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Thomas R Coyle - One of the best experts on this subject based on the ideXlab platform.
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test retest changes on Scholastic Aptitude tests are not related to g
Intelligence, 2006Co-Authors: Thomas R CoyleAbstract:Abstract This research examined the relation between test–retest changes on Scholastic Aptitude tests and g-loaded cognitive measures (viz., college grade-point average, Wonderlic Personnel Test, and word recall). University students who had twice taken a Scholastic Aptitude test (viz., Scholastic Assessment Test or American College Testing Program Assessment) during high school were recruited. The Aptitude test raw scores and change scores were correlated with the g-loaded cognitive measures in two studies. The Aptitude test change scores (which were mostly gains) were not significantly related to the cognitive measures, whereas the Aptitude test raw scores were significantly related to those measures. Principal components analysis indicated that the Aptitude test change scores had the lowest loading on the g factor, whereas the Aptitude test raw scores and the cognitive measures had relatively high loadings on the g factor. These findings support the position that test–retest changes on Scholastic Aptitude tests do not represent changes in g. Further research is needed to determine the non-g variance components that contributed to the observed test–retest changes.
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Test–retest changes on Scholastic Aptitude tests are not related to g
Intelligence, 2006Co-Authors: Thomas R CoyleAbstract:Abstract This research examined the relation between test–retest changes on Scholastic Aptitude tests and g-loaded cognitive measures (viz., college grade-point average, Wonderlic Personnel Test, and word recall). University students who had twice taken a Scholastic Aptitude test (viz., Scholastic Assessment Test or American College Testing Program Assessment) during high school were recruited. The Aptitude test raw scores and change scores were correlated with the g-loaded cognitive measures in two studies. The Aptitude test change scores (which were mostly gains) were not significantly related to the cognitive measures, whereas the Aptitude test raw scores were significantly related to those measures. Principal components analysis indicated that the Aptitude test change scores had the lowest loading on the g factor, whereas the Aptitude test raw scores and the cognitive measures had relatively high loadings on the g factor. These findings support the position that test–retest changes on Scholastic Aptitude tests do not represent changes in g. Further research is needed to determine the non-g variance components that contributed to the observed test–retest changes.
Nancy W Burton - One of the best experts on this subject based on the ideXlab platform.
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sex differences in predictions of college grades from Scholastic Aptitude test scores
Journal of Educational Psychology, 1993Co-Authors: Lawrence J Stricker, Donald A Rock, Nancy W BurtonAbstract:In this study we appraised 2 explanations for sex differences in over- and underprediction of college grades by the Scholastic Aptitude Test: sex-related differences in (a) the nature of the grade criterion and (b) the variables associated with academic performance. An entire freshman class at a large state university was studied. Women's grade point average (GPA) was underpredicted (and men's GPA was overpredicted), but only by a small amount. When we adjusted the GPA for differences in grading standards for individual courses, over- and underprediction were not affected, but when we controlled for sex differences in individual-differences variables concerned with academic preparation, studiousness, and attitudes about mathematics, over- and underprediction were reduced
Christina Cliffordson - One of the best experts on this subject based on the ideXlab platform.
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effects of practice and intellectual growth on performance on the swedish Scholastic Aptitude test swesat
European Journal of Psychological Assessment, 2004Co-Authors: Christina CliffordsonAbstract:Summary: The purpose of the study is to examine effects of repeated test taking over several sessions on the Swedish Scholastic Aptitude Test (SweSAT). Self-selection effects on test performance due to background variables that must be taken into consideration are also investigated. All test repeaters with two and three test scores from three cohorts are included in the study. By using different regression models a distinction can be made between the effects of practice as a function of test-taking experience, and the effects of growth as a function of time. The results show self-selection effects due to age and grades, such that students with higher grades tend to be younger when taking the first test. Furthermore, this phenomenon tends to be more accentuated with repeated test takings. It is also shown that there are score gains as a function of practice at the first testing session, and that there are also effects of growth on the SweSAT performance. The magnitude of score gains associated with growth ...
Lawrence J Stricker - One of the best experts on this subject based on the ideXlab platform.
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sex differences in predictions of college grades from Scholastic Aptitude test scores
Journal of Educational Psychology, 1993Co-Authors: Lawrence J Stricker, Donald A Rock, Nancy W BurtonAbstract:In this study we appraised 2 explanations for sex differences in over- and underprediction of college grades by the Scholastic Aptitude Test: sex-related differences in (a) the nature of the grade criterion and (b) the variables associated with academic performance. An entire freshman class at a large state university was studied. Women's grade point average (GPA) was underpredicted (and men's GPA was overpredicted), but only by a small amount. When we adjusted the GPA for differences in grading standards for individual courses, over- and underprediction were not affected, but when we controlled for sex differences in individual-differences variables concerned with academic preparation, studiousness, and attitudes about mathematics, over- and underprediction were reduced
Donald A Rock - One of the best experts on this subject based on the ideXlab platform.
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sex differences in predictions of college grades from Scholastic Aptitude test scores
Journal of Educational Psychology, 1993Co-Authors: Lawrence J Stricker, Donald A Rock, Nancy W BurtonAbstract:In this study we appraised 2 explanations for sex differences in over- and underprediction of college grades by the Scholastic Aptitude Test: sex-related differences in (a) the nature of the grade criterion and (b) the variables associated with academic performance. An entire freshman class at a large state university was studied. Women's grade point average (GPA) was underpredicted (and men's GPA was overpredicted), but only by a small amount. When we adjusted the GPA for differences in grading standards for individual courses, over- and underprediction were not affected, but when we controlled for sex differences in individual-differences variables concerned with academic preparation, studiousness, and attitudes about mathematics, over- and underprediction were reduced
