Developmental Analysis of IQ

E. G. Bishop*, Stacey S. Cherny, John K. Hewitt

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter describes some aspects of the development of general cognitive ability from infancy through the transition to early adolescence. This is done through analysis of data from the Colorado Adoption Project (CAP). The chapter focuses on the development of individual differences in general cognitive ability at ages one to twelve. The extent that phenotypic differences are correlated over time implies continuity in development; the extent that they are not correlated implies change. The relationship between genetic and environmental influences across time indicates the degree to which these processes of continuity and change are driven by genetic factors and by the environment. The structural equation modeling approach brings powerful methods to bear on the issue of behavioral development. The multivariate modeling approach has been used to explore the origins of covariation between cognitive ability and academic achievement. Genes or environments may be consistent in the nature of their influence during development. Alongside developmental continuity, gene expression, and the influence of the environment can change with age.

Original languageEnglish
Title of host publicationNature, Nurture, and the Transition to Early Adolescence
PublisherOxford University Press
ISBN (Electronic)9780199848065
ISBN (Print)9780195157475
DOIs
StatePublished - 22 Mar 2012
Externally publishedYes

Keywords

  • Academic achievement
  • Adolescence
  • Cognitive ability
  • Colorado adoption project
  • Development
  • Environment
  • Genetic factors
  • Phenotypic differences
  • Structural equation modeling

Fingerprint

Dive into the research topics of 'Developmental Analysis of IQ'. Together they form a unique fingerprint.

Cite this