Nations can vary greatly in their wealth, democratic rights, and the well-being of their citizens. These gaps are often obvious, and by studying the flow of immigration, one can easily predict people's wants and needs. But why are there also large differences in the level of education and disparities in a population's cognitive ability? How are cognitive ability and a country's economic development related? In this book, Heiner Rindermann establishes a new model to find an answer for these hotly-debated issues. This new model is based on studies of cross-country differences in cognitive capital, exploring how levels of education are linked to a nation's economic development. This is an important text for graduate students and researchers in a wide range of fields, including economics, psychology, sociology and political science, and those working on economic growth, human capital formation and cognitive development.
|Publisher:||Cambridge University Press|
|Product dimensions:||5.98(w) x 8.98(h) x 0.98(d)|
About the Author
Heiner Rindermann is Professor of Educational and Developmental Psychology at Chemnitz University of Technology. He has published about 150 articles and books, and is Fellow of the Association for Psychological Science (APS). His research focuses on cognitive human capital from an interdisciplinary perspective, bringing together ideas on cognitive competence, cognitive development, productivity, politics and culture on individual and national levels.
Table of Contents
1. Large wealth differences across time and nations; 2. The wellbeing of nations; 3. Human capital, cognitive ability and intelligence; 4. International ability differences and their development; 5. Why some are richer, freer and more democratic; 6. History, culture and the burgher-civic world; 7. Why cognitive factors are important - a theory of cognitive capitalism; 8. The impact of cognitive-intellectual classes; 9. Methodological research problems and solutions; 10. Causes for national and historical differences in cognitive ability - and reciprocal effects; 11. Global models for education, cognitive capital, production, wealth and wellbeing; 12. Challenges of future development and first predictions; 13. Models for cognitive and wealth development in 21st century; 14. Summary, comparisons and suggestions; References