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Download full textMarzano, Robert J.; Jesse, Daniel M. – 1987
In this study 6,942 items from two standardized achievement test batteries--the Stanford (Early School Achievement Battery, Achievement Battery, and Test of Academic Skills) and the Comprehensive Test of Basic Skills--were analyzed. Focus was on determining: (1) the extent to which these test batteries included general cognitive operations (GCOs)…
Descriptors: Achievement Tests, Cognitive Measurement, Cognitive Processes, Comparative Analysis
Peer reviewedSpeigel, Mona R.; Bryant, N. Dale – Journal of Educational Psychology, 1978
Mean response times and slope of response times were correlated with intelligence and achievement for 94 sixth-graders. Mean response time reliability was greater than that of slope, and correlated significantly with IQ and achievement. Speed of processing information generalized across experimental tasks and reliably indicated intellectual…
Descriptors: Academic Achievement, Cognitive Processes, Cognitive Style, Difficulty Level
