Suchergebnisse

To examine the relationship between the Big Five and cognitive ability, we investigated whether we could replicate in a heterogeneous population sample the positive association between cognitive ability and Openness and Emotional Stability and its negative association with Conscientiousness. Besides analyzing the pure associations, we shed further light on sources of these associations by investigating potential moderating effects of education and labor force participation. Our results clearly replicate the previously found positive association between cognitive ability and Emotional Stability and Openness and the negative relationship between Conscientiousness and cognitive ability. The correlation between cognitive ability and Openness was found to be moderated by educational attainment, the negative association between Conscientiousness and cognitive ability was moderated by labor force participation.

This article is concerned with the alleged above-average IQ of deaf children with deaf parents. Data are reported which show that when the cognitive ability of such children is compared with that of genetically deaf children with hearing parents, no difference is evident. Since (a) deaf children free of additional handicaps are known to have a mean IQ of 100 and (b) no useful hypothesis has yet been proposed to account for the superior IQ of deaf children with deaf parents, we suggest that the supporting data are faulty.

PurposeThe purpose of this paper is to examine moderating effects of employee race on ability–performance relationships in a well‐controlled study.Design/methodology/approachThe cognitive ability of a large sample (n = 972) of employees in a garment manufacturing organization was measured using a well‐validated instrument (the General Aptitude Test Battery). Relationships to objective measures of performance were assessed for differential validity.FindingsContrary to expectations, the correlation between ability and performance was found to be stronger for black employees than white employees. This results in underprediction of performance for black job applicants if a common cutoff score is used.Research limitations/implicationsThe near demise of research on differential validity may be premature. Subgroup differences are more likely to be detected when appropriate research designs are used.Practical implicationsOrganizations may risk moral and legal problems if they use selection procedures without adequately addressing potential problems with differential validity.Originality/valueThis paper stimulates interest in examining potential race‐based differential validity effects when examining organizational selection procedures.

Stratification scholars predominantly investigate how differences among children from different families emerge and tend to neglect differences among children from the same family. I study sibling similarity in cognitive ability and examine whether their similarity varies by parents' education. Although economic approaches and their extensions argue that disadvantaged parents reinforce differences while advantaged parents compensate for differences, I argue that parents may also make equal investments and thus accept differences among their children. I refer to the literature on stratified parenting that demonstrates that parents are engaged differently in child-rearing and their children's skill formation processes. Because advantaged parents foster children's talents more individually compared with disadvantaged parents, I propose that sibling similarity is lower in advantaged than in disadvantaged families. Previous studies based on sibling correlations provide conflicting evidence. To account for observable and unobservable differences among siblings, I extend the established sibling correlation approach and study dizygotic and monozygotic twins in addition to siblings. The analyses draw on novel data from a population register-based study of twin families. I find that young adult siblings and twins are less alike in cognitive ability in highly educated families than in less educated families. Hence, my results support the hypothesis concerning equal investments and indicate that stratified parenting has a long-lasting influence on children's cognitive ability.

1. Introduction -- 2. Theoretical matters -- 3. Concepts, measures and statistics -- 4. Cognitive ability I : conceptual issues, stability and origins -- 5. Cognitive ability II : educational outcomes -- 6. Cognitive ability III : labor market outcomes -- 7. Socioeconomic inequalities in education I : the strength of the relationship -- 8. Socioeconomic inequalities in education II : theoretical explanations -- 9. Socioeconomic inequalities in education III : changes over time -- 10. Occupational attainment -- 11. Reproduction of economic inequalities -- 12. Conclusions and discussion.