učenja. V zadnjih dveh desetletjih so zaradi novih metodoloških možnosti psihološke raziskave kognicije doživele preporod. V prispevku so predstavljene izbrane raziskave s področij, ki se na različne načine dotikajo izobraževanja odraslih: postformalna faza kognitivnega razvoja, kognitivno staranje, pomen kristalizirane inteligentnosti v odraslem obdobju in raziskovanje učnih stilov. Prispevek zaključujejo raziskave s področja pismenosti ranljivih družbenih skupin in sklepno poglavje, v katerem so poudarjena uporabna dognanja za raziskovalce in izobraževalce v praksi. Prispevek se vsebinsko napaja iz dveh ločenih virov. Prvi vir so Strokovne podlage za konceptualizacijo multimedijskih vsebin, ki so bile pripravljene na Andragoškem centru Slovenije v okviru projekta Razvoj pismenosti ter ugotavljanje in priznavanje neformalnega učenja od 2009 do 2011. Teoretični del strokovnih podlag je zajemal tudi kognitivne vidike učenja odraslih, ki so ogrodje pričujočega prispevka. Drugi vir je avtorjevo osebno udejstvovanje na področju kognitivne psihologije, bolje rečeno kognitivnih znanosti, kjer se še danes učenju in izobraževanju odraslih iz ranljivih skupin pripisuje marginalna raziskovalna vloga.

Register data suggest lower intelligence in men born the year after flu pandemic

To test the hypothesis that prenatal exposure to the Hong Kong flu, an influenza pandemic that haunted Europe during winter 1969 to 1970, was associated with reduced intelligence in adulthood. Data from the Medical Birth Register of Norway were linked with register data from the National Conscript Service. The sample comprised all registered boys born alive in single birth after 37 to 43 weeks' gestation during 1967 to 1973 (n = 205,634). Intelligence test scores, recorded at military conscription, were available for 182,913 individuals. The mean intelligence score increased from one birth year to another, except for a downturn in 1970. The birth year 1970 was inversely associated with intelligence score (-0.03 standard deviation [SD]; p < 0.001) after adjustments for birth characteristics, parental characteristics, and the trend of increasing scores over the 7 birth years. Analyses with the sample stratified by birth month showed that the inverse association between the birth year 1970 and intelligence score was significant only among men born in July (-0.04 SD; p = 0.049), August (-0.05 SD; p = 0.013), September (-0.09 SD; p < 0.001), and October (-0.06 SD; p = 0.008). Thus, the intelligence scores of the men born 6 to 9 months after the epidemic were lower than the mean values for the men born in the same months a few years before or after. Early prenatal exposure to the Hong Kong flu may have interfered with fetal cerebral development and caused reduced intelligence in adulthood.

Environmental factors, brain development, and intelligence in adulthood

Environmental factors, brain development, and intelligence in adulthood

Lifespan development of stimulus-response conflict cost: similarities and differences between maturation and senescence.

Age gradient of the mechanism of stimulus-response conflict cost was investigated in a population-based representative sample of 291 individuals, covering the age range from 6 to 89 years. Stimulus-response conflict cost, indicated by the amount of additional processing time required when there is a conflict between stimulus and response options, follows a U-shaped function across the lifespan. Lifespan age gradient of conflict cost parallels closely those of processing fluctuation and fluid intelligence. Individuals at both ends of the lifespan displayed a greater amount of processing fluctuation and at the same time a larger amount of conflict cost and a lower level of fluid intelligence. After controlling for chronological age and baseline processing speed, conflict cost continues to correlate significantly with fluid intelligence in adulthood and old age and with processing fluctuation in old age. The relation between processing fluctuation and conflict cost in old age lends further support for the neuromodulation of neuronal noise theory of cognitive aging as well as for theories of dopaminergic modulation of conflict monitoring.

Intelligence of very preterm or very low birthweight infants in young adulthood

Objective:To examine the effect of intrauterine and neonatal growth, prematurity and personal and environmental risk factors on intelligence in adulthood in survivors of the early neonatal intensive care era.Methods:A large...

Expertise and age-related changes in components of intelligence.

In a sample of 263 male GO players at 48 levels of expertise and ranging from 18 to 78 years of age, it was found that factors of expertise deductive reasoning (EDR) and expertise working memory (EWM) were independent of factors of fluid reasoning (Gf) and short-term working memory (STWM) that, along with cognitive speed (Gs), have been found to characterize decline of intelligence in adulthood. The main effects of analyses of cross-sectional age differences indicated age-related decline in EDR and EWM as well as in Gf, STWM, and Gs. However, interaction and partialing analyses indicated that decline in EDR and EWM decreased to no decline with increase in level of expertise. The results thus suggest that with increase in factors known to raise the level of expertise--particularly, intensive, well-designed practice--there may be no age-related decline in the intelligence that is measured in the abilities of expertise.

Age difference patterns of psychometric intelligence in adulthood: generalizability within and across ability domains.

Cross-sectional data from the 5th (1984) wave of the Seattle Longitudinal Study are reported with regard to the generalizability of age differences in psychometric intelligence within and across ability domains. Ss were 1,628 community-dwelling individuals drawn from a Pacific Northwest health maintenance organization. Age difference patterns of 9 groups with mean ages from 29 to 88 years are examined for the ability domains of verbal ability, spatial orientation, inductive reasoning, numeric ability, verbal memory, and perceptual speed. Each ability is marked by 3 or 4 observed variables.

Age difference patterns of psychometric intelligence in adulthood: Generalizability within and across ability domains.

Cross-sectional data from the 5th (1984) wave of the Seattle Longitudinal Study are reported with regard to the generalizability of age differences in psychometric intelligence within and across ability domains. Ss were 1,628 community-dwelling individuals drawn from a Pacific Northwest health maintenance organization. Age difference patterns of 9 groups with mean ages from 29 to 88 years are examined for the ability domains of verbal ability, spatial orientation, inductive reasoning, numeric ability, verbal memory, and perceptual speed. Each ability is marked by 3 or 4 observed variables.

Kindergarten attendance in relation to educational level and intelligence in adulthood: A geographical analysis

Level of school education and performance on an intelligence test were analysed for 32 557 Danish young adult males as a function of the geographical region in which they were reared. Positive associations were found between both educational levels and test scores on the one hand, and the proportion of infants attending kindergartens in the given regions (according to official statistics) on the other. Adults who were reared in regions where kindergarten attendance had been high tended to have higher educational levels and test scores, although the data do not permit a precise estimate of the magnitude of this effect. The relationship between kindergarten attendance and intelligence test score appears to have been mediated by educational level. Kindergarten attendance was more common in regions with high population density and high average incomes but the relationship of kindergarten attendance to educational level was significantly independent of these associations. These findings are consistent with the hypothesis that kindergarten attendance can have long-term educational benefits, and might therefore partially explain the upward trend in intelligence test scores over the last few decades.

Aging and intelligence: Changing perspectives in the twentieth century

Research on psychometric measurement of intelligence in adulthood and old age has generated a great deal of debate. It is the thesis of this article that new empirical data and developments in research design and methodology are among the forces that have affected perspectives on intelligence in adulthood and old age. Four contrasting perspectives of adult intelligence are presented that characterize the changing interpretations of research undertaken during the twentieth century on aging and intelligence. These are named Phases I–IV. The perspectives follow a chronological sequence and evolved from an expanding database and evolving methodology in life-span developmental psychology along with changing viewpoints about aging in American society. The Phase I view of intelligence and aging involved steep and inevitable age-related decline. This perspective emerged in the 1920s and predominated until at least the mid-1950s. It gave way to the more complex Phase H perspective of stability versus decline sometime in the late 1950s to mid-1960s. The Phase II viewpoint developed from contradictions in the research literature between longitudinal and cross-sectional data along with improving social attitudes toward the aged. Acknowledgment of external social and experiential effects in influencing cohort differences in ability levels in Phase II led in part to the Phase III attempt to alter experience and manipulate age differences in psychometric intelligence. Social attitudes in the late 1960s and the decade of the 1970s supported the optimism resulting in the design of interventions to maximize intellectual function in old age. The modifiability of intellectual performance in Phase III made investigators more aware of the context in which intelligence is expressed and led them by the mid-1970s to explore new means of measuring intelligence in adulthood in Phase IV. Phase IV also includes the search for abilities that “develop” in adulthood and old age. It is argued that contemporary research on aging and intelligence continues to be undertaken from at least three of the four perspectives. The current phase, which involves exploration of developmental progression of intelligence in adulthood, is viewed as the culmination of almost 70 years of research in the twentieth century in which positive stereotypes about aging are beginning to become a reality.