No g in education?

Learning and Individual Differences

Volumn 18, Issue 2, 2008, Pages 152-165

  Brunner, Martin ^a  

^a MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

Author keywords

Cognitive abilities; Education; Educational aspirations; Grades; Intelligence; Interest; Nested factor model; School satisfaction; SES

Indexed keywords

EID: 42249105740     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2007.08.005     Document Type: Article

References (88)

1. Ackerman P.L. A theory of adult intellectual development: Process, personality, interests, and knowledge. Intelligence 22 (1996) 227-257
2. Ackerman P.L., and Beier M.E. Determinants of domain knowledge and independent study learning in an adult sample. Journal of Educational Psychology 98 (2006) 366-381
3. Ackerman P.L., and Heggestad E.D. Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin 121 (1997) 219-245
4. Adams R., and Wu M. PISA 2000 technical report (2002), OECD, Paris
5. Baumert J., Artelt C., Carstensen C.H., Sibberns H., and Stanat P. Untersuchungsgegenstand, Fragestellungen und technische Grundlagen der Studie [Study objectives, research questions, and technical information]. In: Baumert J., Artelt C., Klieme E., Neubrand M., Prenzel M., Schiefele U., Schneider W., Tillmann K.-J., and Weiß M. (Eds). PISA 2000: Die Länder der Bundesrepublik im Vergleich (2002), Leske + Budrich, Opladen 11-38
6. Binet A., and Simon T. Méthodes nouvelles pour le diagnostic du niveau intellectual des anormaux [New methods for diagnosing the intellectual level of abnormals]. Année Psychologique 11 (1905) 191-336
7. Bollen K.A. Structural equations with latent variables (1989), John Wiley & Sons, New York
8. Borsboom D., Mellenbergh G.J., and van Heerden J. The concept of validity. Psychological Review 111 (2004) 1061-1071
9. Bradley R.H., and Corwyn R.F. Socioeconomic status and child development. Annual Review of Psychology 53 (2002) 371-399
10. Browne M.W., and Cudeck R. Alternative ways of assessing model fit. In: Bollen K.A., and Long J.S. (Eds). Testing structural equation models (1993), Sage, Newbury Park 136-162
11. Brunner, M. (2005). Mathematische Schülerleistung: Struktur, Schulformunterschiede und Validität [Mathematics achievement: Structure, differences between academic tracks, and validity]. Doctoral dissertation, Humboldt University, Berlin, Germany. Retrieved June 7, 2006, from http://edoc.hu-berlin.de/dissertationen/brunner-martin-2006-02-08/PDF/brunner.pdf
12. Brunner, M., Krauss, S., & Kunter, M. (in press). Gender differences in mathematics: Does the story need to be rewritten? Intelligence.
13. Brunner M., and Süß H.-M. Analyzing the reliability of multidimensional measures: An example from intelligence research. Educational and Psychological Measurement 65 (2005) 227-240
14. Brunner, M., Lüdtke, O., & Trautwein, U. (in press). The internal/external frame of reference model revisited: Incorporating general cognitive ability and general academic self-concept. Multivariate Behavioral Research.
15. Buckhalt J.A. Overview of special issue: Is g a viable construct for school psychology?. Learning and Individual Differences 13 (2002) 97-99
16. Carlstedt B. Differentiation of cognitive abilities as a function of level of general intelligence: A latent variable approach. Multivariate Behavioral Research 36 (2001) 589-609
17. Carroll J.B. Human cognitive abilities: A survey of factor-analytic studies (1993), Cambridge University Press, New York
18. Carroll J.B. The higher-stratum structure of cognitive abilities: Current evidence supports g and about ten broad factors. In: Nyborg H. (Ed). The scientific study of general intelligence: Tribute to Arthur R. Jensen (2003), Pergamon, New York 5-22
19. Cattell R.B. Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology 54 (1963) 1-22
20. Ceci S.J. How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Developmental Psychology 27 (1991) 703-722
21. Cock D., and Halvari H. Relations among achievement motives, autonomy, performance in mathematics, and satisfaction of pupils in elementary school. Psychological Reports 84 (1999) 983-997
22. Cronbach L.J. The two disciplines of scientific psychology. American Psychologist 12 (1957) 671-684
23. DeNeve K.M., and Cooper H. The happy personality: A meta-analysis of 137 personality traits and subjective well-being. Psychological Bulletin 124 (1998) 197-229
24. Diedrich R.C., and Jackson P.W. Satisfied and dissatisfied students. Personnel & Guidance Journal 47 (1969) 641-649
25. Diener E. Subjective well-being. Psychological Bulletin 95 (1984) 542-575
26. Diener E., Eunkook M.S., Lucas R.E., and Smith H. Subjective well-being: Three decades of progress. Psychological Bulletin 125 (1999) 276-302
27. Ebbinghaus H. Über eine neue Methode zur Prüfung geistiger Fähigkeiten und ihre Anwendung bei Schulkindern [About a new method to examine mental abilities and its application to school children]. Zeitschrift für Psychologie und Physiologie der Sinnesorgane 13 (1895) 401-459
28. Eccles J.S., and Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology 53 (2002) 109-132
29. Edwards J.R., and Bagozzi R.P. On the nature and direction of relationships between constructs and measures. Psychological Methods 5 (2000) 155-174
30. Ganzeboom H.B.G., de Graaf P.M., Treiman D.J., and de Leeuw J. A standard international socio-economic index of occupational status. Social Science Research 21 (1992) 1-56
31. Geary D.C. Children's mathematical development. Research and practical applications (1994), American Psychological Association, Washington, DC
32. Gottfredson L.S. Mainstream science on intelligence: An editorial with 52 signatories, history and bibliography. Intelligence 24 (1997) 13-23
33. Gottfredson L.S., and Deary I.J. Intelligence predicts health and longevity, but why?. Current Directions in Psychological Science 13 (2004) 1-4
34. Greenwald A.G., Pratkanis A.R., Leippe M.R., and Baumgardner M.H. Under what conditions does theory obstruct research progress?. Psychological Review 93 (1986) 216-229
35. Gustafsson J.E. A unifying model for the structure of intellectual abilities. Intelligence 8 (1984) 179-203
36. Gustafsson J.E. Hierarchical models of individual differences in cognitive abilities. In: Sternberg R.J. (Ed). Advances in the psychology of human intelligence Vol. 4 (1988), Erlbaum, Hillsdale, NJ 35-72
37. Gustafsson J.E. Hierarchical models of intelligence and educational achievement. In: Demetriou A., and Efklides A. (Eds). Intelligence, mind, and reasoning: Structure and development (1994), Elsevier, Amsterdam 45-73
38. Gustafsson J.E., and Balke G. General and specific abilities as predictors of school achievement. Multivariate Behavioral Research 28 (1993) 407-434
39. Gustafsson J.E., and Undheim J.O. Stability and change in broad and narrow factors of intelligence from ages 12 to 15 years. Journal of Educational Psychology 84 (1992) 141-149
40. Gustafsson J.E., and Undheim J.O. Individual differences in cognitive functions. In: Berliner D.C., and Calfee R.C. (Eds). Handbook of educational psychology (1996), Macmillan, New York 186-242
41. Heller K.A., and Perleth C. Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision. Manual [Cognitive Abilities Test for Grades 4-12, Revision, Manual] (2000), Hogrefe, Göttingen
42. Horn J.L., and Noll J. Human cognitive capabilities: Gf-Gc theory. In: Flanagan D.P., Genshaft J.L., and Harrison P.L. (Eds). Contemporary intellectual assessment: Theories, tests, and issues (1997), The Guilford Press, New York 53-91
43. Hu L.-T., and Bentler P.M. Evaluating model fit. In: Hoyle R.H. (Ed). Structural equation modeling: Concepts, issues, and applications (1995), Sage, Thousand Oaks 76-99
44. Hu L.-T., and Bentler P.M. Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods 3 (1998) 424-453
45. Jackson P.W., and Lahaderne H.M. Scholastic success and attitude toward school in a population of sixth graders. Journal of Educational Psychology 58 (1967) 15-18
46. Jensen A.R. The g factor. The science of mental ability (1998), Praeger, Westport
47. Klieme E., Neubrand M., and Lüdtke O. Mathematische Grundbildung: Testkonzeption und Ergebnisse [Mathematical literacy: Test design and results]. In: Baumert J., Klieme E., Neubrand M., Prenzel M., Schiefele U., Schneider W., Stanat P., Tillmann K.-J., and Weiß M. (Eds). PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich (2001), Leske + Budrich, Opladen 139-190
48. Köller O., Baumert J., and Schnabel K. Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education 32 (2001) 448-470
49. Kuncel N.R., Hezlett S.A., and Ones D.S. Academic performance, career potential, creativity, and job performance: Can one construct predict them all?. Journal of Personality and Social Psychology 86 (2004) 148-161
50. Lubinski D. Introduction to the special section on cognitive abilities: 100 years after Spearman's (1904) "'General intelligence', objectively determined and measured". Journal of Personality and Social Psychology 86 (2004) 96-111
51. Lubinski D., Webb R.M., Morelock M.J., and Benbow C.P. Top 1 in 10,000: A 10- year follow-up of the profoundly gifted. Journal of Applied Psychology 86 (2001) 718-729
52. Marsh H.W., Balla J.R., and McDonald R.P. Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin 103 (1988) 391-410
53. Mayer R.E. Intelligence and education. In: Sternberg R.J. (Ed). Handbook of intelligence (2000), Cambridge University Press, Cambridge, UK 519-533
54. Mayer R.E. Teaching of subject matter. Annual Review of Psychology 55 (2004) 715-744
55. McDonald R.P. Test theory: A unified treatment (1999), Lawrence Erlbaum Associates, Mahwah, NJ
56. Mellenbergh G.J. Measurement precision in test score and item response models. Psychological Methods 1 (1996) 293-299
57. Muraki E., and Bock R.D. Parscale (Version 4) (1996), Scientific Software International, Lincolnwood, IL
58. Muthén, B. O. (1994). A note on the predictive validity from a latent variable perspective. Unpublished Manuscript, School of Education, UCLA.
59. Muthén L.K., and Muthén B.O. Mplus user's guide. Fourth Edition (1998-2006), Muthén & Muthén, Los Angeles, CA
60. Neisser U., Boodoo G., Bouchard Jr. T.J., Boykin A.W., Brody N., Ceci S.J., et al. Intelligence: Knowns and unknowns. American Psychologist 51 (1996) 77-101
61. Oberauer K., Süß H.-M., Wilhelm O., and Wittmann W.W. The multiple faces of working memory: Storage, processing, supervision, and coordination. Intelligence 31 (2003) 167-193
62. Organisation for Economic Co-operation and Development (OECD). Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000 (2001), OECD, Paris
63. Perkins D.N., and Grotzer T.A. Teaching intelligence. American Psychologist 52 (1997) 1125-1133
64. Pintrich P.R. Motivation and classroom learning. In: Reynolds W.M., and Miller G.E. (Eds). Handbook of Psychology. Educational Psychology Vol. 7 (2003), Wiley, Hoboken, NJ 103-122
65. Reeve C.L. Differential ability antecedents of general and specific dimensions of declarative knowledge: More than g. Intelligence 32 (2004) 621-652
66. Reeve C.L. Intelligence-personality associations reconsidered: The importance of distinguishing between general and narrow dimensions of intelligence. Intelligence 34 (2006) 387-402
67. Rosén M. Gender differences in structure, means and variances of hierarchically ordered ability dimensions. Learning and Instruction 5 (1995) 37-62
68. Rost J. Lehrbuch Testtheorie Testkonstruktion [Textbook of test theory and test construction]. (2nd rev. ed.) (2004), Verlag Hans Huber, Bern
69. Ryan R.M., and Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55 (2000) 68-78
70. Schiefele U., Krapp A., and Winteler A. Interest as a predictor of academic achievement: A meta-analysis of research. In: Renninger K.A., Hidi S., and Krapp A. (Eds). The role of interest in learning and development (1992), Lawrence Erlbaum, Hillsdale, NJ 183-212
71. Schmid J., and Leiman J.M. The development of hierarchical factor solutions. Psychometrika 22 (1957) 53-61
72. Schmidt F.L., and Hunter J.E. The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin 124 (1998) 262-274
73. Schmiedek F., and Li S.-C. Toward an alternative representation for disentangling age-associated differences in general and specific cognitive abilities. Psychology and Aging 19 (2004) 40-56
74. Schulze R. Modeling structures of intelligence. In: Wilhelm O., and Engle R. (Eds). Handbook of understanding and measuring intelligence (2005), Lawrence Erlbaum Associates, Mahwah, NJ 241-264
75. Shea D.L., Lubinski D., and Benbow C.P. Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study. Journal of Educational Psychology 93 (2001) 604-614
76. Sirin S.R. Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research 75 (2005) 417-453
77. Spearman C. "General Intelligence," objectively determined and measured. American Journal of Psychology 15 (1904) 201-293
78. Spinath B., Spinath F.M., Harlaar N., and Plomin R. Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence 34 (2006) 363-374
79. Stelzl I., Merz F., Ehlers T., and Remer H. The effect of schooling on the development of fluid and cristallized intelligence: A quasi-experimental study. Intelligence 21 (1995) 279-296
80. Sternberg R.J. Contemporary theories of intelligence. In: Reynolds W.M., and Miller G.E. (Eds). Handbook of psychology. Educational psychology (2003), Wiley, Hoboken, NJ 23-46
81. Swanson H.L., and Beebe-Frankenberger M. The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology 96 (2004) 471-491
82. Thurstone L.L. Multiple-factor analysis. A development and expansion of the vectors of mind (1961), University of Chicago Press, Chicago
83. Tirre W.C., and Dixit S. Reading interests: Their dimensionality and correlation with personality and cognitive factors. Personality and Individual Differences 18 (1995) 731-738
84. Turkheimer E. Socioeconomic status and intelligence. In: Sternberg R.J. (Ed). Encyclopedia of human intelligence (1994), Macmillan, New York 992-1000
85. van der Maas H.L.J., Dolan C.V., Grasman R.P.P.P., Wicherts J.M., Huizenga H.M., and Raijmakers M.E.J. A dynamical model of general intelligence: The positive manifold of intelligence by mutualism. Psychological Review 113 (2006) 842-861
86. Warm T.A. Weighted likelihood estimation of ability in item response theory. Psychometrika 54 (1989) 427-450
87. White K.R. The relation between socioeconomic status and academic achievement. Psychological Bulletin 91 (1982) 461-481
88. Wu M.L., Adams R.J., and Wilson M.R. ACER conquest (1998), The Australian Council for Educational Research, Melbourne