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Stability of intelligence from infancy through adolescence: An autoregressive latent variable model

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  • Yu, Huihui
  • McCoach, D. Betsy
  • Gottfried, Allen W.
  • Gottfried, Adele Eskeles

Abstract

This study examined the stability of the latent construct of intelligence from infancy through adolescence, using latent variable modeling to account for measurement error. Based on the Fullerton Longitudinal Study data, the present study modeled general intelligence across four developmental periods from infancy through adolescence. The Fullerton Longitudinal Study included twelve assessments of intellectual performance over a sixteen-year interval. Three assessments of intellectual performance at each of four developmental periods served as indicators of latent intelligence during infancy (1, 1.5, and 2 years old), preschool (2.5, 3, and 3.5 years old), childhood (6, 7, and 8 years old), and adolescence (12, 15, and 17 years old). Intelligence exhibited a high degree of stability across the four developmental periods. For instance, infant intelligence revealed a strong cross-time correlation with preschool intelligence (r = 0.91) and moderate correlations with childhood and adolescent intelligence (r = 0.69 and 0.57, respectively). Intelligence followed a stage-autoregressive pattern whereby correlations between IQ scores decreased as the timespan between assessment waves increased. Further, from infancy to adolescence, the effect of intelligence during earlier periods was completely mediated by intelligence during the adjacent developmental period. In contrast to much prior research, this study demonstrated the stability of general intelligence, beginning in infancy.

Suggested Citation

  • Yu, Huihui & McCoach, D. Betsy & Gottfried, Allen W. & Gottfried, Adele Eskeles, 2018. "Stability of intelligence from infancy through adolescence: An autoregressive latent variable model," Intelligence, Elsevier, vol. 69(C), pages 8-15.
    • Handle: RePEc:eee:intell:v:69:y:2018:i:c:p:8-15
    DOI: 10.1016/j.intell.2018.03.011
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    1. Ian J. Deary & Jian Yang & Gail Davies & Sarah E. Harris & Albert Tenesa & David Liewald & Michelle Luciano & Lorna M. Lopez & Alan J. Gow & Janie Corley & Paul Redmond & Helen C. Fox & Suzanne J. Row, 2012. "Genetic contributions to stability and change in intelligence from childhood to old age," Nature, Nature, vol. 482(7384), pages 212-215, February.
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    Cited by:

    1. Allan L. Reiss & Booil Jo & Ana Maria Arbelaez & Eva Tsalikian & Bruce Buckingham & Stuart A. Weinzimer & Larry A. Fox & Allison Cato & Neil H. White & Michael Tansey & Tandy Aye & William Tamborlane , 2022. "A Pilot randomized trial to examine effects of a hybrid closed-loop insulin delivery system on neurodevelopmental and cognitive outcomes in adolescents with type 1 diabetes," Nature Communications, Nature, vol. 13(1), pages 1-14, December.
    2. Cave, Sophie Nicole & Wright, Megan & von Stumm, Sophie, 2022. "Change and stability in the association of parents' education with children's intelligence," Intelligence, Elsevier, vol. 90(C).
    3. Eichelberger, Dominique A. & Sticca, Fabio & Kübler, Dinah R. & Kakebeeke, Tanja H. & Caflisch, Jon A. & Jenni, Oskar G. & Wehrle, Flavia M., 2023. "Stability of mental abilities and physical growth from 6 months to 65 years: Findings from the Zurich Longitudinal Studies," Intelligence, Elsevier, vol. 97(C).
    4. Demetriou, Andreas & Mougi, Antigoni & Spanoudis, George & Makris, Nicolaos, 2022. "Changing developmental priorities between executive functions, working memory, and reasoning in the formation of g from 6 to 12 years," Intelligence, Elsevier, vol. 90(C).

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