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Direct linkBrunner, Martin – Learning and Individual Differences, 2008
This study investigates the relationships of domain-general cognitive abilities and domain-specific verbal and mathematical abilities to students' educational characteristics when two theoretically grounded, but competing structural models are applied. In the standard model, a single latent ability causes interindividual differences in the…
Descriptors: Educational Research, Academic Achievement, Cognitive Development, Cognitive Ability
Chamorro-Premuzic, Tomas; Arteche, Adriane – Intelligence, 2008
The present study provides a preliminary empirical test of [Chamorro-Premuzic, T., & Furnham, A. (2004). A possible model to understand the personality-intelligence interface. "British Journal of Psychology," 95, 249-264], [Chamorro-Premuzic, T., & Furnham, A. (2006a). Intellectual competence and the intelligent personality: A…
Descriptors: Intelligence, Academic Achievement, Models, Validity
The Relationship between Intelligence and Achievement: A Reconsideration Based on Restricted Groups.
Peer reviewedAlgozzine, Bob; And Others – Journal for Special Educators, 1980
The percentage of variance in achievement accounted for by IQ greatly decreased as the subgroups became more removed from the mean IQ for the sample. Results suggest that definition and placement decisions based on IQ be reconsidered for populations whose mean IQ is substantially above or below the average IQ. (DB)
Descriptors: Academic Achievement, Correlation, Elementary Secondary Education, Gifted
Peer reviewedFischer, Donald G.; And Others – Perceptual and Motor Skills, 1982
EEG correlates of intellectual functioning in academically handicapped and talented adolescents were investigated. Data from Ertl's Brainwave Analyzer were factor analyzed and used to predict verbal, numerical, reasoning, and spatial abilities and reading and mathematics achievement. Correlational patterns differed by group. Implications for…
Descriptors: Academic Achievement, Adolescents, Biomedical Equipment, Correlation
Peer reviewedSmith, Glen A.; Stanley, Gordon – Intelligence, 1983
Relationships between intelligence test scores and measures derived from reaction time and perceptual speed procedures were investigated. Only three reaction time measures produced correlations greater than .25 with a general intelligence factor. Test-retest reliability of reaction time measures was low. The reaction time-intelligence relationship…
Descriptors: Academic Achievement, Correlation, Factor Analysis, Foreign Countries
Peer reviewedSimons, Marc R.; Goh, David S. – Perceptual and Motor Skills, 1982
Correlations between McCarthy Scales of Children's Abilities and teachers' ratings of academic achievement were investigated. McCarthy Scales are useful in predicting achievement of normal children, but further research is needed with learning disabled students. Use of teachers' rating scales with low functioning children is discussed in light of…
Descriptors: Academic Achievement, Correlation, Elementary School Teachers, Intelligence Differences
Peer reviewedOng, Jin; Jones, Lowell, Jr. – Perceptual and Motor Skills, 1982
Rank-difference correlations between Memory-for-Designs test, Wechsler Intelligence Scale for Children (WISC), and Wide Range Achievement Test scores for two classes of educable mentally retarded children showed high negative correlations between Memory-for-Designs and WISC Full Scale IQs. Visual memory accounted for 84 percent of variance in…
Descriptors: Academic Achievement, Achievement Tests, Correlation, Elementary Education
Download full textStephens, Mark W. – 1972
Current research indicates the possible influence of IE development on cognitive development. Efforts are being made to identify behaviors by which parents or teachers can increase development of internal control expectancies in preschool children. Studies correlating children's IE scores with various mother behaviors or mother-child interaction…
Descriptors: Academic Achievement, Cognitive Development, Correlation, Intellectual Development
Harris, Dale B.; Pinder, Glenn D. – 1977
The results of a modified version of the Goodenough-Harris Drawing Test are presented in relation to selected demographic and socioeconomic factors as they affect youths aged 12-17 years in the noninstitutionalized population of the United States. Findings are based on data gathered on a sample of 6,768 adolescents who participated in the Health…
Descriptors: Academic Achievement, Adolescents, Age Differences, Correlation
