Intelligence Measurement and School Performance in Latin America : a Report of the Study of Latin American Intelligence Project

This book presents the results of the most complete and updated assessment of cognitive resources of students in Latin America: the Study of Latin American Intelligence (SLATINT). During four years, top researchers of the region used a standardized set of cognitive measures to assess 4,000 students aged between 14 and 15 years from six countries: Brazil, Argentina, Mexico, Chile, Colombia and Peru. The data collected and now analyzed in this volume is a first step to understand the human cognitive capital of the region, a crucial resource for any country today. Intelligence research has shown that the cognitive skills of a population are strongly associated with the school performance of its students and the development of a nation. This makes __Intelligence Measurement and School Performance in Latin America__ a valuable tool both for Latin American researchers and authorities engaged in the improvement of each country’s human resources and for psychologists, educators and other social scientists dedicated to the study of the impact of intelligence in the development of nations. Dedication 5 Preface 6 Acknowledgements 8 Contents 9 Chapter 1: Introduction 12 1.1 The Latin-America Region 12 1.2 The SLATINT Project 15 1.2.1 Participant Countries 15 1.2.2 Design Adjustments 16 1.2.3 Final Design of the SLATINT Project 18 1.2.4 Financing and Logistics 19 1.2.5 Final Sample 19 1.3 Organization of this Book 19 References 21 Chapter 2: Cognitive Factor Structure: The g Factor 23 2.1 The g Factor 23 2.2 The g Factor in Latin American Samples 25 2.2.1 Correlation Matrices 27 2.2.2 Determining the Factor Structure of g 28 2.2.3 Confirmation of Model in Individual Samples 31 2.3 Conclusion 32 References 32 Chapter 3: Education, SES, and Intelligence 34 3.1 Introduction 34 3.2 Intelligence and Education: Lessons from Differential Psychology 35 3.3 Education in Latin America: How Prepared Is the Region for this New Era? 38 3.4 Education and Intelligence: Results from the SLATINT Project 38 3.5 Conclusion 48 References 48 Chapter 4: Intelligence, Problem Solving, and Creativity 51 4.1 Problem Solving 51 4.1.1 High and Low Problem Solving Ability Based on the g Factor 54 4.1.2 Do Good Problem Solvers Make Different Types of Errors Compared to Poor Problem Solvers? 58 4.2 Creativity 64 4.3 Conclusion 67 References 68 Chapter 5: Cognitive Sex Differences 70 5.1 Variability Hypothesis 71 5.1.1 The Variability Hypothesis in Latin American Studies 72 5.1.2 Testing the Variability Hypothesis with the Sample from the SLATINT Project 74 5.2 Developmental Theory of Sex Differences 76 5.3 Sex Differences in Specific Abilities 78 5.3.1 Latin American Sex Differences in Univariate Analysis 78 5.3.2 Latin American Sex Differences in Multivariate Analysis 80 5.4 Sex Differences at g Level 80 5.5 Conclusion 81 References 82 Chapter 6: Intelligence, Latin America, and Human Capital 86 6.1 Human Capital 87 6.2 Wealth of Nations, Jobs, and Distribution of Human Capital 87 6.3 Intelligence of Nations 90 6.4 The SLATINT Project 94 6.4.1 Samples and Quality 95 6.4.2 The SPM Test 97 6.4.3 Estimating the “Greenwich-IQ” 100 6.5 Immigrants 106 6.6 Parent Occupation and Cognitive Performance of Their Children 109 6.7 Internet 110 6.8 Birth Order 111 6.9 Human Capital in Latin America and Spain 113 6.9.1 Intelligence 114 6.9.2 School Achievement 114 6.9.3 Solving Problems 115 6.10 Conclusion 115 References 116 Chapter 7: Final Words 120 References 124 Appendix: Complementary Data 126 Index 128 This book presents the results of the most complete and updated assessment of cognitive resources of students in Latin America: the Study of Latin American Intelligence (SLATINT). During four years, top researchers of the region used a standardized set of cognitive measures to assess 4,000 students aged between 14 and 15 years from six countries: Brazil, Argentina, Mexico, Chile, Colombia and Peru. The data collected and now analyzed in this volume is a first step to understand the human cognitive capital of the region, a crucial resource for any country today. Intelligence research has shown that the cognitive skills of a population are strongly associated with the school performance of its students and the development of a nation. This makes Intelligence Measurement and School Performance in Latin America a valuable tool both for Latin American researchers and authorities engaged in the improvement of each countrys human resources and for psychologists, educators and other social scientists dedicated to the study of the impact of intelligence in the development of nations. (https://link.springer.com/book/10.1007/978-3-319-89975-6#about) https://link.springer.com/book/10.100... Front Matter ....Pages i-xiii Introduction (Carmen Flores-Mendoza, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos, Norma Reátegui Colareta)....Pages 1-11 Cognitive Factor Structure: The g Factor (Carmen Flores-Mendoza, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos, Norma Reátegui Colareta)....Pages 13-23 Education, SES, and Intelligence (Carmen Flores-Mendoza, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos, Norma Reátegui Colareta)....Pages 25-41 Intelligence, Problem Solving, and Creativity (Carmen Flores-Mendoza, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos, Norma Reátegui Colareta)....Pages 43-61 Cognitive Sex Differences (Carmen Flores-Mendoza, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos, Norma Reátegui Colareta)....Pages 63-78 Intelligence, Latin America, and Human Capital (Carmen Flores-Mendoza, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos, Norma Reátegui Colareta)....Pages 79-112 Final Words (Carmen Flores-Mendoza, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos, Norma Reátegui Colareta)....Pages 113-118 Back Matter ....Pages 119-124 Annotation This book presents the results of the most complete and updated assessment of cognitive resources of students in Latin America: the Study of Latin American Intelligence (SLATINT). During four years, top researchers of the region used a standardized set of cognitive measures to assess 4,000 students aged between 14 and 15 years from six countries: Brazil, Argentina, Mexico, Chile, Colombia and Peru. The data collected and now analyzed in this volume is a first step to understand the human cognitive capital of the region, a crucial resource for any country today. Intelligence research has shown that the cognitive skills of a population are strongly associated with the school performance of its students and the development of a nation. This makes Intelligence Measurement and School Performance in Latin America a valuable tool both for Latin American researchers and authorities engaged in the improvement of each country's human resources and for psychologists, educators and other social scientists dedicated to the study of the impact of intelligence in the development of nations