IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In hierarchical regression analyses, both WMC and intelligence explained a significant amount of additional variance in all measures of academic achievement at the very beginning of school, after controlling for age, sex, and SES. → Schneider Wolfgang 2017

Evidence¶

Schneider Wolfgang 2017¶

Schneider Wolfgang, Niklas Frank. (2017). Intelligence and Verbal Short-Term Memory/Working Memory: Their Interrelationships from Childhood to Young Adulthood and Their Impact on Academic Achievement. Journal of Intelligence. https://doi.org/10.3390/jintelligence5020026

q2 · i? · associational · r2

Hierarchical regression analyses of the LOGIC longitudinal sample (assessments at ages 6, 8, 10, 18, 23) predicting reading, spelling, and math, with multiple imputation for missing data. The article reports that "IQ and WM turned out to be reliable predictors of academic achievement" when domain knowledge was not included.

"As a main result of various regression analyses, IQ and WM turned out to be reliable predictors of academic achievement, both in early and later developmental stages, when previous domain knowledge was not included as additional predictor."

Discussion¶

Related Claims¶

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