>>17005190
>it might be improving my IQ.

"Ritchie et al. (2015)"

"the third model considers education affecting subtest scores only independent of g. This last model had superior fit to the data."

"Later, Lasker & Kirkegaard (2022) applied the same method on the longitudinal VES data, although they modeled education status and IQ changes strictly among adults, not from children to adulthood, and reached the same conclusion."

"Protzko (2016) dismissed the interpretation of hollow gain based on his modeling of the latent g factor. One glaring discrepancy is that Ritchie directly tested the Spearman’s hypothesis against the competing hypothesis, whereas Protzko did not."

"longitudinal analysis of the LBC1921/1936 reveals that education status is positively associated with IQ changes but not with processing speed assessed by RTs measured at 83/70 years (Ritchie et al., 2013)."

"Carlsson et al. (2015)"

"The result shows that school days affect crystallized (synonyms and technical comprehension tests) but not fluid intelligence (spatial and logic tests)."

"(Finn et al., 2014)"

"Each additional year increases 8th-grade math score by 0.129 SD, but 8th-grade English by only 0.059 SD and fluid ability by only 0.038 SD."

"Karwowski & Milerski (2021)"

"“Indeed, the growth we observed in more “school-based” analogies and reasoning tasks was substantial … The growth in matrices was much less spectacular overall”. More evidence of lack of transfer."

"Bergold et al. (2017)"

"MGCFA with second-order g was applied, intercept (scalar) invariance was violated. This outcome is expected if one group is advantaged, for example, due to schooling-related knowledge elicited by the IQ subtest or item (Shepard, 1987, p. 213). This also suggests the absence of far transfer."

https://humanvarieties.org/2022/12/22/schooling-enhances-iq-not-intelligence/

Also, https://menghu.substack.com/p/educational-intervention-and-the-failure-to-raise-iq-permanently