Gifted children who do not achieve often have problems with motivation and socioemotional adjustment and may also have learning disabilities. This article examines factors such as attachment difficulties and maternal depression as these may contribute to underachievement. The article reviews past and current practices of gifted identification and…

Studies on the interface between cognitive ability (intelligence) and personality in the prediction of academic performance have yielded mixed results so far. Especially an interaction between conscientiousness (and its facet achievement striving) and intelligence has been investigated. The hypothesis is that conscientiousness enhances the impact…

The working memory (WM) construct is conceptualized similarly across domains of psychology, yet the methods used to measure WM function vary widely. The present study examined the relationship between WM measures used in the laboratory and those used in applied settings. A large sample of undergraduates completed three laboratory-based WM measures…

Background: In the debate on inclusive education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in inclusive and non-inclusive classes. For example, the neutral results that are often found in earlier research could be caused by positive…

Background: Both ability (measured by power tests) and non-ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and…

The aim of this study was to investigate the relationship of fluid intelligence (gf) with trait Openness and Conscientiousness. A total of 2658 participants completed the NEO PI-R [Costa Jr., P. T. & MCrae, R. (1985). Revised NEO Personality Inventory and Five-Factor Inventory Professional Manual. Odessa, FL: Psychological Assessment…

We investigated sex effects and the effects of educational attainment (EA) on the covariance structure of the WAIS-III in a subsample of the Spanish standardization data. We fitted both first order common factor models and second order common factor models. The latter include general intelligence ("g") as a second order common factor.…

Wechsler Intelligence Scale for Children-Revised short-form procedures were used with 69 adolescents with slow school progress. The Satz-Mogel model was most effective in predicting the Full-Scale IQ. The Verbal IQ, Performance IQ, and selected five or six subtest combinations were also helpful predictors. Short-form procedures are inadequate for…

The general ("g") factor is the most general and relevant cognitive ability. This factor is considered to be one of the most important predictors of academic achievement and of many other socially relevant behavioral outcomes. In the last decades, many researchers have investigated the possible changes in the relevance of the…

Genetic influence was estimated on Wechsler Intelligence Scale for Children subtests from inbreeding depression scores calculated on cousin marriages in Japan (n=1,854 children) and correlated with American Black-White racial differences. The genetic contribution of racial differences in cognitive performance may be more robust than was previously…

The predictive validity and utility of assessment procedures can be increased by adding predictors to the prediction supplied by general ability tests. Of Jensen's early work comes the suggestion of focusing on the cognitive ability short-term memory (STM), especially for low-"g" Black children. Meta-analysis convincingly shows high…