Do Cognitive-Achievement Relations Vary by General Ability Level?

Cognitive-achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive-achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive-achievement relations across different general ability levels (Low, Average, and High) to fill this gap. Based on Spearman's Law of Diminishing Returns, it would be expected that general intelligence would be a stronger predictor of academic skills at lower levels of IQ, and more specific abilities would be stronger predictors of academic skills at higher levels of IQ. To test this, multi-group path analysis and structural equation modeling were used to examine whether integrated models of cognitive-reading relations are differentiated by IQ levels in the Woodcock-Johnson III and Woodcock-Johnson IV standardization samples. Global and broad cognitive abilities were used as predictors of basic reading skills and reading comprehension for elementary and secondary school students. The magnitude of prediction differed across ability groups in some cases, but not all. Importantly, the variance explained in basic reading skills and reading comprehension tended to be larger for the Low group compared to the Average and High groups. When variance accounted for by general intelligence was removed from the broad abilities, the effects of the broad abilities were similar across ability groups, but the indirect effects of g were higher for the Low group. Additionally, g had stronger relative effects on reading in the Low group, and broad abilities had stronger relative effects on reading in the Average and High groups. The implications and limitations of this study are discussed.

Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement: Before and During COVID-19.

Eighty Woodcock-Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical errors (e.g., failure to record verbatim) were found on every protocol (M = 37.2). Critical (e.g., standard score, start point) errors were found on 98.8% of protocols (M = 15.3). Additionally, a series of paired samples t-test were conducted to determine differences in total, critical, and non-critical errors pre- and during-COVID-19. No statistic differences were found. Our findings add to a growing body of research that suggests that errors on norm-referenced tests of achievement are pervasive. However, the frequency of errors did not appear to be affected by COVID-19 stressors or social distancing requirements. Implications of these findings for training and practice are discussed. Suggestions for future research are also provided.

Item Analysis of the Czech Version of the WJ IV COG Battery from a Group of Romani Children.

The objective of the article is to present an item analysis of selected subtests of the Czech version of the WJ IV COG battery from a group of Romani children, ages 7-11. The research sample consisted of 400 school-aged Romani children from the Czech Republic who were selected by quota sampling. A partial comparative sample for the analysis was the Czech population collected as norms of the Czech edition of © Propsyco (n = 936). The Woodcock-Johnson IV COG was used as a research tool. Statistical analysis was performed in Winstep software using Differential Item Functioning; differences between groups were expressed in logits and tested via the Rasch-Welch T-test. It was discovered that higher item difficulty was noted in the verbal subtests, although variability in item difficulty was found across all subtests. The analysis of individual items makes it possible to discover which tasks are most culturally influenced.

QEEG correlates of cognitive processing speed in children and adolescents with traumatic brain injuries.

Both quantitative electroencephalography (qEEG) and cognitive measures have been used to understand the underlying brain changes that occur in individuals after experiencing a traumatic brain injury, however, research exploring the relationship between qEEG patterns and cognitive test performance is scarcely studied in school-aged populations. The purpose of the present study was to explore first, the neuropsychological and academic deficits in young individuals with TBI; and second, the underlying relationship between qEEG patterns and cognitive test performance. Analyses included 21 school-aged participants whom have experienced a recent TBI and 15 school-aged participants whom have never experienced a TBI. Mean subtest and composite scores were compared and regression analyses were used to determine whether alpha band and beta band qEEG coherence values predicted processing speed measures. Results suggest that young individuals who experienced a recent TBI exhibit general deficits in cognition and academic skills beyond what would be expected in the general population. Further, beta band coherence with the frontal brain regions significantly predicted processing speed scores, providing evidence of a relationship between qEEG patterns and processing speed. This outlines a relatively inexpensive method for utilizing neural connectivity to verify cognitive deficits for school-aged individuals with a recent TBI.

Destrezas académicas y velocidad de procesamiento. Modelos predictivos del rendimiento escolar en básica primaria / Academic skills and processing speed. Predictive models of school achievement in primary school

Resumen El modelo de inteligencia de Cattell-Horn-Carroll (CHC) propone que los procesos cognitivos que componen la inteligencia pueden conceptualizarse como habilidades específicas, implicadas en tareas particulares, y habilidades generales, relacionadas con una amplia cantidad de contextos. Entre las habilidades más estudiadas bajo este modelo se encuentra la velocidad de procesamiento, identificada como uno de los mejores predictores del rendimiento académico y de la capacidad cognitiva general. En este artículo se presentan los resultados del análisis de la relación entre la velocidad de procesamiento y rendimiento académico general. Se evaluó una muestra de 223 estudiantes (53% mujeres) de Preescolar y básica primaria. Los resultados muestran una diferencia en la capacidad predictiva del componente perceptual (β =.76, p < .001) y conceptual (β =.09; p = .121) de la velocidad de procesamiento en procesos académicos básicos de lectura y matemática, así como ajustes similares en modelos de regresión a partir de su conceptualización como habilidad general (R2 = .68) o específica (R2 = .69). El análisis de la relación grado a grado mostró cambios en la capacidad predictiva de la velocidad de procesamiento sobre las habilidades académicas conforme avanza el proceso educativo, apoyando modelos previamente establecidos en el área (Cai, Li & Deng, 2013; Demetriou, Spanodius & Shayer, 2014). Finalmente, es generó un modelo de ecuaciones estructurales (X 2=1.431; p=.232; CFI=1.000; TLI=.999; NFI=.999; RFI=.996; RMSEA=.044) que permitió probar el ajuste de los modelos propuestos a los datos.

Abstract The Cattell-Horn-Carroll (CHC) intelligence model proposes that the cognitive processes that make up intelligence can be conceptualized as specific skills, involved in particular tasks, and general skills, related to a wide variety of contexts. Among the most studied skills under this model is the speed of processing, identified as one of the best predictors of academic performance and general cognitive ability. This article presents the results of the analysis of the relationship between processing speed and general academic performance. A sample of 223 students (53% women) of preschool and primary school was evaluated. The results show a difference in the predictive capacity of the perceptual component (β = .76, p < .001) and conceptual (β = .09; p = .121) of the processing speed in basic academic processes of reading and mathematics, as well as similar adjustments in regression models from their conceptualization as general (R 2 = .68) or specific (R 2 = .69) ability. The analysis of the grade-to-grade relationship showed changes in the predictive capacity of processing speed over academic skills as the educational process progresses, supporting previously established models in the area (Cai, Li & Deng, 2013; Demetriou, Spanodius & Shayer, 2014). Finally, a model of structural equations (X 2 = 1.431, p = .232, CFI = 1.000, TLI = .999, NFI = .999, RFI = .996, RMSEA = .044) was used to prove the adjustment of the proposed models to data.

Estudo de Validade Convergente da Bateria de Habilidades Cognitivas Woodcock-Johnson-III - Versão Ampliada / Convergent Validity Study of the Cognitive Abilities Battery Woodcock-Johnson III - Extended Version / Estudio de Validez Convergente de la Batería de Habilidades Cognoscitivas Woodcock-Johnson-III - Versión Ampliada

O objetivo deste trabalho foi verificar a validade convergente da Bateria de Habilidades Cognitivas Woodcock Johnson-III (WJ-III) versão Ampliada, comparando-a com a Bateria WJ-III versão Padrão. A amostra foi composta por 70 estudantes de escola pública. Os resultados obtidos nos testes foram analisados segundo a correlação de Pearson e Análise de Variância entre sexo e idade. Foram encontradas correlações significativas entre as pontuações totais da WJ-III Ampliada e as pontuações totais na WJ-III Padrão assim como, entre os subtestes que avaliam Inteligência Cristalizada da WJ-III Ampliada com a WJ-III Padrão. Também foram observadas correlações significativas quando relacionados os subtestes que avaliam as demais habilidades de ambas as versões da Bateria WJ-III. Houve diferença significativa para a variável Idade na versão Ampliada e na Padrão. Tais dados indicam que a Bateria WJ-III Ampliada possui validade convergente com a WJ-III Padrão, podendo enriquecer ainda mais as possibilidades de instrumentos para avaliação intelectual.

The purpose of this study was to evaluate the convergent validity of the Cognitive Abilities Battery Woodcock-Johnson III (WJ-III) Expanded version by comparing it to the WJ-III Battery Standard version. The sample consisted of 70 public elementary and high school students. The results obtained were analyzed using Pearson’s correlation and the Analysis of variance between sex and age. Correlations were found between both the total scores of the WJ-III Expanded and the total scores of the WJ-III Standard, as well as between the subtests that assess Crystallized Intelligence of the WJ-III Expanded vs. the WJ-III Standard. Significant correlations were also found by comparing the subtests used to assess other skills of both versions of the WJ-III battery. There were significant differences regarding the age variable in both the Expanded and the Standard. Those data show that the WJ-III Battery Extended version features a convergent validity with the WJ-III Standard version, which may expand the possibilities of those instruments for intellectual evaluation.

El objetivo de este trabajo fue verificar la validez convergente de la Batería de Habilidades Cognoscitivas Woodcock Johnson-III (WJ-III) versión Ampliada, comparándola con la Batería WJ-III versión Estándar. La muestra se compuso de 70 estudiantes de escuela pública. Los resultados obtenidos en los testes fueron analizados con la correlación de Pearson y el Análisis de Varianza entre sexo y edad. Fueron encontradas correlaciones significativas entre las puntuaciones totales de la WJ-III Ampliada y las puntuaciones totales en la WJ-III Estándar así como, entre los subtestes que evalúan Inteligencia Cristalizada de la Ampliada con la Padrón. Fueron observadas también correlaciones significativas cuando relacionados los subtestes que evalúan las demás habilidades de ambas las versiones de la Batería WJ-III. Hubo diferencia significativa para la variable Edad en la versión Ampliada y en la Estándar. Esos datos indican que la Batería Ampliada posee validez convergente con la Estándar, lo que puede enriquecer aún más las posibilidades de instrumentos para evaluación intelectual.