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Selecting for Learning Potential: Is Implicit Learning the New Cognitive Ability?
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In: Journal of Intelligence; Volume 10; Issue 2; Pages: 24 (2022)
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The Influence of Culture Capital, Social Security, and Living Conditions on Children’s Cognitive Ability: Evidence from 2018 China Family Panel Studies
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In: Journal of Intelligence; Volume 10; Issue 2; Pages: 19 (2022)
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Gesturing at Encoding Enhances Episodic Memory Recall for Older Adults.
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Platforms of Palaeolithic knappers reveal complex linguistic abilities
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In: https://hal.inrae.fr/hal-03185884 ; 2021 (2021)
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Visual–Spatial Ability Predicts Academic Achievement Through Arithmetic and Reading Abilities
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal-univ-paris.archives-ouvertes.fr/hal-03243367 ; Frontiers in Psychology, Frontiers, 2021, 11, ⟨10.3389/fpsyg.2020.591308⟩ (2021)
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Memory Support System in Spanish: A Pilot Study
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In: Brain Sciences ; Volume 11 ; Issue 11 (2021)
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The Role of Non-Cognitive Factors in the SAT Remains Unclear: A Commentary on Hannon (2019)
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In: Journal of Intelligence ; Volume 8 ; Issue 2 (2020)
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Abstract:
In the current issue of the Journal of Intelligence, Hannon (2019) reports a novel and intriguing pattern of results that could be interpreted as evidence that the SAT is biased against Hispanic students. Specifically, Hannon&rsquo ; s analyses suggest that non-cognitive factors, such as test anxiety, contribute to SAT performance and the impact of test anxiety on the SAT is stronger among Hispanic students than European-American students. Importantly, this pattern of results was observed after controlling for individual differences in cognitive abilities. We argue that there are multiple issues with Hannon&rsquo ; s investigation and interpretation. For instance, Hannon did not include an adequate number or variety of measures of cognitive ability. In addition, the measure of test anxiety was a retrospective self-report survey on evaluated anxiety rather than a direct measure of situational test anxiety associated with the SAT. Based on these and other observations, we conclude that Hannon&rsquo ; s current results do not provide sufficient evidence to suggest that non-cognitive factors play a significant role in the SAT or that they impact European-American and Hispanic students differently.
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Keyword:
cognitive ability; intelligence; SAT
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URL: https://doi.org/10.3390/jintelligence8020015
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IAB-BAMF-SOEP-Befragung von Geflüchteten 2016: Studiendesign, Feldergebnisse sowie Analysen zu schulischer wie beruflicher Qualifikation, Sprachkenntnissen sowie kognitiven Potenzialen
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In: 30 ; Forschungsbericht / Bundesamt für Migration und Flüchtlinge (BAMF) Forschungszentrum Migration, Integration und Asyl (FZ) ; 73 ; korr. Fassung (2020)
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Cognitive Skills, Strategic Sophistication, and Life Outcomes
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Evaluating the relationship between CHC factors and independent living skills in college students
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Cultural Intelligence and Its Relations to Cognitive Abilities and Personality Traits
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Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information
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In: Frontiers in psychology 9 (2019), 8 S. (2019)
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Does bilingualism really affect social flexibility?
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In: Bilingualism: Language and Cognition ; 21 ; 5 ; 952-956 (2019)
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Genetic structure of IQ, phonemic decoding skill, and academic achievement
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Desde la alta capacidad intelectual hacia el genio: Perfiles de perfeccionismo
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 60, 2019, pags. 9-17 (2019)
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Examining the effect of Enneagram competence on empathy in college students.
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