Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents

Colom, Roberto; Escorial, Sergio; Shih, Pei Chun; Privado, Jesús

doi:10.1016/j.paid.2006.10.023

Cited by 96 publications

(82 citation statements)

References 26 publications

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“…Although the g-factor is not the same construct as Working Memory (WM), several studies have demonstrated a high correlation between these measures (Heitz et al, 2006;Unsworth, Heitz, Schrock, & Engle, 2005). Following the early study of Daneman and Carpenter (1980) on individual differences in working memory capacity (WMC) and reading comprehension, further research has shown the importance of WMC as a domain-general construct (Conway, Cowan, Bunting, Therriault, & Minkoff, 2002;Conway & Engle, 1996;Feldman Barrett, Tugade, & Engle, 2004;Kane et al, 2004), including the prediction of average scores over several academic areas (Colom et al, 2007).…”

Section: Working Memory and Academic Performancementioning

confidence: 99%

“…Data about individual differences in basic cognitive variables were collected, since they are strongly related to the student"s achievement (Colom, Escorail, Chin Shih, & Privado, 2007;Grimley & Banner, 2008). Although it has been argued that considering students" cognitive ability can lead to a relatively strong prediction of academic performance (Colom et al, 2007), this prediction could be strengthened by including background and non-cognitive predictors. As Chamorro-Premuzic & Arteche (2008) discuss, combining both cognitive ability and non-cognitive measures can provide a broader understanding of an individual"s likelihood to succeed in academic settings, with models that predict such performance at least one academic year in advance of the actual measure being obtained (grade-point average, GPA).…”

Section: Introductionmentioning

confidence: 99%

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Predicting general academic performance and identifying the differential contribution of participating variables using artificial neural networks

Musso

Kyndt

Cascallar

et al. 2013

FLR

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Section: Working Memory and Academic Performancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Predicting general academic performance and identifying the differential contribution of participating variables using artificial neural networks

Musso

Kyndt

Cascallar

et al. 2013

FLR

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“…El logro académico, en general, se relaciona habitualmente con la puntuación media obtenida en cada asignatura, lo que plantea el problema de su medida estandarizada por las diferencias entre las materias y entre los distintos currículos educativos (Tanilon, Segers, Vedder y Tillema, 2011) y ha sido estudiado en relación a características intelectuales (Colom, Escorial, Chun Shih y Privado, 2007;Kornilova, Kornilov y Chumakova, 2009), motivacionales (Urdan y Schoenfelder, 2006) y personales (Chamorro-Premuzic y Furnham, 2008) del alumnado.…”

Section: El Logro Artísticounclassified

Comprensión, competencia y logro en la educación artística escolar

Lekue

2014

Arte Individ. Soc.

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ResumenEl presente trabajo estudia la comprensión artística de un grupo de 606 estudiantes de Educación Primaria y de Educación Secundaria en relación a su competencia artística autopercibida y en relación al logro artístico en Educación Artística. Se establecen dos objetivos, primero identificar las áreas definidas por la investigación previa para la comprensión artística (social, histórica, estética, pedagógica y biográfica) así como identificar los cuatro niveles consecutivos de complejidad para cada área (ingenuo, principiante, aprendiz y maestro). El segundo objetivo es analizar la comprensión artística y el rendimiento artístico en el aula de arte. Se formulan dos hipótesis que asumen relación positiva y significativa de la comprensión artística con, primero, la edad y el sexo de los sujetos y, segundo, con la autopercibida competencia artística y con el logro artístico en educación artística. Dichas hipótesis resultan precisadas por los resultados pues la comprensión artística sí es mejor entre las chicas y aumenta con la edad hasta los 15 años, aunque a partir de esa edad las diferencias entre grupos de edad resultan no significativas. La autopercibida competencia artística en el aula disminuye con la comprensión artística y el logro artístico aumenta conforme aumenta dicha comprensión artística. Palabras clave: educación artística, comprensión, competencia artística, logro artístico.Lekue-Rodríguez, P. (2014): Comprensión, competencia y logro en la educación artística escolar. Arte, Individuo y Sociedad, 26(3) 401-418 AbstractThis paper studies the artistic understanding of a group of 606 Primary and Secondary school students in relation to their self-perceived artistic competence and in relation to their academic achievement in Art Education. Two aims were established: first, to identify the areas which previous research defines for the artistic understanding (social, historical, aesthetic, pedagogic and biographical understanding) and the four consecutive levels of complexity for every area (naive, novice, apprentice and master). The second aim is to analyze artistic understanding and academic achievement in art education class. The two initial hypotheses established assume a significant positive relationship between artistic understanding and, firstly, the subjects' age and gender, and secondly, their self-perceived artistic competence and their academic achievement in art education. These hypotheses were further clarified by the results. The artistic understanding is better among the girls and it increases with the age until the students are 15 years old. Then the differences between this age group and the other age groups become non-significant. Self-perceived artistic competence in the classroom declines according to the artistic understanding while the artistic achievement rises according to the artistic understanding.

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“…Numerous studies have shown that FI declines with aging and has a strong link with working memory in adults [9] and academic performance in young adolescents [10]. Early-life cognitive functions are associated with cognitive impairment, brain weight, and the degree of cerebral atrophy in late life [11].…”

Section: Introductionmentioning

confidence: 99%

Cortical Functional Connections and Fluid Intelligence in Adolescent APOE ε4 Carriers

Woo

Kim

2017

Dement Geriatr Cogn Disord

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Aims: This study examined differences in corticocortical communication between adolescent ε4 carriers (ε4+) and noncarriers (ε4-) during a fluid intelligence task (Comprehensive Test of Nonverbal Intelligence [CTONI]). Methods: Sixteen ε4+ and 20 ε4- individuals aged 13-15 years performed the CTONI while real-time EEG signals were acquired. Inter- and intrahemispheric coherences were analyzed. Results: The ε4+ subjects exhibited lower inter- and intrahemispheric coherences than the ε4- individuals. Conclusion: ε4 carriers have lower corticocortical communication than noncarriers during an intelligence task, implying that carrying the ε4 allele may reduce brain networking in adolescence, several decades before the onset of Alzheimer disease.

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Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents

Cited by 96 publications

References 26 publications

Predicting general academic performance and identifying the differential contribution of participating variables using artificial neural networks

Predicting general academic performance and identifying the differential contribution of participating variables using artificial neural networks

Comprensión, competencia y logro en la educación artística escolar

Cortical Functional Connections and Fluid Intelligence in Adolescent APOE ε4 Carriers

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