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An experimental analysis of dynamic hypotheses about cognitive abilities and achievement from childhood to early adulthood
- Source :
- Developmental Psychology. Nov, 2004, Vol. 40 Issue 6, p935, 18 p.
- Publication Year :
- 2004
-
Abstract
- This study examined the dynamics of cognitive abilities and academic achievement from childhood to early adulthood. Predictions about time-dependent 'coupling' relations between cognition and achievement based on R. B. Cattell's (1971, 1987) investment hypothesis were evaluated using linear dynamic models applied to longitudinal data (N = 672). Contrary to Cattell's hypothesis, a first set of findings indicated that fluid and crystallized abilities, as defined by the Woodcock-Johnson Psycho-Educational Battery--Revised (WJ-R; R. W. Woodcock & M. B. Johnson. 1989-1990), were not dynamically coupled with each other over time. A second set of findings provided support for the original predictions and indicated that fluid ability was a leading indicator of changes in achievement measures (i.e., quantitative ability and general academic knowledge). The findings of this study suggest that the dynamics of cognitive abilities and academic achievement follow a more complex pattern than that specified by Cattell's investment hypothesis,
- Subjects :
- Child psychology -- Research
Psychology and mental health
Subjects
Details
- Language :
- English
- ISSN :
- 00121649
- Volume :
- 40
- Issue :
- 6
- Database :
- Gale General OneFile
- Journal :
- Developmental Psychology
- Publication Type :
- Academic Journal
- Accession number :
- edsgcl.124561083