Investigating the right tail of wealth: Education, cognitive ability, giving, network power, gender, ethnicity, leadership, and other characteristics

Mindfulness may be associated with less prosocial engagement among high intelligence individuals

This study examined the role of dispositional mindfulness in the association between intelligence and prosocial behavior. A total of 759 college students (mean age is 22.03; 477 females) participated in exchange for extra credit in psychology course. The results confirmed a positive relationship between intelligence and prosocial behavior as revealed by many studies, with empathy serving as a potential mediator. Mindfulness negatively moderated all the hypothesized pathways between research variables. Specifically, with the increase of the levels of dispositional mindfulness, (1) the intelligence-prosociality association changed from positive to negative, (2) the intelligence-empathy association changed from positively significant to insignificant, (3) the empathy-prosociality association changed from stronger to weaker. These findings may suggest some limitations of mindfulness. That is, present moment awareness and acceptance of the status quo may result in reduced arousal when witnessing others suffering, thereby preventing high intelligence individuals from helping the sufferers to get rid of trouble.

Using Standardized Test Scores to Include General Cognitive Ability in Education Research and Policy

In education research and education policy, much attention is paid to schools, curricula, and teachers, but little attention is paid to the characteristics of students. Differences in general cognitive ability (g) are often overlooked as a source of important variance among schools and in outcomes among students within schools. Standardized test scores such as the SAT and ACT are reasonably good proxies for g and are available for most incoming college students. Though the idea of g being important in education is quite old, we present contemporary evidence that colleges and universities in the United States vary considerably in the average cognitive ability of their students, which correlates strongly with other methods (including international methods) of ranking colleges. We also show that these g differences are reflected in the extent to which graduates of colleges are represented in various high-status and high-income occupations. Finally, we show how including individual-level measures of cognitive ability can substantially increase the statistical power of experiments designed to measure educational treatment effects. We conclude that education policy researchers should give more consideration to the concept of individual differences in cognitive ability as well as other factors.

Childhood Cognitive Ability Predicts Adult Financial Well-Being

This study set out to investigate to what extent childhood cognitive ability, along with personality traits, education and occupational status, as well as marital status influence adult financial success. Data were drawn from a large, prospective birth cohort in the UK, the National Child Development Study (NCDS). The analytic sample was comprised of 4537 cohort members with data on parental social class (at birth), cognitive ability (at age 11), educational qualifications (at age 33), personality traits (at age 50), current marital status and occupational prestige, and salary/wage earning level (all measured at age 54). Correlational results showed that parental social class, childhood cognitive ability, traits extraversion, emotional stability, conscientiousness, and openness, being married positively, being divorced or separated negatively, education and occupation as well as gender were all significantly associated with adult earning ability (p < 0.05 to p < 0.001). Effect sizes for the relationship between intelligence and income was moderate. Results of a multiple regression analysis showed that childhood cognitive ability, traits conscientiousness and openness, educational qualifications and occupational prestige were significant and independent predictors of adult earning ability accounting for 30% of the total variance. There was also a gender effect on the outcome variable. Numerous limitations are noted.