The cognitive levels test: Its relationship with reading and mathematics achievement

Eaves, Ronald C.; Darch, Craig; Mann, Lester; Vance, Rebecca

doi:10.1002/1520-6807(199001)27:1<22::aid-pits2310270104>3.0.co;2-5

“…Previous studies indicated that in addition to several environmental variables, intelligence seemed to be an explaining factor for the variance in scholastic achievement (Eaves & Darch, 1990;Jensen, 1972). Behavior genetic studies also established that genetic effects were the primary source of variance underlying the observed association between cognition and achievement (Petrill et al, 1993;Thompson et al, 1991;Wadsworth et al, 1995aWadsworth et al, , 1995b.…”

Section: Discussionmentioning

confidence: 97%

Heritability of Educational Achievement in 12-year-olds and the Overlap with Cognitive Ability

Bartels

¹

,

Rietveld

²

,

Baal

³

et al. 2002

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I n order to determine high school entrance level in the Netherlands, nowadays, much value is attached to the results of a national test of educational achievement (CITO), administered around age 12. Surprisingly, up until now, no attention has been paid to the etiology of individual differences in the results of this national test of educational achievement. No attempt has been made to address the question about the nature of a possible association between the results of the CITO and cognitive abilities, as measured by psychometric IQ. The aim of this study is to explore to what extent psychometric IQ and scholastic achievement, as assessed by the CITO high school entrance test, are correlated. In addition, it was investigated whether this expected correlation was due to a common genetic background, shared or nonshared environmental influences common to CITO and intelligence or a combination of these influences. To this end multivariate behavior genetic analyses with CITO and IQ at ages 5, 7, 10 and 12 years have been conducted. The correlations were .41, .50, .60, and .63 between CITO and IQ assessed at age 5, 7, 10, and 12 respectively. The results of the analyses pointed to genetic effects as the main source of variance in CITO and an important source of covariance between CITO and IQ. Additive genetic effects accounted for 60% of the individual differences found in CITO scores in a large sample of Dutch 12-year-olds. This high heritability indicated that the CITO might be a valuable instrument to assess individual differences in cognitive abilities in children but might not be the right instrument to put the effect of education to the test.In the Netherlands, nowadays, much value is attached to the results of a national test of educational achievement (CITO), administered around age 12, in order to determine high school entrance level. The results of the test are often used as an independent judgment, besides the teachers' opinion, in advising the parents on the future educational level of their child. So the CITO is used as an aid in choosing the most appropriate type of high school (e.g., academic versus technical). From a historical perspective, this attention for "independent" testing has to do with the possibilities for selection. The establisher of the CITO (Eindtoets Basisonderwijs, 2002) emphasized that this national test of educational achievement has put the effect of education in a particular school to the test besides measuring possible learning potential or cognitive abilities in children (Geldermans, 2001). It was hypothesized that success in scholastic achievement depended on the quality of the elementary school. A large number of articles in Dutch daily newspapers were dedicated to the influences of the school population and school neighborhood on the test results of the pupils. In these articles the influences of socioeconomic status (SES) and ethnic background of the majority of the children at a certain school were considered important factors to classify the school and the future success...

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“…Intelligence has been found to explain a significant amount of the variance in educational achievement (Eaves & Darch, 1990;Jensen, 1972). In the Netherlands no attempt has been made to address the question about the nature of a possible association between the results of the CITO and cognitive abilities, as measured by psychometric IQ.…”

mentioning

confidence: 99%

Heritability of Educational Achievement in 12-year-olds and the Overlap with Cognitive Ability

Bartels

¹

,

Rietveld

²

,

Baal

³

et al. 2002

View full text Add to dashboard Cite

I n order to determine high school entrance level in the Netherlands, nowadays, much value is attached to the results of a national test of educational achievement (CITO), administered around age 12. Surprisingly, up until now, no attention has been paid to the etiology of individual differences in the results of this national test of educational achievement. No attempt has been made to address the question about the nature of a possible association between the results of the CITO and cognitive abilities, as measured by psychometric IQ. The aim of this study is to explore to what extent psychometric IQ and scholastic achievement, as assessed by the CITO high school entrance test, are correlated. In addition, it was investigated whether this expected correlation was due to a common genetic background, shared or nonshared environmental influences common to CITO and intelligence or a combination of these influences. To this end multivariate behavior genetic analyses with CITO and IQ at ages 5, 7, 10 and 12 years have been conducted. The correlations were .41, .50, .60, and .63 between CITO and IQ assessed at age 5, 7, 10, and 12 respectively. The results of the analyses pointed to genetic effects as the main source of variance in CITO and an important source of covariance between CITO and IQ. Additive genetic effects accounted for 60% of the individual differences found in CITO scores in a large sample of Dutch 12-year-olds. This high heritability indicated that the CITO might be a valuable instrument to assess individual differences in cognitive abilities in children but might not be the right instrument to put the effect of education to the test.In the Netherlands, nowadays, much value is attached to the results of a national test of educational achievement (CITO), administered around age 12, in order to determine high school entrance level. The results of the test are often used as an independent judgment, besides the teachers' opinion, in advising the parents on the future educational level of their child. So the CITO is used as an aid in choosing the most appropriate type of high school (e.g., academic versus technical). From a historical perspective, this attention for "independent" testing has to do with the possibilities for selection. The establisher of the CITO (Eindtoets Basisonderwijs, 2002) emphasized that this national test of educational achievement has put the effect of education in a particular school to the test besides measuring possible learning potential or cognitive abilities in children (Geldermans, 2001). It was hypothesized that success in scholastic achievement depended on the quality of the elementary school. A large number of articles in Dutch daily newspapers were dedicated to the influences of the school population and school neighborhood on the test results of the pupils. In these articles the influences of socioeconomic status (SES) and ethnic background of the majority of the children at a certain school were considered important factors to classify the school and the future success...

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“…The achievement of a particular educational level certainly depends on number of environmental factors, like access to education, supporting family/school environment or sociocultural environment (Christenson, Rounds & Franklin 1992; Majoribanks 1994; García & Rosel 2001). However, it also depends on the ability of a subject to attain a particular educational level, which includes individual factors like favorable school attitude and personality traits as well as cognitive capabilities including self‐perceived abilities (Jensen 1972; Eaves & Darch 1990; Bartels et al . 2002a; O'Connor & Paunonen 2007; Greven et al .…”

Section: Discussionmentioning

confidence: 99%

The German multi‐centre study on smoking‐related behavior—description of a population‐based case‐control study

Lindenberg

¹

,

Brinkmeyer

²

,

Dahmen

³

et al. 2011

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Tobacco smoking is a major risk factor for most of the diseases leading in mortality. Nicotine dependence (ND), which sustains regular smoking, is now acknowledged to be under substantial genetic control with some environmental contribution. At present, however, genetic studies on ND are mostly conducted in populations that have been poorly characterized with regard to ND-related phenotypes for the simple reason that the respective populations were not primarily collected to study ND. The German multi-centre study 'Genetics of Nicotine Dependence and Neurobiological Phenotypes', which is funded by the German Research Foundation (Deutsche Forschungsgemeinschaft, DFG) as part of the Priority Program (Schwerpunktprogramm) SPP1226: 'Nicotine-Molecular and Physiological Effects in CNS', was intended to overcome some of these inherent problems of current genetic studies of ND. The multi-centre study is a population-based case-control study of smokers and never-smokers (n = 2396). The study was unique worldwide because it was the first large-scale genetic study specifically addressing ND with the collection of a wide range of environmental, psychosocial and neurobiological phenotypes. Study design and major population characteristics with emphasis on risk prediction of smoking status were presented in this paper.

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The cognitive levels test: Its relationship with reading and mathematics achievement

Abstract: 1983).The develoment of the relation between letter-naming speed and reading ability.

Cited by 14 publications

References 5 publications

Heritability of Educational Achievement in 12-year-olds and the Overlap with Cognitive Ability

Heritability of Educational Achievement in 12-year-olds and the Overlap with Cognitive Ability

Heritability of Educational Achievement in 12-year-olds and the Overlap with Cognitive Ability

The German multi‐centre study on smoking‐related behavior—description of a population‐based case‐control study

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