Intelligence Testing Study

Intelligence Testing Study

Find and read a peer-reviewed research journal article using intelligence or achievement testing in research and share what you learned from this article with your classmates. Specifically (and in your own words):

1. Why was the study conducted?  What hypotheses were being tested?

2. What test(s) were used?

3. What findings were reported, and what conclusions were drawn

1. Why was the study conducted?,

2. What hypotheses were tested?,

3. What test(s) were used?,

4. What findings were reported?,

5. What conclusions were drawn?

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Comprehensive Answer Intelligence Testing Study

1. Why was the study conducted?
The study was carried out to determine whether intelligence tests that focus on cognitive processes (reasoning, memory, problem-solving) or those that include content knowledge (vocabulary, factual information) are better predictors of academic performance. Researchers wanted to clarify which approach has stronger links to achievement, particularly in school and university contexts.

2. What hypotheses were tested?
Two main ideas were examined:

• If process-based tests truly capture core intelligence, they should predict academic achievement as well as or better than content-based tests.

• Alternatively, content-based or mixed tests might outperform process-only measures because academic outcomes often depend on learned knowledge.

3. What test(s) were used?
The reviewed research examined well-known intelligence tests such as:

• Wechsler scales (e.g., WAIS, WISC) — a blend of process and content subtests.

• Raven’s Progressive Matrices — primarily a process-based, nonverbal reasoning test.

• Standardized academic achievement tests and grade point averages (GPA) — used as the outcomes to compare predictive strength.

4. What findings were reported?
Evidence showed no clear advantage for process-only tests in predicting academic performance. In many cases, mixed or content-heavy intelligence measures predicted grades and standardized achievement better than process-focused tests. Age made a difference — with older students, content-rich measures were particularly strong predictors, while for younger children, process measures sometimes played a larger role.

5. What conclusions were drawn?
Researchers concluded that removing content from intelligence testing is not justified if the goal is predicting academic success. Mixed or content-inclusive tests often work best for that purpose. However, process-only tests remain valuable for exploring thinking abilities apart from learned knowledge. Test choice should depend on the purpose — whether prediction of grades or understanding of pure reasoning processes.

Intelligence Testing Study

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