Adding the verbal group test to Stanford MA raises the multiple correlation with achievement from 0.54 to 0.605¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 1923 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The independent contribution of a verbal group test beyond Stanford MA is not very great but probably important. → Arthur I. Gates 1923

Evidence¶

Arthur I. Gates 1923¶

Arthur I. Gates. (1923). The Correlations of Achievement in School Subjects with Intelligence Tests and Other Variables (Concluded). The Journal of Educational Psychology. https://doi.org/10.1037/h0066477

q3 · i3 · associational · r2

Regression and multiple correlation analysis for grades IV-VI. The printed effect sizes are r = 0.54 rising to multiple r = 0.605: "the multiple r becomes 0.605" when the mean verbal group test is added to Stanford MA.

"In Grades IV, V, VI, taking mean results, the Stanford MA gives a correlation with achievement of 0.54. Adding the independent elements of the mean verbal group test, the multiple r becomes 0.605."

Discussion¶

Related Claims¶

• Non-verbal test materials add little to predicting achievement beyond verbal tests and mental age — related
• Stanford-Binet mental age correlations with achievement rise with grade level, while verbal group test correlations stay about the same — related
• Verbalness outweighs test length as a factor determining correlations with achievement — related
• The more verbal the test material, the higher its correlation with school achievement, with a partial correlation of 0.69 for verbalness alone — related