title: Is education associated with improvements in general cognitive ability, or in specific skills?
abstract: Previous research has indicated that education influences cognitive development, but it is unclear what, precisely, is being improved. Here, we tested whether education is associated with cognitive test score improvements via domain-general effects on general cognitive ability (g), or via domain-specific effects on particular cognitive skills. We conducted structural equation modeling on data from a large (n = 1,091), longitudinal sample, with a measure of intelligence at age 11 years and 10 tests covering a diverse range of cognitive abilities taken at age 70. Results indicated that the association of education with improved cognitive test scores is not mediated by g, but consists of direct effects on specific cognitive skills. These results suggest a decoupling of educational gains from increases in general intellectual capacity.
authors.affiliation: Department of Psychology and Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh.
authors.forename: Stuart J
authors.initials: SJ
authors.lastname: Ritchie
authors.affiliation: Department of Psychology and Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh.
authors.forename: Timothy C
authors.initials: TC
authors.lastname: Bates
authors.affiliation: Department of Psychology and Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh.
authors.forename: Ian J
authors.initials: IJ
authors.lastname: Deary
mesh_terms: D000368:Aged; D002648:Child; D002657:Child Development; D003071:Cognition; D004493:Education; D004522:Educational Status; D005260:Female; D006801:Humans; D007360:Intelligence; D007361:Intelligence Tests; D008137:Longitudinal Studies; D008297:Male; D020377:Self Efficacy