The impact of genes, geography, and educational opportunities on national cognitive achievement

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The impact of genes, geography, and educational opportunities on national cognitive achievement. / Minkov , Michael; Welzel, Christian Peter; Bond, Michael Harris.
In: Learning and Individual Differences, Vol. 47, 01.04.2016, p. 236-243.

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@article{d329c77447d1494e91a07e7dff8c8621,
title = "The impact of genes, geography, and educational opportunities on national cognitive achievement",
abstract = "A debate between Stankov and Lynn has focused on whether national differences in cognitive achievement are primarily a matter of culturally-driven motivation or genetically determined mental ability, measured in terms of IQ. We present evidence showing that a third position is more conclusive: while genetic differences are a driving force behind differences in academic achievement between nations, these genetic differences operate on motivation rather than ability. Indeed, across 53 countries from all continents, 90% of the variance in national cognitive achievement can be explained by: (1) a recently reported national genetic index related to life history strategy; (2) educational opportunities as measured by the education index of the United Nations Development Program, and (3) a geographic variable: Welzel's index for cool water condition. In contrast, neither national wealth (gross domestic product per person), nor socioeconomic inequality (Gini index), nor pathogen prevalence show a significant effect. We explain these findings by combining theoretical propositions about academic achievement from two complementary approaches: life history strategy and the cool water condition.",
keywords = "Geography, Biology, Genes, Economics, empirical/statistics, Life history strategy, Cool water theory, Cognitive achievement, Politics, Politische Kulturforschung, Demokratieforschung, Gender and diversity, Cognitive achievement, Cool water theory, Genes, Life history strategy",
author = "Michael Minkov and Welzel, {Christian Peter} and Bond, {Michael Harris}",
year = "2016",
month = apr,
day = "1",
doi = "10.1016/j.lindif.2016.03.004",
language = "English",
volume = "47",
pages = "236--243",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Netherlands : Elsevier Science",

}

RIS

TY - JOUR

T1 - The impact of genes, geography, and educational opportunities on national cognitive achievement

AU - Minkov , Michael

AU - Welzel, Christian Peter

AU - Bond, Michael Harris

PY - 2016/4/1

Y1 - 2016/4/1

N2 - A debate between Stankov and Lynn has focused on whether national differences in cognitive achievement are primarily a matter of culturally-driven motivation or genetically determined mental ability, measured in terms of IQ. We present evidence showing that a third position is more conclusive: while genetic differences are a driving force behind differences in academic achievement between nations, these genetic differences operate on motivation rather than ability. Indeed, across 53 countries from all continents, 90% of the variance in national cognitive achievement can be explained by: (1) a recently reported national genetic index related to life history strategy; (2) educational opportunities as measured by the education index of the United Nations Development Program, and (3) a geographic variable: Welzel's index for cool water condition. In contrast, neither national wealth (gross domestic product per person), nor socioeconomic inequality (Gini index), nor pathogen prevalence show a significant effect. We explain these findings by combining theoretical propositions about academic achievement from two complementary approaches: life history strategy and the cool water condition.

AB - A debate between Stankov and Lynn has focused on whether national differences in cognitive achievement are primarily a matter of culturally-driven motivation or genetically determined mental ability, measured in terms of IQ. We present evidence showing that a third position is more conclusive: while genetic differences are a driving force behind differences in academic achievement between nations, these genetic differences operate on motivation rather than ability. Indeed, across 53 countries from all continents, 90% of the variance in national cognitive achievement can be explained by: (1) a recently reported national genetic index related to life history strategy; (2) educational opportunities as measured by the education index of the United Nations Development Program, and (3) a geographic variable: Welzel's index for cool water condition. In contrast, neither national wealth (gross domestic product per person), nor socioeconomic inequality (Gini index), nor pathogen prevalence show a significant effect. We explain these findings by combining theoretical propositions about academic achievement from two complementary approaches: life history strategy and the cool water condition.

KW - Geography

KW - Biology

KW - Genes

KW - Economics, empirical/statistics

KW - Life history strategy

KW - Cool water theory

KW - Cognitive achievement

KW - Politics

KW - Politische Kulturforschung

KW - Demokratieforschung

KW - Gender and diversity

KW - Cognitive achievement

KW - Cool water theory

KW - Genes

KW - Life history strategy

UR - http://www.scopus.com/inward/record.url?scp=84962076626&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2016.03.004

DO - 10.1016/j.lindif.2016.03.004

M3 - Journal articles

VL - 47

SP - 236

EP - 243

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -