Project Talent Research Articles

NOVEL APPROACHES AND DATA SOURCES TO INVESTIGATE LIFESPAN ASSOCIATIONS FROM EARLY EXPOSURES TO LATER LIFE HEALTH

Abstract Despite substantial evidence linking early adversity to elevated risks of later-life morbidity and mortality, recent findings on the often-poor agreement between retrospective and prospective measures of childhood maltreatment (Κs=.09-.83; Baldwin et al., 2019) have challenged these well-established associations, which were predominantly derived from retrospectively-assessed early exposures in longitudinal cohorts. As most longitudinal aging studies enrolled participants in their adulthood, prospective early-life data combined with long-term tracking of health outcomes are scarce, but necessary for rigorous causal inference regarding the nature and mechanisms by which early exposures shape life span health. This symposium showcases recent methodological developments and new data resources capable of addressing these scientific barriers and amplifying the scientific value of longitudinal aging studies. Ms. Dorame will illustrate a novel approach to acquiring prospective data on childhood familial and environmental exposures by linking three longitudinal cohorts to recently digitalized, 1900-1940 US Censuses in the Boston Early Adversity and Mortality Study (BEAMS). Dr. Marino will report on the prospective associations of childhood and midlife socioeconomic status and all-cause mortality risk using BEAMS Census-linked data. Dr. Casey will describe efforts to assess early-life environmental exposures and evaluate their associations with later-life brain health in the Health and Retirement Study. Dr. Arpawong will consider the extent to which cognitive abilities were retained from adolescence to old age in Project Talent, and the roles of education and gender therein. Finally, Dr. Warren will describe three new, large-scale data resources suitable for interdisciplinary research on the later-life sequelae of early-life exposures. Measurement, Statistics, and Research Design Interest Group Sponsored Symposium

HIGH SCHOOL CURRICULUM AND COGNITIVE FUNCTION IN THE EIGHTH DECADE OF LIFE

Abstract Formal educational attainment, or years of schooling, has a well-established positive effect on cognitive health across the life course. If educators and policymakers could imbue education with even more of the vital ingredients for sustained cognitive health, then rates of cognitive impairment might continue to decline in the population as cohorts age. We hypothesized that the content and difficulty of the curriculum in high school lead to higher levels of socioeconomic attainment in adulthood and, in turn, to better cognitive outcomes in older adulthood. We estimated multilevel structural equation models (MSEMs) in data from 2,405 individuals who attended one of 1,312 U.S. high schools in 1960 and participated in the Project Talent Aging Study in 2018. Curricular difficulty (i.e., college preparatory track) and content (i.e., a greater number of semesters of math and science) in high school were positively related to cognitive function (i.e., word recall and verbal fluency) at average age 75. Effects were robust to controlling for adolescent cognitive ability, academic performance, socioeconomic background, and school characteristics. Overall educational attainment significantly mediated the association: High school curricular content and difficulty were associated with higher degree attainment, which was associated with better cognitive function in later life. We discuss implications of these findings for educational policy, where the results suggest that interventions into the content and difficulty of the high school curriculum could potentially reap cognitive benefits decades later.

STABILITY OF COGNITIVE ABILITY AND EFFECT OF EDUCATION ACROSS 58 YEARS: A PROJECT TALENT AGING STUDY

Abstract We assessed the degree to which individuals retain cognitive abilities from adolescence through older adulthood, and whether more education associates with better retention in some more than others, after adjusting for adolescent cognitive ability. We also evaluated whether benefits associated with education differ for those with lower or higher cognitive scores in adolescence, or women or men. Data came from the Project Talent Aging Study, and included measures of abstract reasoning, mathematics, visualization in two dimensions, and recognition memory in 1960 and 2018 (n=2,032; age range 71 to 79). Confirmatory factor analysis was used to fit one-factor (cognitive ability factor, CAF) at each timepoint. We then used a structural equation model to test whether the 1960 CAF predicted the 2018 CAF, with an interaction term between 1960 CAF and years of education. Multiple group models tested invariance by sex. We found high stability in CAFs assessed 58 years apart. Education predicted higher 2018 CAF (p<.001), although a significant interaction (1960 CAF*education; p<.05) showed that effects were diminished for those with higher 1960 CAF. Sex-specific analyses showed that the diminishing effect of education was evident for both women (p<.05) and men (p<.05). Additionally, the simple effect of education on 2018 CAF was significant for women (p<.001) but not for men (p=.37). Findings indicate high stability in cognitive abilities from adolescence to older adulthood, and that exposure to more education differentially benefits later age abilities depending on adolescent levels and sex.

High School Curriculum and Cognitive Function in the Eighth Decade of Life.

Formal educational attainment, or years of schooling, has a well-established positive effect on cognitive health across the life course. We hypothesized that the content and difficulty of the curriculum influence this relationship, such that more challenging curricula in high school lead to higher levels of socioeconomic attainment in adulthood and, in turn, to better cognitive outcomes in older adulthood. We estimated multilevel structural equation models (MSEMs) in data from 2,405 individuals who attended one of 1,312 US high schools in 1960 and participated in the Project Talent Aging Study in 2018. A college preparatory curriculum and a greater number of semesters of math and science in high school were positively related to word recall and verbal fluency at an average age of 75. Effects were robust to controlling for adolescent cognitive ability, academic performance, socioeconomic background, and school characteristics. We discuss the implications of these findings for educational policy.

General cognitive ability in high school, attained education, occupational complexity, and dementia risk.

We address the extent to which adolescent cognition predicts dementia risk in later life, mediated by educational attainment and occupational complexity. Using data from Project Talent Aging Study (PTAS), we fitted two structural equation models to test whether adolescent cognition predicts cognitive impairment (CI) and Ascertain Dementia 8 (AD8) status simultaneously (NCognitive Assessment=2477) and AD8 alone (NQuestionnaire=6491) 60 years later, mediated by education and occupational complexity. Co-twin control analysis examined 82discordant pairs for CI/AD8. Education partially mediated the effect of adolescent cognition on CI in the cognitive assessment aample and AD8 inthe questionnaire sample (Ps<0.001). Within twin pairs, differences in adolescent cognition were small, but intrapair differences in education predicted CI status. Adolescent cognition predicted dementia risk 60 years later, partially mediated through education. Educational attainment, but not occupational complexity, contributes to CI risk beyond its role as a mediator of adolescent cognition, further supported by the co-twin analyses. Project Talent Aging Study follows enrollees from high school for nearly 60 years. General cognitive ability in high school predicts later-life cognitive impairment. Low education is a risk partially due to its association with cognitive ability.

Adolescent Predictors of Firearm Suicide Over Four Decades of Life in U.S. Men

There are meager individual-level data on long-term predictors of firearm suicide. This was an analysis of males (N=189,558) in the Project Talent cohort, a national probability sample of high school schools in 1960 when students completed a baseline Project Talent self-report inventory. Mortality follow-up was contingent on survival until 1979, the onset of the National Death Index when the cohort had a mean age of 35.7 years. Mortality follow-up continued until death or age 75 years, reached by all surviving members by 2018. Analyses were conducted in 2022, with the main outcome being firearm suicide deaths (n=479). Factor analyses of Project Talent items yielded three key factors: (1) interests in firearm-related professions (i.e., military service, police force), (2) interests in hunting or fishing and knowledge of long guns, and (3) stereotypic masculinity. Survival analyses showed that long-term risk for firearm suicide was associated with 1-SD increases in firearm-related vocational interests in adolescence (adjusted hazard ratio [95% CI]=1.23 [1.09, 1.40]) and masculinity (adjusted hazard ratio [95% CI]=1.15 [1.04, 1.28]). Decreased long-term firearm suicide risk was associated with increased hunting interests and knowledge of long guns in adolescence (adjusted hazard ratio [95% CI]=0.86 [0.77, 0.96]) and competitive sports participation, an exploratory variable (adjusted hazard ratio [95% CI]=0.89 [0.80, 0.99]). Prevention efforts are needed to lower long-term firearm suicide risk among adolescent males with high stereotypic masculinity and those interested in military or police service. Potential protective effects of competitive sports participation and socialization to long guns through hunting require further study.

Has Cognitive Ability Become More Important for Education and the Labor Market? A Comparison of the Project Talent and 1979 National Longitudinal Survey of Youth Cohorts.

Modernization and meritocratic theories contend that with modernization, socioeconomic background (SES) becomes less important for educational and socioeconomic attainments, while cognitive ability becomes more important. However, the evidence is mixed. This study investigates if the effects of SES and cognitive ability on educational and labor market outcomes have changed in the US by comparing two longitudinal cohort studies: the 1960 Project Talent and the 1979 National Longitudinal Survey of Youth. For all outcomes-grades-at-school, educational and occupational attainment, and income-cognitive ability clearly has stronger effects than a composite and broad measure of SES. The effects of cognitive ability for grades-at-school and income are notably stronger in the more recent cohort, whereas its effects on educational and occupational attainment are similar. SES effects, net of ability, for educational and occupational attainment are only moderate and for school grades and income are very small (β < 0.10). However, for each outcome SES effects are stronger in the more recent NLSY79 cohort. This is attributed to ability being a stronger influence on the educational and socioeconomic attainments of NLSY79 parents compared to Project Talent parents. These analyses suggest that in the US, cognitive ability has long been an important, and SES a much weaker, influence on educational and subsequent socioeconomic outcomes.

The relationship between adolescent reading habits and older adult social engagement – A longitudinal cohort analysis

To investigate an access point during youth with the potential to have a positive impact on social engagement in later-life. Our social selves begin long before older adulthood, a life-stage during which people face extensive changes to their social milieu. Adolescence is a sensitive period for sociocultural processing and adolescent activities have the potential to impact social engagement in older adulthood. We examine reading since, in adolescence, it promotes social-cognitive skills which facilitate social engagement. Our main goal was to study the relationship between adolescent reading and older adult social engagement. We used longitudinal cohort data from Project Talent and ordered logistic regression as well as two-wave, cross-lagged panel model to analyze this relationship. Ancillary analyses examined recognized relationships between reading and social-cognition and between social-cognition and social engagement in both adolescence and older adulthood. Adolescent reading was related to more frequent older adult social engagement with both family and friends. This relationship was independent of reading during older adulthood, social engagement during adolescence, and social-cognition at both life-stages. Adolescent social engagement was not associated with older adult reading in the two-wave, cross-lagged model. Reading was positively related to social-cognition in adolescence, but was insignificant in older adulthood. And, social-cognition was positively related to social engagement in both adolescence and older adulthood. Reading is declining for both young and older Americans. Young Americans are also socializing less than in previous decades. These trends could have a detrimental influence on social engagement and social isolation in future cohorts of older adults. We recommend continuing to look for activities and experiences during youth, especially the sensitive period of adolescence, that could stimulate social engagement over the life-course and into older adulthood.

High school quality is associated with cognition 58 years later.

We leveraged a unique school-based longitudinal cohort-the Project Talent Aging Study-to examine whether attending higher quality schools is associated with cognitive performance among older adults in the United States (mean age=74.8). Participants (n=2,289) completed telephone neurocognitive testing. Six indicators of high school quality, reported by principals at the time of schooling, were predictors of respondents' cognitive function 58 years later. To account for school-clustering, multilevel linear and logistic models were applied. We found that attending schools with a higher number of teachers with graduate training was the clearest predictor of later-life cognition, and school quality mattered especially for language abilities. Importantly, Black respondents (n=239; 10.5 percentage) were disproportionately exposed to low quality high schools. Therefore, increased investment in schools, especially those that serve Black children, could be a powerful strategy to improve later life cognitive health among older adults in the United States.

Nature, Nurture, and the Meaning of Educational Attainment: Differences by Sex and Socioeconomic Status.

Estimated heritability of educational attainment (EA) varies widely, from 23% to 80%, with growing evidence suggesting the degree to which genetic variation contributes to individual differences in EA is highly dependent upon situational factors. We aimed to decompose EA into influences attributable to genetic propensity and to environmental context and their interplay, while considering influences of rearing household economic status (HES) and sex. We use the Project Talent Twin and Sibling Study, drawn from the population-representative cohort of high school students assessed in 1960 and followed through 2014, to ages 68-72. Data from 3552 twins and siblings from 1741 families were analyzed using multilevel regression and multiple group structural equation models. Individuals from less-advantaged backgrounds had lower EA and less variation. Genetic variance accounted for 51% of the total variance, but within women and men, 40% and 58% of the total variance respectively. Men had stable genetic variance on EA across all HES strata, whereas high HES women showed the same level of genetic influence as men, and lower HES women had constrained genetic influence on EA. Unexpectedly, middle HES women showed the largest constraints in genetic influence on EA. Shared family environment appears to make an outsized contribution to greater variability for women in this middle stratum and whether they pursue more EA. Implications are that without considering early life opportunity, genetic studies on education may mischaracterize sex differences because education reflects different degrees of genetic and environmental influences for women and men.

Intergenerational social mobility and suicide risk by firearm and other means in US males

Firearms are the leading method of suicide in US men, and socioeconomic status (SES) is associated with suicide risk. In this 40-year mortality follow-up of a national cohort of US men, we examined if improved SES relative to one's family of origin, upward intergenerational social mobility (ISM), is associated with lowered risk for firearm suicide and suicide by other means in US men. Family of origin SES was assessed as part of Project Talent, a broad survey of US high school students in 1960. 42,766 men in the cohort completed follow-up surveys at age 29, assessing attained SES via education, occupation, and income. ISM was measured by change between harmonized SES composites. Mortality follow-up was conducted through age 70. Adjusting for baseline SES and race/ethnicity, a 1 standard deviation increase in SES was associated with a 31% reduction in firearm suicide risk later in the life course (HR [95% CI]=0·69 [0·54, 0·88], P=0·003), and a smaller, non-significant reduction in suicide by other means (HR [95% CI]=0·80 [0·60, 1·07], P=0·136). Traits associated with both suicide and SES attainment (cognitive ability, calm, impulsivity) only modestly attenuated this association. Upward ISM was more strongly associated with reduced firearm suicide risk in males with parents of low SES. The association between upward ISM and reduced firearm suicide mortality risk prevailed over ensuing decades. Policies improving social mobility in US males, particularly those of lower SES, may function as de-facto firearm suicide prevention strategies.

Postsecondary Education and Late-life Cognitive Outcomes Among Black and White Participants in the Project Talent Aging Study: Can Early-life Cognitive Skills Account for Educational Differences in Late-life Cognition?

Higher education consistently predicts improved late-life cognition. Racial differences in educational attainment likely contribute to inequities in dementia risk. However, few studies of education and cognition have controlled for prospectively measured early-life confounders or evaluated whether the education late-life cognition association is modified by race/ethnicity. Among 2343 Black and White Project Talent Aging Study participants who completed telephone cognitive assessments, we evaluated whether the association between years of education and cognition (verbal fluency, memory/recall, attention, and a composite cognitive measure) differed by race, and whether these differences persisted when adjusting for childhood factors, including the cognitive ability. In fully adjusted linear regression models, each additional year of education was associated with higher composite cognitive scores for Black [β=0.137; 95% confidence interval (CI)=0.068, 0.206] and White respondents (β=0.056; CI=0.034, 0.078) with an interaction with race ( P =0.03). Associations between education and memory/recall among Black adults (β=0.036; CI=-0.037, 0.109) and attention among White adults (β=0.022; CI=-0.002, 0.046) were nonsignificant. However, there were significant race-education interactions for the composite ( P =0.03) and attention measures ( P <0.001) but not verbal fluency ( P =0.61) or memory/recall ( P =0.95). Education predicted better overall cognition for both Black and White adults, even with stringent control for prospectively measured early-life confounders.

What Longitudinal Research and Large-Scale Population Representative Studies Can Tell Us About Gifted Students and Education Policy 50 Years After the Marland Report

The Marland Report included many correct observations about gifted education. Some findings, for example, were based on Project Talent, a large‐scale population representative longitudinal study of the US high school population. This paper uses the intersection of cognitive aptitudes and gifted education as a framework and synthesizes studies using prospective longitudinal data from numerous sources. Additional retrospective data on US high achievers are reviewed, as are longitudinal findings from other countries. All these sources will be used to reevaluate a selected set of claims made in the Marland Report. Specifically, we explore (a) the definition and understanding of gifted students; (b) the identification of and longitudinal research on gifted students; and (c) we briefly discuss the context of the Marland Report in the wider history of education policy and reform in the US, including how to best support talented students using information from the field of education policy.

Starting and Subsequent Earnings of Young Workers in Different Sized Firms

Based upon the highly innovative Project TALENT Longitudinal Database, this study tracks the starting earnings and subsequent early earnings growth of young males who began their work careers at either a smaller (&lt;100 employees) or larger private firm more than a generation ago. Prior evidence based upon less rich databases found that earnings were systematically higher in larger firms but did not have access to many other variables that could affect projected earnings which are available in the TALENT database. Earnings regressions are estimated here including not only usual explanatory variables of years of schooling and labor market experience, but also adding other variables pertaining to prior job experience, military service, IQ, socioeconomic background and some other factors. The findings indicate that while starting earnings of those in this database were indeed higher in larger firms, the gap evaporated fairly quickly with projected earnings of those in smaller firms featuring a small earnings premium. The results here suggest guidance based upon the body of prior evidence may have been less reliable than thought, and that evidence itself may not provide as useful a baseline as desired for subsequent research addressing whether this pattern continues for recent cohorts.

Greater Adolescent Cognitive Ability Linked to Lower Risk of Earlier Mortality

There have been few investigations of the role that adolescent cognitive ability might play in predicting physical resilience across the life course, including decreased risk of early mortality. Our limited knowledge of how multiple cognitive ability domains shape trajectories of longevity is due, in part, to a lack of aging cohorts with early life cognitive assessments, and family data that allow for examination of shared family and genetic characteristics that may play a role in cognitive ability-health links. We capitalized on data from the 1960 Project Talent high school cohort (n>360,000, born 1942-1946) and mortality data (n=22,584; 5,497 deceased) collected as part of two recent follow-ups, the Project Talent Twin & Sibling Study and the Project Talent Aging Study, to examine these potential associations. In 1960, ability was assessed in multiple cognitive domains (e.g., general aptitude, quantitative, reasoning). Mortality status was ascertained through 2016. Binary logistic generalized estimating equations with race, age, sex, and adolescent family SES covariates, indicated that each 1 standard deviation higher ability in multiple cognitive domains in adolescence predicted lower odds of earlier mortality (ORs of 0.79 - 0.87). Co-sibling control models indicated a similar pattern, suggesting that benefits associated with higher cognitive performance do not simply reflect shared environmental and genetic background, but may represent a direct protective effect. These findings indicate that better performance in multiple cognitive domains in adolescence, above and beyond the influence of genetic and family environmental factors, may be or point to modifiable protective factors against risk of early mortality.

Greater Adolescent Cognitive Ability Is Linked to Lower Risk of Cognitive Impairment in Later Life

There have been few investigations of the role that adolescent cognitive ability plays in predicting later-life cognitive impairment, and the mechanisms, such greater life course educational exposure, that might underlie these connections. This knowledge gap is due, in part, to a lack of cohorts with early-life cognitive assessment who are followed to later adulthood. We capitalized on data from the 1960 Project Talent (PT) high school cohort (n>360,000) and two recent follow-ups, the Project Talent Twin & Sibling (PTTS; n=2,491 in 2014) Study and the Project Talent Aging Study (PTAS; n=6,421 in 2018), to examine these potential links. In 1960, ability was assessed in multiple cognitive domains (e.g., general aptitude, quantitative, reasoning). Participants/proxies reporting 2 or more symptoms of cognitive impairment in 2018 on the AD8 Dementia Screener were classified as having a positive screen. Binary logistic generalized estimating equations with race, sex, and adolescent family SES covariates, indicated that in multiple cognitive domains, higher ability in adolescence predicted lower odds of a positive AD8 screen in later life (ORs of 0.80 - 0.85). The effects were only slightly attenuated with inclusion of life course educational attainment. Sibling models found a similar pattern of associations and effect sizes, indicating that the association is not attributable to shared family and genetic background. These findings indicate that higher cognitive ability as indicated by better performance in multiple cognitive domains in adolescence may be protective against cognitive impairment five decades later and life course educational attainment only partially mediates this association.

Greater adolescent cognitive ability is linked to lower risk of cognitive impairment in later life

AbstractBackgroundThere have been few investigations of the role that adolescent cognitive ability might play in predicting who will later develop cognitive impairment. This is due, in part, to a lack of cohorts with early‐life cognitive assessment who have been followed to later adulthood. We capitalized on the 1960 Project Talent high school cohort to assess whether higher adolescent cognitive ability predicted lower risk of impaired cognitive function in older adulthood. A subsample of twin and non‐twin siblings allowed for assessment of whether these associations are due to shared family and genetic factors.MethodData come from the 1960 Project Talent (PT) baseline data collection (n&gt;360,000) and two follow‐ups: the Project Talent Twin &amp; Sibling (PTTS; n=2,491) Study and the Project Talent Aging Study (PTAS; n=6,421). The 1960 data collection assessed performance in multiple cognitive abilities (see Table 1). In 2018, participants/proxies reporting 2 or more symptoms of cognitive impairment on the AD8 Dementia Screener were classified as having a positive screen. Binary logistic generalized estimating equations assessed odds of a positive AD8 screen as a function of 1960 cognitive abilities. Models included age, race, sex, adolescent family SES, and adult educational attainment covariates. Co‐sibling control models examined whether associations remained when accounting for shared family and genetic characteristics.ResultsCovariate‐adjusted models indicated that each 1 SD higher adolescent cognitive ability predicted lower odds of a positive AD8 screen in later life for most ability domains (e.g., general cognitive ability OR = 0.86 (95% CI = 0.76, 0.98), see Table 1); associations were attenuated somewhat with inclusion of adult educational attainment in models. Preliminary co‐sibling control analyses indicated the persistence and strengthening of this association (OR = 0.57 (95% CI = 0.36, 0.91)).ConclusionFindings indicate that greater performance in multiple cognitive domains in adolescence predicts lower risk of cognitive impairment over 5 decades later. A co‐sibling control analysis indicated that the link between adolescent general cognitive ability and later‐life cognitive impairment is not simply due to shared family background and genetic factors. Ongoing analyses are assessing whether this is true for other cognitive domains and other indicators of cognitive function.

The effect of attending schools with higher ability peers on memory and language abilities in later‐life

AbstractBackgroundPeers influence adolescent behavior, educational, and health outcomes. Evaluating the influence of school‐mates’ cognitive aptitude on later‐life cognition is important for understanding the role of school segregation and tracking in establishing inequality. Yet, few studies have the data to study this. We used a national high‐school based study followed up 58 years later to examine if attending schools with more skilled peers predicts individual later‐life cognition.MethodIn 1960, about 5% of US high schools participated in Project Talent (n=377,000), where students reported demographics and completed aptitude tests. Some of these students were enrolled in 2018/2019 (mean age=74.6) in the Project Talent Aging Study (PTAS). For each PTAS participant, we calculated peer cognitive aptitude as the average of cognitive aptitudes of all other students who were in the same high school. The outcome, later‐life cognition, was operationalized as z‐score composites for language (semantic and phonemic fluency) and memory (CERAD learning list and delayed recall). For each outcome we estimated multilevel linear models to account for school clustering. All models were adjusted for age, sex/gender, parental education; secondary models were also adjusted for the participant’s own adolescent cognitive aptitude. To examine heterogeneity of the association, we evaluated interactions of peer ability with sex/gender, and the participant’s own adolescent cognitive aptitude.ResultParticipants were predominantly non‐Hispanic White (80.4%) and women (52.6%). Attending schools with peers who averaged 1 standard deviation higher on cognitive aptitude predicted better later‐life cognition prior to adjustment for own aptitude (language: β=0.162, 95% CI: 0.120, 0.205; memory: β=0.084, 95% CI: 0.041, 0.126), but not after adjustment. However, for women (β=0.045, 95% CI: ‐0.012, 0.101) and those with below mean adolescent cognitive aptitude (β=0.091; 95% CI: 0.016, 0.166), attending schools with higher ability peers predicted better later‐life language scores even after own ability was considered. There was no moderation of these relationships by race/ethnicity.ConclusionPeople with below average cognitive aptitude in adolescence had better language function 58 years later if they attended high schools with high aptitude peers. Future work will examine the plausible life‐course mechanisms to address why certain groups benefit more from schooling contextual factors.

Differential impact of educational attainment on later life cognition by race/ethnicity in the Project Talent Aging Study

AbstractBackgroundIncreased education reduces risk of late life cognitive impairment. However, racial/ethnic inequities in cognitive outcomes persist at all levels of education. These findings suggest the need to evaluate whether race/ethnicity modifies the association between education and cognition overall and within specific cognitive domains.MethodData are from 2,078 participants of Project Talent Aging Study, a nationally representative study of high school students sampled in 1960 and followed up for cognitive assessments at the average age of 75 years. Three cognitive domains were selected, z‐scored, and evaluated separately and as a composite measure: verbal fluency, memory/recall, and attention. We used multivariable linear regression to estimate main associations between years of education and cognitive outcomes, and then evaluated statistical interaction with race/ethnicity. All models were adjusted for age, childhood socioeconomic status, childhood self‐reported health status, number of school absences, and adolescent cognitive ability.ResultThe sample included White (81.4%), Black (9.2%), and Other race/ethnicities (9.4%). Each additional year of education was associated with higher scores on the cognitive composite measure (β=0.053; 95% confidence interval [CI]=0.031, 0.076). In the cognitive composite model with interactions, the estimate for White respondents was β=0.048 (95% CI=0.024, 0.071) and the interaction with education for Black respondents was β=0.019 (CI=‐0.062, 0.099). Within cognitive domains, each additional year of education was associated with better verbal fluency (β=0.058; 95% CI=0.035, 0.081) and attention (β=0.040; 95% CI=0.017, 0.063), but not recall (β=0.014; 95% CI=‐0.011, 0.038). Among cognitive domain‐specific models with interactions, the attention domain estimate was significantly different for Black compared to White respondents: the estimate for White adults was β=0.030 (CI=0.005, 0.055) and the interaction with education for Black adults was β=0.106 (CI=0.022, 0.189).ConclusionGreater educational attainment predicted better overall cognition, verbal fluency, and attention for US adults. Associations for verbal fluency and memory were similar for racial groups; however, education offered an additional benefit for Black adults in the attention domain compared to White adults later in life. Future research should explore whether educational opportunities and quality may have differential cognitive implications across racial/ethnic groups.

The General Factor of Personality (GFP) and Vocational Interests: a Test of Social Effectiveness at the Behavioral and Genetic Level

Previous studies have examined how personality models (e.g., Big Five, HEXACO) relate to vocational interests. We adopt a novel approach by testing the associations between personality and vocational interests from the perspective of the general factor of personality (GFP). One interpretation of the GFP is that it reflects social effectiveness. Based on this interpretation, we predicted that the GFP is particularly related to interest in social jobs because people generally tend to be attracted to activities in which they perform well. To test this, we used four large data sets: the Professional Worker Career Experience Survey (study 1a; N = 752), OpenPsychometrics.org (study 1b, N = 108,209), Project Talent (study 2; N = 81,130), and the National Merit Twin Study (study 3: N = 1536 in 768 twin pairs). In each sample, we presented the direct associations as well as the results after using control variables (gender and cognitive ability). In study 1a and 1b, the GFP particularly related to interest in social and enterprising occupations. In study 2, the GFP related to interest in working with people and was also associated with a range of occupational scales involving social aspects. In study 3, the GFP only showed a consistent relation with social interests. This association was present at the phenotypical as well as genetic level. Notwithstanding some variation in findings across the different studies, the overall pattern seems to be in line with the notion that the GFP is positively associated with the preference for more socially laden jobs.