Tag Archives: What hypotheses were tested?

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

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?

Intelligence Testing Study

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Comprehensive General Answer:

1. Why was the study conducted?

The study was conducted to examine the relationship between intelligence and academic achievement in school-aged students. The researchers aimed to explore whether intelligence test scores could effectively predict academic performance in subjects such as reading, mathematics, and science. This research sought to better understand how cognitive abilities influence educational outcomes and whether intelligence assessments could be used to support educational planning.

2. What hypotheses were tested?

The primary hypothesis tested was that students with higher intelligence scores would also exhibit higher levels of academic achievement. The researchers also hypothesized that certain specific components of intelligence, such as verbal reasoning or working memory, would be more strongly linked to performance in certain subjects like reading or mathematics.

3. What test(s) were used?

The study used the Wechsler Intelligence Scale for Children (WISC-V) to measure overall intelligence and cognitive abilities. This test assesses areas such as verbal comprehension, visual-spatial skills, fluid reasoning, working memory, and processing speed. In addition to this, academic achievement was measured through standardized academic tests in reading, math, and science, along with reviewing students’ official school grades.

4. What findings were reported?

The researchers found strong, positive correlations between intelligence scores and academic achievement across all subjects measured. Specifically, verbal comprehension and working memory were the strongest predictors of reading achievement, while fluid reasoning and processing speed were most predictive of math and science performance. Intelligence accounted for a significant percentage of the variance in academic outcomes.

5. What conclusions were drawn?

The study concluded that intelligence testing can be a useful tool in predicting academic success and identifying students who may benefit from additional academic support or advanced instruction. The researchers emphasized that, although intelligence plays a significant role in academic achievement, other factors such as motivation, study habits, and environmental influences also contribute to educational outcomes. Therefore, intelligence tests should be used alongside other measures when making educational decisions.

Intelligence Testing Study