The use of non-verbal tests in the prediction of academic success.

Heston, Joseph C.

doi:10.1037/h0058369

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…Successful instruments for this purpose include the American Council on Education Psychological Examination, the Ohio State University Psychological Examination, the Revised Stanford-Binet, the Thorndike Intelligence Examination for High School Graduates and others. In the studies reviewed (8,12,20,36,45,46,47,97,115,120,133,134,137,138,140,143,147,152,155,160,177,179,196,205,213,224) such tests tended to have better predictive value in small institutions than in large private institutions as a result of differences in range of ability. The most commonly used tests of scholastic aptitude may be expected to correlate 0.7 with average grades in colleges that do little to select their students and 0.5 in the case of colleges and universities that have higher standards of admission.…”

Section: Selection In Liberal Arts Collegesmentioning

confidence: 99%

Significant research on the prediction of academic success.

Travers¹

The Measurement of Student Adjustment and Achievement: Contributions From the Institute for Human Adjustment, Bureau of Psychol

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Section: Selection In Liberal Arts Collegesmentioning

confidence: 99%

Significant research on the prediction of academic success.

Travers¹

The Measurement of Student Adjustment and Achievement: Contributions From the Institute for Human Adjustment, Bureau of Psychol

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“…The four-year course aver ages of the entire senior class in medicine correlated only .15 with the Stanford-Binet ratings, due probably to the relative homogeneity of these students and to the specialized character of their studies. Heston (31) gave the Ohio State Psychological Examination and seventeen performance tests to 113 male college freshmen. The r for the Ohio test and grade-points was .54.…”

mentioning

confidence: 99%

Chapter III: Applications of Intelligence Tests

Freeman¹

1944

Review of Educational Research

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UuRlNG THE LAST THREE YEARS, published research on the applications of intelligence tests has been very much along the usual lines. With few excep tions, the results of these researches were not unusual or surprising. A large portion of the published studies were concerned with conditions and predic tions of scholastic achievement at all levels. Applications and usefulness of the 1937 Stanford-Binet, in particular, were the subjects of an appreciable number of researches; and Thurstone's "primary mental abilities" were given close scrutiny in a number of situations. Constancy of IQ (or equiva lents), community differences, socio-economic status, intelligence of nonwhite groups, atypical groups, sex differences, reading disability in rela tion to test performance, and several other miscellaneous problems received more or less attention. For the most part, students of these problems will find that the results of research of the three years covered herein largely confirm earlier findings. Intelligence Tests and Educational AchievementElementary school-Cohler (20), studying a group of pupils in Grades VI-VIII, all having IQs of 120 or higher, explored differences between "achievers" (those working up to expectation) and "nonachievers." He found the expected inverse relationship between achievement and IQ. The difference in favor of the "achievers" was greatest in arithmetic and least in reading comprehension; and on the whole, "achievers" were about onehalf semester ahead of "nonachievers" in school achievement. For achieve ment age and MA, the r was +.58.Feinberg (24), studying IQ and EQ of children referred to a mental hygiene clinic, reported correlations between the two quotients varying from -.37 to +.76. The former was found for those having IQs between 44 and 69; the latter, between 120 and 192. The correlations were negative for the IQ-groups below 90, but positive for all groups above 90 IQ. The author concluded that EQ cannot be substituted for IQ, as some have sug gested, in dealing with children who present clinical or school problems. Thorndike, Woodyard, and Weingart (76) argued, however, that if school progress correlates .80 or better with intelligence tests, such progress may be treated as having the same value as intelligence tests, since coefficients of correlation for two different tests are rarely much over .80. The authors correlated IQ and age of children in Grade VI of seventeen cities. The me dian r in northern cities was .79; in southern cities it was .85.Benson (8) reported on the scholastic survival of 1680 children of dif

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“…Journalism students who were successful were found to have high scores in linguistic and verbal ability when tested on silent reading, English, literary acquaintance, and contemporary affairs (60,61). Even mechanical and non-verbal tests have been promising in the prediction of success in college (62).…”

Section: Vocational Selection Personality Analysismentioning

confidence: 99%

Vocational selection.

McKinney¹

Psychology of Personal Adjustment: Students' Introduction to Mental Hygiene (2nd Ed.).

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The use of non-verbal tests in the prediction of academic success.

Cited by 7 publications

References 10 publications

Significant research on the prediction of academic success.

Significant research on the prediction of academic success.

Chapter III: Applications of Intelligence Tests

Vocational selection.

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