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Direct linkStevenson, Claire E.; Hickendorff, Marian; Resing, Wilma C. M.; Heiser, Willem J.; de Boeck, Paul A. L. – Intelligence, 2013
Dynamic testing is an assessment method in which training is incorporated into the procedure with the aim of gauging cognitive potential. Large individual differences are present in children's ability to profit from training in analogical reasoning. The aim of this experiment was to investigate sources of these differences on a dynamic test of…
Descriptors: Cognitive Tests, Alternative Assessment, Testing, Training
Calvin, Catherine M.; Fernandes, Cres; Smith, Pauline; Visscher, Peter M.; Deary, Ian J. – Intelligence, 2010
General cognitive ability ("g") does not explain sex differences in academic test performance by the end of compulsory education. Instead, individual differences in specific reasoning abilities, after removing the effects of "g," may contribute to the observed gender gaps. Associations between general or specific cognitive…
Descriptors: State Schools, Females, Compulsory Education, Academic Achievement
Lynn, Richard; Mikk, Jaan – Intelligence, 2009
The results of the 2006 PISA (Program for International Student Assessment) study of reading comprehension, mathematical ability, and science understanding administered to 15 year olds in 56 countries [OECD (2007). PISA 2006: Science Competencies for Tomorrow's World. Paris: OECD.] are examined to assess the predictive validity of the national IQs…
Descriptors: Intelligence Quotient, National Norms, Differences, Achievement Tests
Delgado, Ana R.; Prieto, Gerardo – Intelligence, 2008
Stereotype threat has been invoked to explain underperformance on a variety of groups for whom the stereotypes allege inferior cognitive abilities. In math testing, stereotype threat has been used to explain sex differences in test performance. This paper describes an experimental study on a large sample (n = 313), in which the role of anxiety and…
Descriptors: Stereotypes, Construct Validity, Anxiety, Cognitive Ability
