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Direct linkVoelke, Annik E.; Troche, Stefan J.; Rammsayer, Thomas H.; Wagner, Felicitas L.; Roebers, Claudia M. – Infant and Child Development, 2013
More than a century ago, Galton and Spearman suggested that there was a functional relationship between sensory discrimination ability and intelligence. Studies have since been able to confirm a close relationship between general discrimination ability (GDA) and IQ. The aim of the present study was to assess whether this strong relationship…
Descriptors: Short Term Memory, Children, Age Differences, Correlation
van Leeuwen, Marieke; Peper, Jiska S.; van den Berg, Stephanie M.; Brouwer, Rachel M.; Hulshoff Pol, Hilleke E.; Kahn, Rene S.; Boomsma, Dorret I. – Intelligence, 2009
In a population-based sample of 112 nine-year old twin pairs, we investigated the association among total brain volume, gray matter and white matter volume, intelligence as assessed by the Raven IQ test, verbal comprehension, perceptual organization and perceptual speed as assessed by the Wechsler Intelligence Scale for Children-III. Phenotypic…
Descriptors: Twins, Intelligence Tests, Intelligence Quotient, Brain
Gordon, Shirley; Duff, Simon; Davidson, Terry; Whitaker, Simon – Journal of Applied Research in Intellectual Disabilities, 2010
Background: Previous research with earlier versions of the WISC and WAIS has demonstrated that when administered to people who have intellectual disabilities, the WAIS produced higher IQ scores than the WISC. The aim of this study was to examine whether these differences still exist. A comparison of the Wechsler Adult Intelligence Scale-Third…
Descriptors: Intelligence, Mental Retardation, Psychologists, Intelligence Quotient
Peer reviewedDeary, Ian J. – Developmental Psychology, 1995
Tested three competing structural equation models concerning auditory inspection time (AIT) and cognitive ability. Found that auditory inspection times near age 11 correlate most strongly with later high IQ. (ET)
Descriptors: Adolescents, Attribution Theory, Auditory Perception, Causal Models
Peer reviewedCeci, Stephen J. – Developmental Psychology, 1991
Reviews the literature on the relationship between schooling, IQ, and the cognitive processes presumed to underpin IQ. The data suggest the importance of quantity of schooling for IQ. Schooling fosters the development of cognitive processes that underpin performance on IQ tests. This development is unrelated to the quality of schools. (BC)
Descriptors: Achievement Tests, Adolescents, Attendance, Children
