Mental abilities and school achievement: A test of a mediation hypothesis

Intelligence

Volumn 39, Issue 5, 2011, Pages 357-369

  Vock, Miriam ^a   Preckel, Franzis ^b   Holling, Heinz ^c  

^a UNIVERSITY OF POTSDAM   (Germany)

^b UNIVERSITY OF TRIER   (Germany)

^c UNIVERSITY OF MÜNSTER   (Germany)

Author keywords

Academic achievement; Divergent thinking; Grades; Mental speed; Prediction; Reasoning; Short term memory

Indexed keywords

EID: 80052033311     PISSN: 01602896     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.intell.2011.06.006     Document Type: Article

References (74)

1. Alfonso V.C., Flanagan D.P., Radwan S. The impact of the Cattell-Horn-Carroll-Theory on test development and interpretation of cognitive and academic abilities. Contemporary intellectual assessment. Theories, tests, and issues 2005, 185-202. Guilford, New York. D.P. Flanagan, P.L. Harrison (Eds.).
2. Batey M., Chamorro-Premuzic T., Furnham A. Intelligence and personality as predictors of divergent thinking: The role of general, fluid and crystallised intelligence. Thinking Skills and Creativity 2009, 4(1):60-69.
3. Batey M., Furnham A. Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs 2006, 132(4):355-429.
4. Beauducel A., Kersting M. Fluid and crystallized intelligence and the Berlin Model of Intelligence Structure (BIS). European Journal of Psychological Assessment 2002, 18:97-112.
5. Benson N. Cattell Horn Carroll cognitive abilities and reading achievement. Journal of Psychoeducational Assessment 2008, 26(1):27-41.
6. Bucik V., Neubauer A.C. Bimodality in the Berlin model of intelligence structure (BIS): A replication study. Personality and Individual Differences 1996, 21:987-1005.
7. Campione J.C., Brown A.L. Toward a theory of intelligence: Contributions from research with retarded children. Intelligence 1978, 2:279-304.
8. Carlson J.S., Jensen C.M. Reaction time, movement time, and intelligence: A replication and extension. Intelligence 1982, 6:265-274.
9. Carpenter P.A., Just M.A., Shell P. What one intelligence test measures: A theoretical account of the processing in the Raven Progressive Matrices Test. Psychological Review 1990, 97(3):404-431.
10. Carroll J.B. Human cognitive abilities. A survey of factor-analytic studies 1993, Cambridge University Press, Cambridge, MA.
11. Daneman M., Carpenter P. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior 1980, 19:450-466.
12. Danthiir V., Roberts R.D., Schulze R., Wilhelm O. Mental speed. On frameworks, paradigms, and a platform for the future. Understanding and measuring intelligence 2005, 27-46. Sage, London. O. Wilhelm, R. Engle (Eds.).
13. Dean R.S., Decker S.L., Woodcock R.W., Schrank F.A. A cognitive neuropsychology assessment system. WJ III clinical use and interpretation 2003, 345-376. Academic Press, New York. F.A. Schrank, D.P. Flanagan (Eds.).
14. Deary I.J. Auditory inspection time and intelligence: What is the direction of causation?. Developmental Psychology 1995, 31:237-250.
15. Deary I.J. Looking down on human intelligence - From psychometrics to the brain 2000, Oxford University Press, Oxford, UK.
16. Deary I.J., Strand S., Smith P., Fernandes C. Intelligence and educational achievement. Intelligence 2007, 35:13-21.
17. Dickhäuser O., Plenter I. "Letztes Halbjahr stand ich zwei". Zur Akkuratheit selbst berichteter Noten. Zeitschrift für Pädagogische Psychologie 2005, 19:219-224.
18. Evans J.J., Floyd R.G., McGrew K.S., Leforgee M.H. The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence. School Psychology Review 2002, 31:246-262.
19. Floyd R.G. Information-processing approaches to interpretation of contemporary intellectual assessment instruments. Contemporary intellectual assessment. Theories, tests, and issues 2005, 203-233. Guilford, New York. D.P. Flanagan, P.L. Harrison (Eds.).
20. Floyd R.G., Keith T.Z., Taub G.E., McGrew K.S. Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. School Psychology Quarterly 2007, 22(2):200-233.
21. Freund Ph.A., Holling H. Creativity in the classroom: A multilevel analysis investigating the impact of creativity and reasoning ability on GPA. Creativity Research Journal 2008, 20(3):309-318.
22. Frucot V.G., Cook G.L. Further research on the accuracy of students' self-reported grade point averages, SAT scores, and course grades. Perceptual and Motor Skills 1994, 79:743-746.
23. Glutting J.J., Watkins M.M., Youngstrom E.A. Multifactored and cross-battery ability assessments: Are they worth the effort?. Handbook of psychological and educational assessment of children: Intelligence, aptitude, and achievement 2003, 343-377. Guilford Press, New York. 2nd Ed. C.R. Reynolds, R.W. Kamphaus (Eds.).
24. Grubb W.L., McDaniel M.A. Working memory, short-term memory, and intelligence: A meta-analysis. Paper presented at the First Annual Conference of the International Society for Intelligence Research, Cleveland, OH 2000.
25. Grudnik J.L., Kranzler J.H. Meta-analysis of the relationship between intelligence and inspection time. Intelligence 2001, 29(6):523-535.
26. Gustafsson J.-E., Balke G. General and specific abilities as predictors of school achievement. Multivariate Behavioral Research 1993, 28(4):407-434.
27. Holmbeck G.N. Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology 1997, 65(4):599-610.
28. Horn J.L., Noll J. A system for understanding cognitive capabilities: A theory and the evidence on which it is based. Current topics in human intelligence: Vol. 4. Theories of intelligence 1994, 151-203. Ablex, Norwood, NJ. D.K. Detterman (Ed.).
29. Howard-Jones P.A. Do creative individuals produce a steadier stream of ideas?. Proceedings of the 4th European Learning Styles Information Network 1999, 303-312. University of Central Lancashire, UK.
30. Hu L.-T., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1999, 6:1-55.
31. Ingenkamp K. Die Fragwürdigkeit der Zensurengebung 1971, Beltz, Weinheim, Germany.
32. Jäger A.O. Intelligenzstrukturforschung: Konkurrierende Modelle, neue Ent-wicklungen, Perspektiven. Psychologische Rundschau 1984, 35:21-35.
33. Jäger A.O., Holling H., Preckel F., Schulze R., Vock M., Süß H.-M., et al. Berliner Intelligenzstruktur-Test für Jugendliche: Begabungs- und Hochbegabungsdiagnostik (BIS-HB) 2006, Hogrefe, Göttingen.
34. Jensen A.R. Test validity: g versus the specificity doctrine. Journal of Social and Biological Structure 1984, 7:93-118.
35. Jensen A.R. Psychometric g and achievement. Policy perspectives on educational testing 1993, 117-227. Kluwer, Boston. B.R. Gifford (Ed.).
36. Jensen A.R. The g factor: The science of mental ability 1998, Praeger Publishers, Westport.
37. Jensen A.R. Clocking the mind: Mental chronometry and individual differences 2006, Elsevier, Amsterdam.
38. Keith T.Z. Effects of general and specific abilities on school achievement: Similarities and differences across ethnic groups. School Psychology Quarterly 1999, 14:239-262.
39. Kline R.B. Principles and practice of structural equation modeling 2005, Guilford, New York. 2nd Ed.
40. Krumm S., Ziegler M., Bühner M. Reasoning and working memory as predictors of school grades. Learning and Individual Differences 2008, 18:248-257.
41. Kuhn J.T., Holling H. Gender, reasoning ability, and scholastic achievement: A multilevel mediation analysis. Learning and Individual Differences 2009, 19:229-233.
42. Kuhn J.T., Holling H. Exploring the nature of divergent thinking: A multilevel analysis. Thinking Skills and Creativity 2009, 4:116-123.
43. Lohman D.F. The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. Gifted Child Quarterly 2005, 49:111-136.
44. Luo D., Petrill S.A. Elementary cognitive tasks and their roles in g estimates. Intelligence 1999, 27:157-174.
45. Luo D., Thompson L.A., Detterman D.K. The causal factor underlying the correlation between psychometric g and scholastic performance. Intelligence 2003, 31:67-83.
46. Luo D., Thompson L.A., Detterman D.K. The criterion validity of tasks of basic cognitive processes. Intelligence 2006, 34:79-120.
47. MacKinnon D.P. Introduction to statistical mediation analysis 2008, Lawrence Erlbaum Association, New York.
48. Marshalek B., Lohman D.F., Snow R.E. The complexity continuum in the radex and hierarchical models of intelligence. Intelligence 1983, 7:107-127.
49. Mather N., Woodcock R.W. Examiner's manual. Woodcock-Johnson III test of cognitive abilities 2001, Riverside, Itasca, IL.
50. McGrew K.S. The Cattell-Horn-Carroll theory of cognitive abilities: Past, present, and future. Contemporary intellectual assessment. Theories, tests, and issues 2005, 136-182. Guilford, New York. D.P. Flanagan, P.L. Harrison (Eds.).
51. McGrew K.S. CHC theory and the human cognitive abilities project: Standing on the shoulders of giants of psychometric intelligence research. Intelligence 2009, 37:1-10.
52. Mednick S.A. The associative basis of the creative process. Psychological Review 1962, 69:220-232.
53. Muthén L.K., Muthén B.O. Mplus user's guide 1998-2010, Muthén & Muthén, Los Angeles, CA. Sixth Edition.
54. Neisser U., Boodoo G., Bouchard T., Boykin A., Brody N., Ceci S., et al. Intelligence: Knowns and unknowns. American Psychologist 1996, 51:77-101.
55. Neubauer A.C. The mental speed approach to the assessment of intelligence. Advances in cognition and educational practice: Reflections on the concept of intelligence 1997, 149-174. JAI Press, Greenwich, CT. J. Kingma, W. Tomic (Eds.).
56. Neubauer A.C., Bucik V. The mental speed-IQ relationship: Unitary or modular?. Intelligence 1996, 22:23-48.
57. Ones D.S., Viswesvaran C., Dilchert S. Cognitive ability in selection decisions. Understanding and measuring intelligence 2005, Sage, London. O. Wilhelm, R. Engle (Eds.).
58. Preckel, F., Wermer, C., & Spinath, F. M. (in press). The interrelationship between speeded and unspeeded divergent thinking and reasoning, and the role of mental speed. Intelligence.
59. Rindermann H., Neubauer A.C. Informationsverarbeitungsgeschwindigkeit und Schulerfolg: Weisen basale Maße der Intelligenz prädiktive Validität auf?. Diagnostica 2000, 46(1):8-17.
60. Rindermann H., Neubauer A.C. Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equations models. Intelligence 2004, 32:573-589.
61. Rohde T.E., Thompson L.A. Predicting academic achievement with cognitive ability. Intelligence 2007, 35:83-92.
62. Runco M.A. Divergent thinking 1991, Ablex Publishing Corporation, Norwood, NJ.
63. Satorra A. Scaled and adjusted restricted tests in multi-sample analysis of moment structures. Innovations in multivariate statistical analysis. A Festschrift for Heinz Neudecker 2000, 233-247. Kluwer Academic Publishers, London. R.D.H. Heijmans, D.S.G. Pollock, A. Satorra (Eds.).
64. Schermelleh-Engel K., Moosbrugger H., Müller H. Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online 2003, 8:23-74.
65. Sheppard L.D., Vernon Ph.A. Intelligence and speed of information processing: A review of 50years of research. Personality and Individual Differences 2008, 44:535-551.
66. Sobel M. Asymptotic confidence intervals for indirect effects in structural equations models. Sociological methodology 1982, 290-312. Jossey-Bass, San Francisco. S. Leinhart (Ed.).
67. Süß H.-M. Prädiktive Validität der Intelligenz im schulischen und außerschulischen Bereich. Perspektiven der Intelligenzforschung 2001, Pabst, Lengerich. E. Stern, J. Guthke (Eds.).
68. Taub G.E., Floyd R.G., Keith T.Z., McGrew K.S. Effects of general and broad cognitive abilities on mathematics achievement. School Psychology Quarterly 2008, 23(2):187-198.
69. teNienhuis J., Resing W., Tolboom E., Bleichrodt N. Short-term memory as an additional predictor of school achievement for immigrant children?. Intelligence 2004, 32:203-213.
70. Verguts T., de Boeck P. On the correlation between working memory capacity and performance on intelligence tests. Learning and Individual Differences 2002, 13:37-55.
71. Vock M., Holling H. The measurement of visuo-spatial and verbal-numerical Working Memory: Development of IRT based scales. Intelligence 2008, 36:161-182.
72. Wilhelm O., Schulze R. The relation of speeded and unspeeded reasoning with mental speed. Intelligence 2002, 30:537-554.
73. Woodcock R.W., McGrew K.S., Mather N. Woodcock-Johnson III 2001, Riverside, Itasca, IL.
74. Woodcock R.W. Extending Gf-Gc theory into practice. Human cognitive abilities in theory and practice 1998, 137-156. Erlbaum, Mahwah, NJ. J.J. McArdle, R.W. Woodcock (Eds.).