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Do Cognitive-Achievement Relations Vary by General Ability Level?

Daniel B Hajovsky1, Christopher R Niileksela2, Sunny C Olsen1

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Summary
This summary is machine-generated.

Cognitive-achievement relations differ by IQ. General intelligence (g) more strongly predicts reading in low-IQ students, while specific abilities predict reading in average and high-IQ students.

Keywords:
Spearman’s Law of Diminishing ReturnsWoodcock–Johnsonacademic achievementcognitive abilitycognitive–achievement relations

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Area of Science:

  • Cognitive psychology
  • Educational psychology
  • Psychometrics

Background:

  • Cognitive-achievement relations are key to understanding academic skills and learning difficulties.
  • Previous research often averaged relations across the full ability spectrum, overlooking variations by cognitive ability levels (IQ).
  • A gap exists in understanding how cognitive-achievement relations differ across low, average, and high general ability groups.

Purpose of the Study:

  • To investigate how cognitive-achievement relations, specifically cognitive-reading relations, vary across different general intelligence (IQ) levels.
  • To test the hypothesis derived from Spearman's Law of Diminishing Returns regarding the predictive power of general versus specific cognitive abilities at different IQ levels.
  • To examine differentiated models of cognitive-reading relations across low, average, and high IQ groups.

Main Methods:

  • Utilized multi-group path analysis and structural equation modeling.
  • Employed data from the Woodcock-Johnson III and Woodcock-Johnson IV standardization samples.
  • Assessed global and broad cognitive abilities as predictors of basic reading skills and reading comprehension in elementary and secondary students.

Main Results:

  • The predictive power of cognitive abilities on reading skills varied across IQ groups, with larger explained variance in basic reading and comprehension for the low-IQ group.
  • When general intelligence (g) variance was removed, broad abilities showed similar effects across groups, but indirect effects of g were higher for the low-IQ group.
  • General intelligence (g) had stronger relative effects on reading in the low-IQ group, whereas broad abilities had stronger relative effects in the average and high-IQ groups.

Conclusions:

  • Cognitive-achievement relations are not uniform and are significantly differentiated by general intelligence (IQ) levels.
  • Findings support Spearman's Law of Diminishing Returns, indicating a shift in the predictive importance of general versus specific cognitive abilities based on IQ.
  • Understanding these IQ-differentiated relations is crucial for tailoring educational interventions and interpreting cognitive assessments for diverse student populations.