Do Cognitive–Achievement Relations Vary by General Ability Level?
Daniel B. Hajovsky,
Christopher R. Niileksela,
Sunny C. Olsen
et al.
Abstract:Cognitive–achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive–achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive–achievement relations across different general ability levels (Low, Average, and High) to fill this … Show more
Contemporary intelligence theory and assessment in the United States—a century after Lewis Terman published the Stanford–Binet in 1916—has evolved in ways that even David Wechsler could not have envisioned [...]
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