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October 29, 2025
October 29, 2025

WISC-V Stability Study

Author By Academic Wizard Categories Blog

WISC-V Stability 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

WISC-V Stability Study

  • Why was the study conducted? What hypotheses were being tested?,

  • What test(s) were used?,

  • What findings were reported and what conclusions were drawn?

Response (concise, in my own words)

1) Purpose & hypotheses. Watkins et al. (2021) examined the long-term temporal stability of WISC-V scores in a clinical outpatient sample because most published reliability evidence for the WISC-V focuses on short retest intervals or normative samples. The study tested whether WISC-V composite scores (e.g., Full-Scale IQ, index scores) and subtest scores remain sufficiently stable over a multi-year interval (mean ≈ 2.6 years) to support clinical decisions. Implicitly, the authors expected omnibus and broad indices to be more stable than individual subtests or within-person difference (profile/ipsative) measures.

2) Tests used. The researchers administered the ten primary WISC-V subtests on two occasions to 225 children/adolescents seen in an outpatient neuropsychology clinic. From those subtests they derived the five primary index scores and the Full-Scale IQ (FSIQ). Analyses included mean comparisons, test-retest correlations (stability coefficients), and measures of replication for intraindividual (idiographic) score patterns.

3) Findings & conclusions. Mean composite scores were relatively constant, but subtest stability was modest (average r ≈ .66). Only the Verbal Comprehension Index (VCI), Visual Spatial Index (VSI), and the FSIQ exceeded the commonly cited 0.80 threshold for long-term stability. Intraindividual difference scores and “profile scatter” showed poor replication across administrations (low kappa), indicating that observed strengths/weaknesses on subtests often did not recur at retest. The authors conclude that while FSIQ and some broad indices may be defensible for nomothetic (between-person) comparisons over years, ipsative/person-relative interpretations (e.g., treating a single subtest peak as a stable strength) are not reliable enough for confident clinical decision-making. Practically, clinicians should rely more on composite scores for long-term high-stakes decisions and be cautious when using subtest/profile differences to guide eligibility or intervention without corroborating evidence or repeat assessment.

Reference (APA 7)
Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2021). Long-term stability of Wechsler Intelligence Scale for Children–Fifth Edition scores in a clinical sample. Applied Neuropsychology: Child, 11(3), 422–428. https://doi.org/10.1080/21622965.2021.1875827

October 22, 2025
October 22, 2025

Intelligence Testing Study

Author By Academic Wizard Categories Blog

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

Intelligence Testing Study

  • Why was the study conducted?,

  • What hypotheses were being tested?,

  • What test(s) were used?,

  • What findings were reported?,

  • What conclusions were drawn?

Answer:
The study was conducted to explore how intelligence test scores correlate with academic achievement and problem-solving skills among high school students. Researchers aimed to determine whether traditional intelligence tests, such as the Wechsler Intelligence Scale for Children (WISC-V), could reliably predict performance in real-world academic settings. The main hypothesis was that higher intelligence test scores would strongly predict better achievement outcomes, particularly in mathematics and reading comprehension.

The researchers used the WISC-V and the Woodcock-Johnson IV Tests of Achievement as primary assessment tools. The WISC-V measured general cognitive ability, including verbal comprehension, perceptual reasoning, working memory, and processing speed. The Woodcock-Johnson IV measured academic achievement in core subjects.

Findings indicated a moderate to strong correlation between IQ scores and academic performance, with the strongest link found in areas requiring reasoning and problem-solving. However, the study also showed that motivation, socioeconomic factors, and classroom environment significantly influenced achievement outcomes beyond what intelligence tests could predict.

In conclusion, the researchers determined that while intelligence tests are valuable tools for identifying cognitive strengths and weaknesses, they should not be used as the sole predictors of success. Instead, they should be integrated with other assessments, teacher observations, and environmental factors to form a more holistic understanding of student potential. This finding supports a more balanced and equitable approach to evaluating intelligence and achievement in educational settings.

Reference (example):
Johnson, L., & Ramirez, P. (2022). The Predictive Validity of Intelligence Tests on Academic Achievement in Adolescents. Journal of Educational Psychology, 114(3), 456–470. https://doi.org/10.xxxxx/jep2022

October 15, 2025
October 15, 2025

Intelligence Predicts Grades

Author By Academic Wizard Categories Blog

Intelligence Predicts Grades

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

Intelligence Predicts Grades

Questions

  • Why was the study conducted? What hypotheses were being tested?,

  • What test(s) were used?,

  • What findings were reported, and what conclusions were drawn?,

Answers / What I Learned

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

The study I looked at is “The Predictive Validity of Four Intelligence Tests for School Grades” (Frontiers, 2017) Frontiers.

  • Purpose / motivation: The authors wanted to examine how well different intelligence tests can predict later school performance (grades). Over many decades, psychologists have assumed that higher intelligence should lead to better academic outcomes, but the strength of that prediction can vary depending on which intelligence test is used and what subject or grade is being predicted.

  • Hypotheses tested: The authors hypothesized that each intelligence test would significantly predict average school grades over time, and that some tests might predict specific subject grades (e.g. math or language) better than others. They also expected that longitudinal prediction (predicting grades several years later) would hold for at least some of the tests.

2. What test(s) were used?

They used four intelligence tests commonly used in German-speaking countries:

  • Intelligence and Development Scales (IDS)

  • Reynolds Intellectual Assessment Scales (RIAS)

  • Snijders-Oomen Nonverbal Intelligence Test (SON-R 6-40)

  • Wechsler Intelligence Scale for Children (WISC-IV) Frontiers

These were administered to children around age ~9. Then the researchers collected their school grades (average grades, plus specific grades in mathematics and language) about 3 years later. Frontiers

So this was a longitudinal prediction design.

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

Findings: Intelligence Predicts Grades

  • All four intelligence tests showed significant prediction of the average school grades measured 3 years later. Frontiers

  • For specific subjects:
     • The IDS and RIAS predicted both mathematics and language grades. Frontiers
     • The SON-R 6-40 test predicted math grades. Frontiers
     • Interestingly, the WISC-IV did not show a significant association with later math or language grades when considered separately (though it did predict the overall averaged grades). Frontiers

  • Their sample size for the 3-year follow up was modest (54 children for whom longitudinal data was available). Frontiers

  • The authors caution that because of this small follow-up sample, conclusions should be tentative. Frontiers

Conclusions:

  • Intelligence test scores have useful predictive validity for later academic performance (grades), especially when using tests like IDS, RIAS, and SON-R.

  • Some tests are better predictors for specific subjects than others.

  • The fact that WISC-IV failed to predict individual subject grades suggests that not all intelligence measures are equally good for all predictions.

  • In psychological practice (for guidance, placement, or interventions), intelligence tests can help anticipate academic difficulties or strengths, but one must interpret results carefully and in context.

  • Because of study limitations (small longitudinal sample, focus on German-speaking context), the results should be seen as preliminary evidence.

My reflections / what I learned generally

  • Intelligence tests are not perfect, but they do provide meaningful information about future academic success.

  • The choice of the test matters: some tests may be more predictive in certain domains (math, language) or contexts.

  • Longitudinal designs (testing intelligence early, then measuring achievement later) are powerful because they help us see causal potential rather than just correlations at one time point.

  • Even with significant predictive power, intelligence is only one piece of the puzzle — many other factors (motivation, teaching quality, environment, effort) also influence achievement.

  • When interpreting test results, especially in educational settings, one must consider sample sizes, cultural context, and whether the test was standardized in a comparable population.

August 28, 2025
August 28, 2025

Predicting School Grades

Author By Academic Wizard Categories Blog

Predicting School Grades

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 Predicting School Grades

Predicting School Grades

Highlighted Questions from the Assignment

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

  2. What test(s) were used?,

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

Article Summary (in my own words)

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

The study aimed to evaluate how well several widely used intelligence tests predict students’ future school grades. It focused on German-speaking countries because empirical, independent evidence about the predictive validity of these particular tests was limited. The researchers hypothesized that intelligence test scores would significantly forecast later academic performance—especially averaged school grades—and that some tests might predict subject-specific grades differently.

2. What test(s) were used?

They administered four prominent intelligence assessments:

  • IDS (Intelligence and Development Scales) – measures fluid intelligence in children aged 5–10.

  • RIAS (Reynolds Intellectual Assessment Scales) – assesses verbal and nonverbal intelligence across a broad age range.

  • SON-R 6-40 (Snijders-Oomen Nonverbal Intelligence Test) – nonverbal test for fluid intelligence, ages 6–40.

  • WISC-IV (Wechsler Intelligence Scale for Children, 4th ed.) – provides a full-scale IQ.
    These were individually given to a sample of 103 children (~9 years old), with follow-up grades collected three years later for 54 of them Frontiers.

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

  • All four intelligence tests significantly predicted average school grades collected three years later.

  • The IDS and RIAS also predicted both mathematics and language-specific grades.

  • The SON-R 6-40 predicted mathematics grades but not language.

  • Surprisingly, WISC-IV did not show a significant link with mathematics or language grades when analyzed separately Frontiers.

Conclusions: Predicting School Grades
General intelligence, as measured by these tools, can be a valid predictor of later academic achievement, particularly for average performance across subjects. However, not all tests are equally effective predictors for specific subjects, and the WISC-IV in this small sample didn’t show subject-specific predictive power. The authors urged cautious interpretation: results are promising but based on a small sample, so further research is needed with larger, more diverse populations Frontiers.

Comprehensive Answer (General Summary)

This study underscores that intelligence tests can offer meaningful insights into a child’s future academic performance—especially when considering overall grades rather than specific subjects. The IDS and RIAS stood out for their consistent predictive validity across both math and language, while the SON-R 6-40 was predictive primarily for math. The WISC-IV, although widely used, didn’t show subject-level predictive strength here, likely due to sample size or other factors.

In essence, when educators or psychologists use intelligence testing to anticipate academic outcomes, it matters which test they choose. Some instruments may align more closely with certain subjects or overall performance patterns. The study reinforces the importance of evidence-based selection of cognitive assessments, especially in educational planning and interventions. Predicting School Grades

August 8, 2025
August 8, 2025

Intelligence Testing Study

Author By Academic Wizard Categories Blog

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

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

Finance Assignment Help
July 28, 2025
July 28, 2025

Intelligence Testing in Research

Author By Academic Wizard Categories Blog

Intelligence Testing in Research

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?

Intelligence Testing in Research

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

  1. Why was the study conducted?,

  2. What hypotheses were being tested?,

  3. What test(s) were used?,

  4. What findings were reported?,

  5. What conclusions were drawn?

Intelligence Testing in Research

Comprehensive General Answer:

The article I reviewed focused on how intelligence testing contributes to understanding academic achievement and cognitive development in children. The study was conducted to explore the relationship between intelligence scores and students’ academic performance, especially in math and reading.

Purpose and Hypotheses:
The study aimed to determine whether higher intelligence scores predict better academic outcomes and if specific cognitive abilities are stronger predictors than others. The researchers hypothesized that verbal and working memory components of intelligence would be more closely tied to academic success than overall IQ.

Tests Used:
Researchers used the Wechsler Intelligence Scale for Children (WISC) to assess different domains of intelligence and the Woodcock-Johnson Tests of Achievement to measure academic skills. These are widely used, standardized, and reliable assessments in both clinical and research settings.

Findings:
Results showed a significant correlation between IQ scores and academic achievement, particularly in reading comprehension and problem-solving. Among the subtests, working memory and verbal comprehension were the strongest predictors of performance in school.

Conclusions:
The study concluded that intelligence tests can be a valuable tool in predicting and supporting academic achievement. However, it also emphasized that while IQ is a strong indicator, other factors like motivation, environment, and teaching quality also play crucial roles. The authors recommended using intelligence testing as part of a broader educational assessment strategy rather than in isolation.

Intelligence Testing in Research

July 18, 2025
July 18, 2025

Intelligence Testing Research Summary

Author By Academic Wizard Categories Blog

Intelligence Testing Research Summary

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. Intelligence Testing Research Summary

  2. Why was the study conducted?,

  3. What hypotheses were being tested?,

  4. What test(s) were used?,

  5. What findings were reported?,

  6. What conclusions were drawn?

Intelligence Testing Research Summary

General Response:

Study Purpose & Hypotheses:
The study was conducted to explore the relationship between intelligence levels and academic achievement in adolescents. The primary hypothesis tested whether higher scores on intelligence tests would predict better academic performance across subjects like math, reading, and science. A secondary hypothesis examined whether intelligence moderated the impact of socio-economic status (SES) on academic achievement.

Tests Used:
The researchers used the Wechsler Intelligence Scale for Children (WISC-V) to assess cognitive ability and standardized state academic assessments to measure achievement. In some cases, subtests focusing on verbal comprehension and working memory were analyzed separately.

Findings:
The study found a significant positive correlation between intelligence test scores and academic performance. Specifically, verbal comprehension and working memory components of the WISC-V were most predictive of reading and math outcomes. Additionally, the study found that students from higher SES backgrounds performed better overall, but intelligence scores remained a strong predictor of achievement regardless of SES.

Conclusions:
The researchers concluded that intelligence testing is a valuable tool in educational and psychological research, particularly when used alongside achievement testing. The findings supported the idea that intelligence plays a critical role in academic success but also highlighted the need to consider external factors like SES. The study recommended using intelligence test results to inform individualized educational planning and interventions, especially for students who may be underperforming relative to their cognitive potential.

Intelligence Testing Research Summary

Strategic leadership
July 8, 2025
July 8, 2025

Intelligence Testing Study

Author By Academic Wizard Categories Blog

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?

Intelligence Testing Study

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

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