Non-verbal test materials add little to predicting achievement beyond verbal tests and mental age¶

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

Subclaims¶

q3 i? Non-verbal materials consistently contributed little independent weight in regression and multiple correlation analyses. → 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 · i? · associational · r?

Regression-weight and multiple correlation analyses comparing verbal and non-verbal test materials as predictors of achievement. The article reports "the non-verbal materials added but little" beyond verbal tests and Stanford MA; no effect size is printed for this contribution.

"it was consistently found that the non-verbal materials added but little when the independent weights were found by the regression coeffiecient and by multiple correlation."

Discussion¶

Related Claims¶

• Adding the verbal group test to Stanford MA raises the multiple correlation with achievement from 0.54 to 0.605 — related
• ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — related
• Symbol mastery accounts for the association between non-symbolic arithmetic and school mathematics achievement in hierarchical regression — 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