In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4–22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic families in developed countries, including parents of the gifted. Children’s cognitive ability was measured with mental speed tests, Culture Fair Intelligence Test (CFT), the Raven’s, Wiener Entwicklungstest (WET), Cognitive Abilities Test (CogAT), Piagetian tasks, Armed Forces Qualification Test (AFQT), Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA). Parental wealth was estimated by asking for income, indirectly by self-assessment of relative wealth, and by evaluating assets. The mean direct effect of parental education was greater than wealth. In path analyses, parental education (βEd) also showed a stronger impact on children’s intelligence than familial economic status (βIn, total effect averages: βEd = .30–.45, βIn = .09–.12; N = 15,125, k = 18). The effects on mental speed were smaller than for crystallized intelligence, but still larger for parental education than familial economic status (βEd→MS = .25, βIn→MS = .00, βEd→CI = .36, βIn→CI = .09; N = 394, k = 3). Additional factors affecting children’s cognitive ability are number of books, marital status, educational behavior of parents, and behavior of children. If added, a general background (ethnicity, migration) factor shows strong effects (βBg = .30–.36). These findings are discussed in terms of environmental versus hidden genetic effects.

中文翻译：

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父母的教育比财富更重要 塑造孩子的智力：七个国家不同发展水平的19个样本结果

在来自七个国家（美国、奥地利、德国、哥斯达黎加、厄瓜多尔、越南、巴西）的 19 个（子）样本中，我们分析了父母教育与财富相比对儿童（4-22 岁、总 N = 15,297）。他们的家庭背景从贫穷的土著偏远村民到发达国家的学术家庭，包括天才的父母。通过心理速度测试、文化公平智力测试 (CFT)、Raven's、Wiener Entwicklungstest (WET)、认知能力测试 (CogAT)、Piagetian 任务、武装部队资格测试 (AFQT)、国际阅读素养进展来衡量儿童的认知能力研究 (PIRLS)、国际数学和科学研究趋势 (TIMSS) 和国际学生评估计划 (PISA)。父母财富是通过要求收入、间接通过相对财富的自我评估和资产评估来估计的。父母教育的平均直接影响大于财富。在路径分析中，父母教育 (βEd) 也显示出比家庭经济状况对儿童智力的影响更大（βIn，总效应平均值：βEd = .30–.45，βIn = .09–.12；N = 15,125，k = 18）。对心理速度的影响小于结晶智力，但对父母教育的影响仍大于家庭经济状况（βEd→MS = .25，βIn→MS = .00，βEd→CI = .36，βIn→CI = .09 ；N = 394，k = 3）。影响儿童认知能力的其他因素包括书籍数量、婚姻状况、父母的教育行为和儿童的行为。如果添加，一般背景（种族、迁移）因子显示出很强的影响（βBg = .30–.36）。这些发现是根据环境与隐藏的遗传效应进行讨论的。