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Non-"g" Residuals of the SAT and ACT Predict Specific Abilities
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Coyle, Thomas R.; Purcell, Jason M.; Snyder, Anissa C.; Kochunov, Peter – Intelligence, 2013
This research examined whether non-"g" residuals of the SAT and ACT subtests, obtained after removing g, predicted specific abilities. Non-"g" residuals of the verbal and math subtests of the SAT and ACT were correlated with academic (verbal and math) and non-academic abilities (speed and shop), both based on the Armed Services…
Descriptors: Intelligence, College Entrance Examinations, Vocational Aptitude, Aptitude Tests
Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance
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Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D. – CBE - Life Sciences Education, 2013
We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge,…
Descriptors: Introductory Courses, Cytology, College Science, Verbal Tests
The Distinction between Moral Judgment Development and Verbal Ability: Some Relevant Data Using Socio-Political Outcome Variables
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Thoma, Stephen J.; Derryberry, Pitt; Narvaez, Darcia – High Ability Studies, 2009
Critics of moral judgment measures question whether the obtained pattern of relationships between moral judgment scores and outcome variables might be better explained by verbal/general ability. To address this concern, we assess the degree to which moral judgment development reduces to verbal ability using the Defining Issues Test (DIT). Our…
Descriptors: Verbal Ability, Moral Development, Decision Making, Moral Values
Relationships of Philosophic Mindedness and Intellectual Self-Confidence with Verbal Ability and Deductive Reasoning Skills.
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Hiller, Jack H.; And Others
Relationships among Philosophic Mindedness (PM) (a measure of cognitive flexibility), Intellectual Self-Confidence (ISCS), ACT English (ACT-E) and the ability to reason deductively (PCRT) were obtained for 46 female and 45 male undergraduates. ISCS and PM both correlated with total PCRT performance as well as or better than ACT-E for females.…
Descriptors: Attitude Measures, College Students, Correlation, Higher Education
The Relationship between ACT and SAT Scores among Academically Talented Seventh Grade Students.
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Sawyer, Richard; Brounstein, Paul – 1988
This paper describes the efforts of the Talent Identification Program (TIP) of North Carolina to relate American College Testing (ACT) Assessment and Scholastic Aptitude Test (SAT) scores of academically talented seventh graders. The study was also designed to interpret the results in the context of "concordance" studies that have been…
Descriptors: Academically Gifted, College Bound Students, College Entrance Examinations, Comparative Analysis
New Mexico Enhanced ACT and SAT Results. School Year 1991-1992.
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Cavatta, M. Louise – 1993
Students in New Mexico may take either the American College Test Assessment (ACT) or the Scholastic Aptitude Test (SAT), although New Mexico students usually take the ACT. Results from both examinations are presented in this report, based on seniors expected to graduate. Overall, New Mexico and national composite scores have remained steady on the…
Descriptors: Academic Achievement, Academic Aspiration, College Bound Students, College Entrance Examinations