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This paper aims to analyse the extent to which fac tors more specific cognition, content associated with verbal, numerical or figura tive, complement a reasoning general factor in predicting studentsacademic achievement at the beginning and the end of adolescence. Taking a Portuguese students sample (n=4899) from 5th to 12th grades, the reasoning tests battery (BPR - Bateria de Provas de Raciocínio) was administrated in its three versions: Version BPR5/6 for 5 th and 6 th grades, Version BPR7/9 for 7 th to 9 th grades, and Version BPR10/12 for 10 th to 12 th grades. The BPR tests assess reasoning functions (inductive and deductive) considering different con tents (abstract-figural, numerical, verbal, practical or mechanical, and spatial). Academic ach ievement was estimated on base of studentsclassifications at Portuguese Language an d Mathematics. The structural equation modelling shows a more expressive impact of general factor (inductive and fluid factor) associated to all BPR tests in academic achievement prediction, even tough its importance decreases progressively when we advance on school grades. At same time, specific components in each test are present in a second mod el namely for the 5 th and 6 th grades. From 9 th to 12 th grades the specific contributes of tests are confi ned to the verbal reasoning test (numerical reasoning test appears in 9 th grade too). So we can conclude for the importance of g factor to explain the academic performance, but sp ecific cognitive components can also contribute to reinforce the rel ation between intelligence and school achievement.

Contribuciones del factor general y de los factores específicos en la relación entre inteligencia y rendimiento escolar