Verbalness outweighs test length as a factor determining correlations with achievement¶

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 Regression weights favor verbalness (1.00) over time (0.224), and combining both yields a multiple correlation of 0.725 with achievement. → 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 analysis of combined data for grades IV to VIII. The printed effect size is multiple R = 0.725: "a multiple correlation with achievement of 0.725", against a verbalness weight of 1.00 and a time weight of 0.224.

"Combining time and verbalness perfectly by the weights given above, a multiple correlation with achievement of 0.725 is obtained as compared to a partial correlation of 0.69 which verbalness alone yields, or 0.21 which time alone yields."

Discussion¶

Related Claims¶

• With verbalness equal, longer tests correlate more highly with achievement, with a partial correlation of 0.21 for time — related
• Non-verbal test materials add little to predicting achievement beyond verbal tests and mental age — related
• Adding the verbal group test to Stanford MA raises the multiple correlation with achievement from 0.54 to 0.605 — 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