The more verbal the test material, the higher its correlation with school achievement, with a partial correlation of 0.69 for verbalness alone¶

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 When time is held constant by partial correlation, the verbalness of group test material independently correlates 0.69 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

Correlational analysis across grades IV to VIII in one school, arranging group tests on a verbalness scale. The article reports the printed effect size partial r = 0.69: "the independent correlation (Partial r first order) with Achievement was 0.69."

"When the individual Group Tests were arranged for the degree of verbalness, time being eliminated by the technique of partial correlations, the independent correlation (Partial r first order) with Achievement was 0.69."

Discussion¶

Related Claims¶

• With verbalness equal, longer tests correlate more highly with achievement, with a partial correlation of 0.21 for time — related
• Verbalness outweighs test length as a factor determining correlations with achievement — 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 Binet scale is heavily verbal — 43 of its 54 tests use words rather than acts — a criticism Ayres raises and the reviewer partially rebuts — related