Livsløbsudviklingen af intelligens og dens sammenhæng med centrale livsudfald

Forfattere

  • Lars Larsen
  • Anna Pacak-Vedel
  • Morten Christoffersen

DOI:

https://doi.org/10.7146/pl.v43i2.137308

Nøgleord:

intelligens, udvikling, livsforløb, livsudfald

Resumé

Denne artikels primære formål er at give læseren et overblik
med hensyn til de mere overordnede intelligensformers udvikling
over et livsløb og sekundært at undersøge, om intelligens
kan forudsige udvalgte livsudfald i bestemte aldersperioder. Vi
afklarer en række forhold, såsom hvad intelligens er, hvordan
den kan måles på tværs af forskellige livsfaser, og hvorledes
udvikling defineres som absolut forandring på gruppeniveau
eller som forandring i individuelle forskelle. Livsløbsudviklingen
i intelligens illustreres fra den tidlige barndom til den sene
alderdom via det skandinaviske normmateriale fra tre sammenlignelige
tests udviklet af den amerikanske psykolog David
Wechsler og suppleres med længdesnitsundersøgelser, der også
anvendes til at afklare den prædiktive værdi af intelligens. Udviklingen
viser sig at variere betydeligt som et resultat af intelligenstype,
udviklingstype og livsperiode. Individuelle forskelle
i intelligens har væsentlig forudsigelsesværdi med hensyn til
vigtige livsudfald i alle livets faser.

Referencer

Binet, A. & Simon, T. (1916). New methods for the diagnosis of the intellectual level of

subnormals. L’Année Psych., 1905, 191-244. I: A. Binet, T. Simon & E.S. Kite (red.),

The Development of Intelligence in Children (The Binet-Simon Scale) (s. 37-90). Williams

& Wilkins Co. https://doi.org/10.1037/11069-002.

Birgisdottir, F., Gestsdottir, S. & Geldhof, G.J. (2020). Early predictors of first and

fourth grade reading and math: The role of self-regulation and early literacy skills.

Early Childhood Research Quarterly, 53, 507-519. https://doi.org/10.1016/j.ecresq.

05.001.

Bloom, B. S. (1964). Stability and change in human characteristics. New York: Wiley.

Boring, E.G. (1923). Intelligence as the tests test it. New Republic, 36, 35-37.

Calvin, C.M., Deary, I.J., Fenton, C., Roberts, B.A., Der, G., Leckenby, N. & Batty,

G.D. (2011). Intelligence in youth and all-cause-mortality: Systematic review with

meta-analysis. International Journal of Epidemiology, 40(3), 626-644. https://doi.

org/10.1093/ije/dyq190.

Canivez, G.L., Watkins, M.W. & Haynes, S.N. (1998). Long-term stability of the

wechsler intelligence scale for children-third edition. Psychological Assessment, (10),

-291. https://doi.org/10.1037/1040-3590.10.3.285.

Carroll, J.B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge

University Press.

Carroll, J.B. (2005). The three-stratum theory of cognitive abilities. I: D.P. Flanagan

& P.L. Harrison (red.), Contemporary Intellectual Assessment: Theories, Tests, and

Issues (s. 69-76). The Guilford Press.

Castles, A., Rastle, K. & Nation, K. (2018). Ending the reading wars: Reading acquisition

from novice to expert. https://doi.org/10.1177/1529100618772271.

Deary, I.J., Pattie, A. & Starr, J.M. (2013). The stability of intelligence from age 11 to

age 90 years: The Lothian birth cohort of 1921. Psychological Science, 24, 2361-2368.

https://doi.org/10.1177/0956797613486487.

Deary, I.J., Strand, S., Smith, P. & Fernandes, C. (2007). Intelligence and educational

achievement. Intelligence, 35(1), 13-21. https://doi.org/10.1016/j.intell.2006.02.001.

Duckworth, A.L., Quinn, P.D. & Tsukayama, E. (2012). What no child left behind leaves

behind: The roles of iq and self-control in predicting standardized achievement test

scorer and report card grades. Journal of Educational Psychology, 104(2), 439-451.

https://doi.org/10.1037/a0026280.

Eggert, D. (1978). The Hannover-Wechsler-Intelligenztest für das Vorschulalter. Huber.

Eysenck, H.J. (1979). The Structure and Measurement of Intelligence. Springer Verlag.

Galton, F. (1869). Hereditary Genius: An Inquiry Into Its Laws and Consequences. Macmillan

and Co. https://doi.org/10.1037/13474-000.

Gottfredson, L.S. (2004). Life, death, and intelligence. Journal of Cognitive Education

and Psychology [online], 4(1), 23-46. www.iacep.coged.org.

Gottfried, A.W., Gottfried, A.E. & Guerin, D.W. (2009). Issues in early prediction and

identification of intellectual and motivational giftedness and talent across the life span.

I: F.D. Horowitz, R.F. Subotnik & D.J. Mathews (red.), The Development of Giftedness

and Talent Across the Life Span (s. 43-56). American Psychological Association.

Gow, A.J., Johnson, W., Pattie, A., Brett, C.E., Roberts, B., Starr, J.M. & Deary, I.J.

(2011). Stability and change in intelligence from age 11 to ages 70, 79, and 87: The

Lothian birth cohorts of 1921 and 1936. Psychology and Aging, 26(1), 232-240.

https://doi.org/10.1037/a0021072.

Gow, A.J. (2017). Intelligence and aging. Encyclopedia of Geropsychology. I: N.A.

Pachana (red.), Encyclopedia of Geopsychology (s. 1201-1213). Springer.

Grønkjær, M., Osler, M., Flensborg-Madsen, T., Sørensen, H.J. & Mortensen, E.L.

(2019). Associations between education and age-related cognitive changes from

early adulthood to late midlife. Psychology and Aging, 34(2), 177-186. https://doi.

org/10.1037/pag0000332.

Gygi, J.T., Hagmann-von Arx, P., Schweizer, F. & Grob, A. (2017). The predictive validity

of four intelligence tests for school grades: A small sample longitudinal study.

Frontiers in Psychology, 8, 375. https://doi.org/10.3389/fpsyg.2017.00375.

Heaton, R.K., Taylor, M.J. & Manly, J. (2003). Demographic effects and use of demographically

corrected norms with the WAIS-III and WMS-III. I: D.S. Tulsky & D.H

Saklofske (red.), Clinical Interpretation of the WAIS-III and WMS-III. Academic

Press.

Hegelund, E.R., Flensborg-Madsen, T., Dammeyer, J. & Mortensen, E.L. (2018). Low

iq as a predictor of unsuccessful educational and occupational achievement: A register-

based study of 1,098,742 men in Denmark 1968-2016.

https://doi.org/10.1016/j.intell.2018.10.002.

Heim, A.W. (1970). The AH4 Group Test of General Intelligence. NFER-Nelson.

Horn, J.L. & Cattell, R.B. (1967). Age differences in fluid and crystallized intelligence.

Acta Psychologica, 26(2), 107-129. https://doi.org/10.1016/0001-6918(67)90011-X.

Kamphaus, R.W., Winsor, A.P., Rowe, E.W. & Kim, S. (2005). A history of intelligence

test interpretation. I: D.P. Flanagan & P.L. Harrison (red.), Contemporary Intellectual

Assessment: Theories, Tests, and Issues (s. 23-38). The Guilford Press.

Kaplan, C. (1993). Predicting first-grade achievement from pre-kindergarten WPPSI-R

scores. Journal of Psychoeducational Assessment, 11(2), 133-138. doi:https://doi.

org/10.1177/073428299301100203.

Keage, H.A., Muniz, G., Kurylowicz, L., Van hoof, M., Clark, L., Searle, M.G., … Mcfarlane,

A. (2016). Age 7 intelligence and paternal education appear best predictors of

educational attainment: The port pirie cohort study. Australian Journal of Psychology,

(1), 61-69. https://doi.org/10.1111/ajpy.12083.

Larsen, L. & Hartmann, P. (2011). Research methodological issues in geropsychology.

I: L. Larsen (red.), Geropsychology: The Psychology of the Ageing Person (s. 17-35).

Aarhus Universitetsforlag.

Larsen, L., Hartmann, P. & Nyborg, H. (2008). The stability of general intelligence from

early adulthood to middle age. Intelligence, 36(1), 29-34.

https://doi.org/10.1016/j.intell.2007.01.001.

Loef, M. & Walach, H. (2012). The combined effects of healthy lifestyle behaviors on all

cause mortality: A systematic review and meta-analysis. Preventive Medicine, 55(3),

-170. https://doi.org/10.1016/j.ypmed.2012.06.017.

Maier, H. & Smith, J. (1999). Psychological predictors of mortality in old age. Journal

of Gerontology: Psychological Sciences, 54B(1), 44-54.

Manu, M., Torppa, M., Eklund, K., Poikkeus, A., Lerkkanen, M. & Niemi, P. (2021).

Kindergarten pre-reading skills predict grade 9 reading comprehension (PISA reading)

but fail to explain gender difference. Reading and Writing, 34, 753-771. https://doi.

org/10.1007/s11145-020-10090-w.

Moffitt, T.E., Caspi, A., Harkness, A.R. & Silva, P.A. (1993). The natural history

of change to intellectual performance: Who changes? How much? Is it meaningful?

Journal of Child Psychology and Psychiatry, 34(4), 455-506. https://doi.

org/10.1111/j.1469-7610.1993.tb01031.x.

Mortensen, E.L. (2011). The ageing intellect. I: L. Larsen (red.), Geropsychology: The

Psychology of the Ageing Person. Aarhus University Press.

Mortensen, E.L. & Kleven, M. (1993). A WAIS longitudinal study of cognitive development

during the life span from ages 50 to 70. Developmental Neuropsychology, 9(2),

-130. doi:https://doi.org/10.1080/87565649109540548.

Ng, T.W.H., Eby, L.T., Sorensen, K.L. & Feldman, D.C. (2005). Predictors of objective

and subjective career success: A meta-analysis. Personnel Psychology, 58(2), 367-408.

https://doi.org/10.1111/j.1744-6570.2005.00515.x.

Niileksela, C.R. & Reynolds, M.R. (2019). Enduring the tests of age and time: Wechsler

constructs across versions and revisions. Intelligence, 77, Article 101403. https://doi.

org/10.1016/j.intell.2019.101403.

Owens, W.A. (1966). Age and mental abilities: A second adult follow-up. Journal of

Educational Psychology, 57(6), 311-325. https://doi.org/10.1037/h0023962.

Pinquart, M. & Sörensen, S. (2000). Influences of socioeconomic status, social network,

and competence on subjective well-being in later life: A meta-analysis. Psychology

and Aging, 15(2), 187-224. https://doi.org/10.1037//0882-7974.15.2.187.

Rabbitt, P., Lunn, M., Wong, D. & Cobain, M. (2008). Sudden declines in intelligence

in old age predict death and dropout from longitudinal studies. The Journals of Gerontology:

Series B, 63(4), 205-211. DOI: https://doi.org/10.1093/geronb/63.4.P205.

Ritchie, S.J. & Tucker-Drob, E.M. (2018). How much does education improve intelligence?

A meta-analysis. Psychological Science, 29(8), 1358-1369. https://doi.

org/10.1177/0956797618774253.

Roth, B., Becker, N., Romeyke, S., Schäfer, S., Domnick, F. & Spinath, F.M.

(2015). Intelligence and school grades: A meta-analysis. Intelligence, 53, 118-137.

https://doi.org/10.1016/j.intell.2015.09.002.

Ryan, J.J., Paolo, A.M. & Brungardt, T.M. (1992). WAIS-R test-retest stability

in normal persons 75 years and older. Clinical Neuropsychologist, 6(1), 3-8.

https://doi.org/10.1080/13854049208404111.

Salthouse, T.A. (2010). Major Issues in Cognitive Aging. Oxford University Press.

Sameroff, A., Seifer, R., Baldwin, A. & Baldwin, C. (1993). Stability of intelligence

from preschool to adolescence: The influence of social and family risk factors. Child

Development, 64(1), 80-97. https://doi.org/10.2307/1131438.

Schaie, K.W. (1998). The seattle longitudinal studies of adult intelligence. I: M.P. Lawton

& T.A. Salthouse (red.), Essential Papers on the Psychology of Aging (s. 263-271).

New York University Press.

Schaie, K.W., Willis, S.L. & Pennak, S. (2005). An historical framework for cohort differences

in intelligence. Research in Human Development, 2(1-2), 43-67. https://doi.

org/10.1080/15427609.2005.9683344.

Schmank, C.J., Goring, S.A., Kovacs, K. & Conway, A. (2021). Investigating the

structure of intelligence using latent variable and psychometric network modeling: A

commentary and reanalysis. Journal of Intelligence, 9(1), 8. https://doi.org/10.3390/

jintelligence9010008.

Schneider, W., Perner, J., Bullock, M., Stefanek, J. & Ziegler, A. (1999). Intelligence and

thinking. I: F.E Weinert & W. Schneider (red.), Individual Development From 3 to 12.

Findings From the Munich Longitudinal Study. Cambridge University Press.

Schneider, W., Niklas, F. & Schmiedeler, S. (2014). Intellectual development from

early childhood to early adulthood: The impact of early iq differences on stability

and change over time. Learning and Individual Differences, 32, 156-162. https://doi.

org/10.1016/j.lindif.2014.02.001.

Schopler, E., Reichler, R.J., Bashford, A., Lansing, M.D. & Marcus, L.M. (1990).

Psycho-educational profile – revised (PEP-R). Pro-Ed.

Schwartzman, A.E., Gold, D., Andres, D., Arbuckle, T.Y. & Chaikelson, J. (1987). Stability

of intelligence: A 40-year follow-up. Canadian Journal of Psychology, 41(2),

-256. https://doi.org/10.1037/h0084155.

Spearman, C. (1927). The Abilities of Man. Macmillan.

Stern, W. (1914). The psychological method of testing intelligence. Educational Psychology

Monographs, 13. Warwick & York, Inc.

Strenze, T. (2007). Intelligence and socioeconomic success: A meta-analytic review of

longitudinal research. Intelligence, 35(5), 401-426. DOI: https://doi.org/10.1016/j.

intell.2006.09.004.

Syeda, M.M. & Climie, E.A. (2014). Test review: Wechsler preschool and primary scale

of intelligence-fourth edition. Journal of Psychoeducational Assessment, 32(3), 265-

https://doi.org/10.1177/0734282913508620.

Terman, L.M. (1916). The Measurement of Intelligence: An Explanation of and a Complete

Guide for the Use of the Stanford Revision and Extension of the Binet-Simon

Intelligence Scale. Houghton, Mifflin and Company.

Thurstone, L.L. (1938). Primary Mental Abilities. University of Chicago Press.

Vazsonyi, A.T., Javakhishvili, M. & Blatny, M. (2022). Does self-control outdo iq in

predicting academic performance? Journal of Youth and Adolescence, 51(3), 499-508.

https://link.springer.com/article/10.1007/s10964-021-01539-4.

Watkins, M.W., Canivez, G.L., Dombrowski, S.C., McGill, R.J., Pritchard, A.E., Holingue,

C.B. & Jacobson, L.A. (2021). Long-term stability of wechsler intelligence

scale for children-fifth edition scores in a clinical sample. Applied Neuropsychology.

Child, 1-7. Advance online publication. https://doi.org/10.1080/21622965.2021.1875

Wechsler, D. (1997). Wechsler Adult Intelligence Scale (3. Udgave). The Psychological

Corporation, San Antonio.

Wechsler, D. (2011). WAIS-IV. Wechsler Adult Intelligence Scale – Fourth Edition. Vejledning,

del 1., Dansk version. NCS Pearson.

Wechsler, D. (2014). WPPSI-IV. Wechsler Preschool and Primarary Scale of Intelligence

– Fourth Edition. Vejledning, del 1, Dansk version. NCS Pearson.

Wechsler, D. (2017). WISC-V. Wechsler Intelligence Scale for Children. Vejledning, del

, Dansk version. NCS Pearson.

Weinert, F.E., Bullock, M. & Schneider, W. (1999). Universal, differential, and individual

aspects of child development from 3 to 12: What can we learn from a comprehensive

longitudinal study? In F.E. Weinert &W. Schneider (eds), Individual development

from 3 to12: Findings from the Munich Longitudinal Study (s. 324–350). Cambridge:

Cambridge University Press.

Whalley, L.J. & Deary, I.J. (2001). Longitudinal cohort study of childhood iq and survival

up to age 76. British Medical Journal, 322(7290), 819-822. https://doi.org/10.1136/

bmj.322.7290.819.

White, D.R. & Jacobs, E. (1979). The prediction of first-grade reading achievement

from WPPSI scores of preschool children. Psychology in the Schools,

(2), 189-192. doi: https://doi.org/10.1002/1520-6807(197904)16:2<189::AIDPITS2310160206>

0.CO;2-B.

Wisdom, N.M., Mignogna, J. & Collins, R.L. (2012). Variability in wechsler adult intelligence

scale-IV subtest performance across age. Archives of Clinical Neuropsychology,

(4), 389-397, https://doi.org/10.1093/arclin/acs041.

Downloads

Publiceret

2023-05-10

Citation/Eksport

Larsen, L., Pacak-Vedel, A., & Christoffersen, M. (2023). Livsløbsudviklingen af intelligens og dens sammenhæng med centrale livsudfald. Psyke & Logos, 43(2). https://doi.org/10.7146/pl.v43i2.137308

Nummer

Årg. 43 Nr. 2 (2022): Udviklingspsykologi

Sektion

Artikler

Licens

Ophavsret er tidsskriftets og forfatternes. Det er gældende praksis, at artikler publiceret i Psyke & Logos, som efterfølgende oversættes til andet sprog, af forfatteren frit kan publiceres i internationale tidsskrifter, dog således at det ved reference fremgår, at den oversatte artikel har et forlæg i en dansksproget version i Psyke & Logos. Artikler kan frit deles og linkes til på forsknings- og undervisningsnetværk (så som Blackboard). Link foretrækkes, fordi det giver oplysning om brug af tidsskriftets artikler.