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Direct linkCalvin, Catherine M.; Fernandes, Cres; Smith, Pauline; Visscher, Peter M.; Deary, Ian J. – Intelligence, 2010
General cognitive ability ("g") does not explain sex differences in academic test performance by the end of compulsory education. Instead, individual differences in specific reasoning abilities, after removing the effects of "g," may contribute to the observed gender gaps. Associations between general or specific cognitive…
Descriptors: State Schools, Females, Compulsory Education, Academic Achievement
Fontaine, Nathalie; Barker, Edward D.; Salekin, Randall T.; Viding, Essi – Journal of Clinical Child and Adolescent Psychology, 2008
Individuals with psychopathic traits are hypothesized to be free of intellectual deficits and possibly even to exhibit good cognitive abilities. Previous studies, based on clinical and incarcerated youth, have shown inconsistent findings. We investigated the relationships between different dimensions of psychopathy (callous/unemotional traits,…
Descriptors: Conceptual Tempo, Hyperactivity, Psychopathology, Nonverbal Ability
Roberts, Ros; Gott, Richard – Assessment in Education: Principles, Policy and Practice, 2006
Performance assessment in the UK science General Certificate of Secondary Education (GCSE) currently relies on pupil reports of their investigations. These are widely criticized. Written tests of procedural understanding could be used as an alternative, but what exactly do they measure? This paper describes small-scale research in which there was…
Descriptors: Foreign Countries, Science Education, Educational Research, Student Characteristics
