Cognitive Abilities in Early Childhood: An Exploration Across Gender, Age Group, School Type, and Parental Educational Status

Abstract

In this investigation that scrutinized the cognitive abilities of children aged 60-84 months, a causal-comparative and correlational approach was adopted. The cohort under examination was composed of 120 children attending state-operated independent preschool educational facilities and primary schools. The data collection process employed a personal information form and the Cognitive Abilities Test (CogAT) Form -6, developed by Lohman and Hagen (2000). The internal consistency coefficient (KR-20) for the overall test, subtest, and battery scores ranged between .69 and .93. The findings of this investigation indicated that gender did not significantly influence the total cognitive abilities score of participants. However, in subtests and batteries, boys demonstrated a significant advantage over girls in the matrices subtest and Non-Verbal Aptitude. In general, an increase was observed in both the battery and total test scores with advancing age group and grade level. Regarding the influence of maternal education, children whose mothers held a bachelor's degree showed significantly higher verbal battery scores compared to those whose mothers had primary or secondary schooling. While there were some exceptions, there was a significant increase in cognitive abilities corresponding with the rise in the father's education level.