Directional correlations between test scores and discrepancy direction are low but suggest tension tests track scholarship superiority and assimilation tests track intelligence superiority¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q1–q2
Currency · newest study 1924 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Normal speed of writing correlated 0.131±0.100 and tension 0.185 with scholarship superiority; perseverance 0.055±0.101; high standard frequency 0.131±0.101 with intelligence superiority; aggressiveness 0.016 with scholarship superiority. → Stone 1924 q1 i? The authors interpret these low tendencies as justifying further investigation of perseverance/tension tests for scholarship-favoring discrepancies and assimilation tests for intelligence-favoring discrepancies. → Stone 1924 (2)

Evidence¶

Stone 1924¶

Stone, Charles Leonard. (1924). Disparity Between Intelligence and Scholarship. The Journal of Educational Psychology. https://psycnet.apa.org

q2 · i? · associational · r1

Scores on each measurement were correlated with the signed difference between scholarship and intelligence percentiles in the discrepancy group. All printed correlations are low (0.016 to 0.185); no effect-size interpretation beyond the coefficients themselves is offered.

"The data showed that normal speed of writing correlated 0.131 ± 0.100 with scholarship superiority; tension 0.185 + 0.98 with scholarship superiority; perseverance 0.055 ± 0.101 with scholarship superiority; high standard frequency 0.131 ± 0.101 with intelligence superiority; and aggressiveness 0.016"

Stone 1924 (2)¶

Stone, Charles Leonard. (1924). Disparity Between Intelligence and Scholarship. The Journal of Educational Psychology. https://psycnet.apa.org

q1 · i? · associational · r1

Authors' interpretation (type e) of the low directional correlations: they propose, as a hypothesis for further work, that perseverance or tension tests may measure scholarship-favoring discrepancies and assimilation tests intelligence-favoring ones.

"All of these latter correlations are low, but their tendencies seem to justify the assumption that discrepancies in favor of scholarship may be measured by some sort of perseverance or tension test, and discrepancies in favor of intelligence by some test which measures facility in absorbing the environment. Such tests deserve investigation."

Discussion¶

Related Claims¶

• Most students show small discrepancies between intelligence percentile and scholarship percentile, but a substantial minority show large ones — related
• The Rosanoff High Standard Frequency Test, but not writing-speed measures, diverges sharply between high-discrepancy and control students — related
• Group intelligence scores correlated only modestly with school marks (freshmen: 0.41 Thurstone, 0.56 Brown; junior high: 0.25 Illinois, 0.32 Otis), which the author attributes to marks depending on many non-intelligence factors — related
• Army Alpha intelligence standing correlates r = +.31 with one-term school standing among 153 normal-school students — related
• IQ-grade correlation differs sharply by class standing: .69 for Juniors versus .17 for Sophomores, rising to .48 when three discrepant records are omitted — related
• Tests may appear to measure an ability while actually measuring an unintended one, such as speed of writing figures or attention — related