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Table of contents
Chapter 1 – General introduction
1.1 What shapes early cognitive development
1.1.1 Main predictors of cognitive development
1.1.2 The importance of controlling for confounding variables
1.1.3 From simple associations to complex relationships
1.2 Acquiring academic skills: building blocks and determinants
1.2.1 The role of cognitive abilities
1.2.2 The role of social, behavioral and emotional skills
1.2.3 The role of socio-demographic factors
1.3 Studying the acquisition of academic skills in France
1.3.1 Learning in France: an outlook
1.3.2 Data: two French cohort studies
1.3.3 Objectives and research questions of this dissertation
Chapter 2 – Intelligence and academic skills
2.1 Predictors of the IQ-achievement gap
2.1.1 Abstract
2.1.2 Introduction
2.1.3 Method
2.1.4 Results
2.1.5 Discussion
2.1.6 Appendix A: Data
2.1.7 Appendix B : Results
2.2 Are high-IQ students more at risk of school failure?
2.2.1 Abstract
2.2.2 Introduction
2.2.3 Method
2.2.4 Results
2.2.5 Discussion
Chapter 3 – Early predictors of arithmetic skills
3.1 Cognitive and environmental predictors of problem solving skills
3.1.1 Abstract
3.1.2 Introduction
3.1.3 Method
3.1.4 Results
3.1.5 Discussion
3.1.6 Appendix
3.2 Cognitive predictors of multizlication, addition and subtraction
3.2.1 Abstract
3.2.2 Introduction
3.2.3 Method
3.2.4 Results
3.2.5 Discussion
Chapter 4 – Early predictors of literacy skills
4.1 Cognitive and environmental predictors of reading and spelling
4.1.1 Abstract
4.1.2 Introduction
4.1.3 Method
4.1.4 Results
4.1.5 Discussion
4.1.6 Appendix
Chapter 5 – Sex differences in academic skills
5.1 Sex differences are modulated by evaluation type
5.1.1 Abstract
5.1.2 Introduction
5.1.3 Method
5.1.4 Results
5.1.5 Discussion
5.1.6 Appendix
Chapter 6 – General discussion
6.1 Cognitive and socio-emotional foundations of academic skills5
6.1.1 Cognitive skills
6.1.2 Socio-emotional skills
6.2 Environmental and individual influences on academic achievement
6.2.1 Parental socio-economic and cultural factors
6.2.2 Sex
6.2.3 Pre-natal and birth factors
6.3 General limitations
6.3.1 Genetic confounding
6.3.2 Correlation and causality
6.4 Practical implications and conclusion
