FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2725962885> ?p ?o ?g. }

• W2725962885 endingPage "210" @default.
• W2725962885 startingPage "189" @default.
• W2725962885 abstract "This article describes recent developments in intelligence theory, applied measurement, and research methodology that suggest that new research is needed to reexamine the relative importance of both general and specific cognitive abilities in explaining school achievement. A summary of the results of a set of studies which examined the relationship between g and seven Gf-Gc specific abilities and general and specific reading and mathematics skills, is presented. These studies were designed to reexamine the g versus specific abilities issue in a manner that reflects progress in theory, measurement, and methodology. Analyses were conducted in separate model calibration and cross-validation samples (n = 222 to 255) at each of five grade levels (i.e., grades 1–2, 3–4, 5–6, 7–9, and 10–12). These studies used structural equation modeling procedures and tests from a validated Gf-Gc organized intelligence battery to operationalize a hierarchical g + Gf-Gc model consistent with Carroll's (1993) three stratum model of intelligence. Across all analyses, the relationship of g to general reading and math was as expected — significant and strong across all developmental levels. However, a number of significant and strong cross-validated direct effects for specific Gf-Gc abilities on specific reading and math skills also were found. The results of these studies suggest that (a) some specific abilities, including auditory processing, and fluid and crystallized intelligence, may be important for understanding the development of specific reading and math skills, above and beyond the understanding gained from general cognitive (g) and achievement constructs; (b) the predominate “Just say no” to subtest analysis position presented in much of the school psychology literature may need to be reevaluated; and (c) practitioners need to broaden their assessments beyond traditional instruments (e.g., Wechsler, 1991), in order to measure specific cognitive abilities that may be important in the development of specific reading and math skills." @default.
• W2725962885 created "2017-07-14" @default.
• W2725962885 creator A5000278659 @default.
• W2725962885 creator A5023255966 @default.
• W2725962885 creator A5040341670 @default.
• W2725962885 creator A5076497951 @default.
• W2725962885 date "1997-06-01" @default.
• W2725962885 modified "2023-10-01" @default.
• W2725962885 title "Beyond<i>g:</i>The Impact of<i>Gf-Gc</i>Specific Cognitive Abilities Research on the Future Use and Interpretation of Intelligence Tests in the Schools" @default.
• W2725962885 cites W1965508252 @default.
• W2725962885 cites W1970449300 @default.
• W2725962885 cites W1973824479 @default.
• W2725962885 cites W1975998563 @default.
• W2725962885 cites W1983629610 @default.
• W2725962885 cites W2000723695 @default.
• W2725962885 cites W2028813389 @default.
• W2725962885 cites W2028829385 @default.
• W2725962885 cites W2030568837 @default.
• W2725962885 cites W2034031946 @default.
• W2725962885 cites W2035443931 @default.
• W2725962885 cites W2054779687 @default.
• W2725962885 cites W2066989356 @default.
• W2725962885 cites W2073726721 @default.
• W2725962885 cites W2078415174 @default.
• W2725962885 cites W2081809963 @default.
• W2725962885 cites W2096131916 @default.
• W2725962885 cites W2101062632 @default.
• W2725962885 cites W2115724031 @default.
• W2725962885 cites W2131730780 @default.
• W2725962885 cites W2133487567 @default.
• W2725962885 cites W2138075226 @default.
• W2725962885 cites W2164919128 @default.
• W2725962885 cites W2220321865 @default.
• W2725962885 cites W2999665664 @default.
• W2725962885 cites W3170220924 @default.
• W2725962885 cites W4231087873 @default.
• W2725962885 cites W84535573 @default.
• W2725962885 doi "https://doi.org/10.1080/02796015.1997.12085858" @default.
• W2725962885 hasPublicationYear "1997" @default.
• W2725962885 type Work @default.
• W2725962885 sameAs 2725962885 @default.
• W2725962885 citedByCount "133" @default.
• W2725962885 countsByYear W27259628852012 @default.
• W2725962885 countsByYear W27259628852013 @default.
• W2725962885 countsByYear W27259628852014 @default.
• W2725962885 countsByYear W27259628852015 @default.
• W2725962885 countsByYear W27259628852016 @default.
• W2725962885 countsByYear W27259628852017 @default.
• W2725962885 countsByYear W27259628852018 @default.
• W2725962885 countsByYear W27259628852019 @default.
• W2725962885 countsByYear W27259628852020 @default.
• W2725962885 countsByYear W27259628852021 @default.
• W2725962885 countsByYear W27259628852022 @default.
• W2725962885 countsByYear W27259628852023 @default.
• W2725962885 crossrefType "journal-article" @default.
• W2725962885 hasAuthorship W2725962885A5000278659 @default.
• W2725962885 hasAuthorship W2725962885A5023255966 @default.
• W2725962885 hasAuthorship W2725962885A5040341670 @default.
• W2725962885 hasAuthorship W2725962885A5076497951 @default.
• W2725962885 hasConcept C105795698 @default.
• W2725962885 hasConcept C111472728 @default.
• W2725962885 hasConcept C138496976 @default.
• W2725962885 hasConcept C138885662 @default.
• W2725962885 hasConcept C145420912 @default.
• W2725962885 hasConcept C15744967 @default.
• W2725962885 hasConcept C166047926 @default.
• W2725962885 hasConcept C169760540 @default.
• W2725962885 hasConcept C169900460 @default.
• W2725962885 hasConcept C177264268 @default.
• W2725962885 hasConcept C180747234 @default.
• W2725962885 hasConcept C199360897 @default.
• W2725962885 hasConcept C207054656 @default.
• W2725962885 hasConcept C21963081 @default.
• W2725962885 hasConcept C2992622412 @default.
• W2725962885 hasConcept C33923547 @default.
• W2725962885 hasConcept C41008148 @default.
• W2725962885 hasConcept C41895202 @default.
• W2725962885 hasConcept C554936623 @default.
• W2725962885 hasConcept C71104824 @default.
• W2725962885 hasConcept C9354725 @default.
• W2725962885 hasConceptScore W2725962885C105795698 @default.
• W2725962885 hasConceptScore W2725962885C111472728 @default.
• W2725962885 hasConceptScore W2725962885C138496976 @default.
• W2725962885 hasConceptScore W2725962885C138885662 @default.
• W2725962885 hasConceptScore W2725962885C145420912 @default.
• W2725962885 hasConceptScore W2725962885C15744967 @default.
• W2725962885 hasConceptScore W2725962885C166047926 @default.
• W2725962885 hasConceptScore W2725962885C169760540 @default.
• W2725962885 hasConceptScore W2725962885C169900460 @default.
• W2725962885 hasConceptScore W2725962885C177264268 @default.
• W2725962885 hasConceptScore W2725962885C180747234 @default.
• W2725962885 hasConceptScore W2725962885C199360897 @default.
• W2725962885 hasConceptScore W2725962885C207054656 @default.
• W2725962885 hasConceptScore W2725962885C21963081 @default.
• W2725962885 hasConceptScore W2725962885C2992622412 @default.
• W2725962885 hasConceptScore W2725962885C33923547 @default.
• W2725962885 hasConceptScore W2725962885C41008148 @default.
• W2725962885 hasConceptScore W2725962885C41895202 @default.

• next