Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests

Kaufman, Scott Barry; Reynolds, Matthew R.; Liu, Xin; Kaufman, Alan S.; McGrew, Kevin S.

doi:10.1016/j.intell.2012.01.009

Cited by 180 publications

(136 citation statements)

References 59 publications

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“…11,12 These other studies reported that alcohol-exposed children were deficient in premath skills based on testing that measured cognitive and intellectual functioning. However, measures of general cognitive ability only account for around half of the variance associated with academic achievement, 28 which is what was assessed in our study. Other factors, such as the school learning environment, may have played a role in determining the numeracy results in our study, whereas the mean age of children in the Coles et al 12 study was ,6 years, and thus the children had fewer, if any, years in school than the children in our study.…”

Section: Discussionmentioning

confidence: 61%

Prenatal Alcohol Exposure and Educational Achievement in Children Aged 8–9 Years

et al. 2013

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OBJECTIVE: This study examines the relationships between the dose, pattern, and timing of prenatal alcohol exposure and achievement in reading, writing, spelling, and numeracy in children aged 8 to 9 years. METHODS: Data from a randomly selected, population-based birth cohort of infants born to non-Indigenous women in Western Australia between 1995 and 1997 (n = 4714) (Randomly Ascertained Sample of Children born in Australia’s Largest State Study cohort) were linked to the Western Australian Midwives’ Notification System and the Western Australian Literacy and Numeracy Assessment statewide education testing program. The records for 86% (n = 4056) of the cohort were successfully linked with education records when the children were aged 8 to 9 years. The associations between prenatal alcohol exposure and achievement of national benchmarks in school numeracy, reading, spelling, and writing tests and nonattendance for the tests was examined. Logistic regression was used to generate adjusted odds ratios (aOR) and 95% confidence intervals (CI), adjusting for potential confounding factors. The referent group included children of mothers who previously drank alcohol but who abstained during pregnancy. RESULTS: Children were twice as likely not to achieve the benchmark for reading after heavy prenatal alcohol exposure during the first trimester (aOR 2.26; 95% CI 1.10–4.65) and for writing when exposed to occasional binge drinking in late pregnancy (aOR 2.35; 95% CI 1.04–5.43). Low-moderate prenatal alcohol exposure was not associated with academic underachievement. CONCLUSIONS: The type of learning problems expressed depends on the dose, pattern, and timing of prenatal alcohol exposure.

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Section: Discussionmentioning

confidence: 61%

Prenatal Alcohol Exposure and Educational Achievement in Children Aged 8–9 Years

et al. 2013

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“…In particular, lower mathematic scores may be attributed to the reduced overall neurocognitive function of children with CKD, with fluid reasoning and processing speed having direct and indirect effects on mathematic ability (41,42). Studies examining the relationship between intelligence (full-scale IQ) and academic performance reported a moderate and statistically significant correlation moderated by factors, such as attendance, motivation, home and school environments, and cultural demographics (3,43). Across all CKD stages, we have shown that intelligence is largely consistent with academic skills.…”

Section: Discussionmentioning

confidence: 99%

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

Chen¹,

Didsbury²,

Zwieten³

et al. 2018

CJASN

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Background and objectives Poor cognition can affect educational attainment, but the extent of neurocognitive impairment in children with CKD is not well understood. This systematic review assessed global and domainspecific cognition and academic skills in children with CKD and whether these outcomes varied with CKD stage.Design, setting, participants, & measurements Electronic databases were searched for observational studies of children with CKD ages 21 years old or younger that assessed neurocognitive or educational outcomes. Risk of bias was assessed using a modified Newcastle-Ottawa scale. We used random effects models and expressed the estimates as mean differences with 95% confidence intervals stratified by CKD stage.Results Thirty-four studies (25 cross-sectional, n=2095; nine cohort, n=991) were included. The overall risk of bias was high because of selection and measurement biases. The global cognition (full-scale intelligence quotient) of children with CKD was classified as low average. Compared with the general population, the mean differences (95% confidence intervals) in full-scale intelligence quotient were 210.5 (95% confidence interval, 213.2 to 27.72; all CKD stages, n=758), 29.39 (95% confidence interval, 212.6 to 26.18; mild to moderate stage CKD, n=582), 216.2 (95% confidence interval, 233.2 to 0.86; dialysis, n=23), and 211.2 (95% confidence interval, 217.8 to 24.50; transplant, n=153). Direct comparisons showed that children with mild to moderate stage CKD and kidney transplants scored 11.2 (95% confidence interval, 2.98 to 19.4) and 10.1 (95% confidence interval, 21.81 to 22.0) fullscale intelligence quotient points higher than children on dialysis. Children with CKD also had lower scores than the general population in executive function and memory (verbal and visual) domains. Compared with children without CKD, the mean differences in academic skills (n=518) ranged from 215.7 to 21.22 for mathematics, from 29.04 to 20.17 for reading, and from 214.2 to 2.53 for spelling.Conclusions Children with CKD may have low-average cognition compared with the general population, with mild deficits observed across academic skills, executive function, and visual and verbal memory. Limited evidence suggests that children on dialysis may be at greatest risk compared with children with mild to moderate stage CKD and transplant recipients.

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“…Hunt, 2011;Spearman, 1904). The g-factor and academic achievement are considered closely-related but distinguishable constructs (Kaufman, Reynolds, Liu, Kaufman, & McGrew, 2012). In fact, language, reasoning, WM and the attentional processes underlying reading and mathematical operations also underlie intellectual functioning (Deary, Strand, Smith, & Fernandes, 2007;Hunt, 2011).…”

Section: Cognitive Processes Involved In Geometry: Working Memory Andmentioning

confidence: 99%

The relationship among geometry, working memory, and intelligence in children

Giofrè

Mammarella

Cornoldi

2014

Journal of Experimental Child Psychology

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Although geometry is one of the main areas of mathematical learning, the cognitive processes underlying geometry-related academic achievement have not been studied in detail. This study explored the relationship between working memory (WM), intelligence (g-factor) and geometry in 176 typically-developing children attending school in their 4 th and 5 th grades. Structural equation modeling showed that about 40% of the variance in academic achievement and in intuitive geometry (which is assumed to be independent of a person's cultural background) were explained by WM and the g-factor. After taking intelligence and WM into account, intuitive geometry was no longer significantly related to academic achievement in geometry. We also found intuitive geometry closely related to fluid intelligence (as measured by Raven) and reasoning ability, while academic achievement in geometry depended largely on WM. These results were confirmed by a series of regressions in which we estimated the contributions of WM, intelligence and intuitive geometry to the unique and shared variance explaining academic achievement in geometry. Theoretical and educational implications of the relationship between WM, intelligence and academic achievement in geometry are discussed.

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Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests

Cited by 180 publications

References 59 publications

Prenatal Alcohol Exposure and Educational Achievement in Children Aged 8–9 Years

Prenatal Alcohol Exposure and Educational Achievement in Children Aged 8–9 Years

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

The relationship among geometry, working memory, and intelligence in children

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