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Evidence shows that education and intelligence have a complex interaction, and this is demonstrated in a longitudinal study by Richards and Sacker. [9] They collected data from the British 1946 birth cohort and investigated how childhood intelligence was predictive of other outcomes later in life including educational attainment and mental ability at 53 years old (using the National Adult ...
Zuckerman et al. published an updated metanalysis in 2019 with 83 studies finding "strong evidence" of a negative correlation between religiosity and intelligence of -.20 to -.23. [34] Zuckerman cautioned that the results are not generalizable beyond the Western world and that predicting religiosity from intelligence for individuals is fallible ...
A meta-analytic review by McDaniel found that the correlation between intelligence and in vivo brain size was larger for females (0.40) than for males (0.25). [18] The same study also found that the correlation between brain size and Intelligence increased with age, with children showing smaller correlations. [18]
The relationship between nations and IQ is a controversial area of study concerning differences between nations in average intelligence test scores, their possible causes, and their correlation with measures of social well-being and economic prosperity.
The strong inverse correlation between intelligence and mortality has raised questions as to how better public education could delay mortality. [11] There is a known positive correlation between socioeconomic position and health. A 2006 study found that controlling for IQ caused a marked reduction in this association. [12]
The relationship between the level of religiosity and the level of education has been studied since the second half of the 20th century.. The parameters of the two components are diverse: the "level of religiosity" remains a concept which is difficult to differentiate scientifically, while the "level of education" is easier to compile, such as official data on this topic, because data on ...
The review criticized the principal assertion of the authors that differences in intelligence, attributed to genetics, account for the gap between rich and poor countries. Berhanu criticized the book as being based in a "racist, sexist, and antihuman" research tradition and alleged that "the low standards of scholarship evident in the book ...
Those who do better on childhood intelligence tests tend to have a lower drop out rate, and complete more years of school and are predictive of school success. [4] For instance, one of the largest ever studies found a correlation of 0.81 between the general intelligence or g-factor and GCSE results. [13]