Premium
Cognitive and perceptual measures as predictors of fourth‐grade achievement
Author(s) -
Sexton Larry C.,
Treloar James H.
Publication year - 1982
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(19820108)19:1<122::aid-pits2310190122>3.0.co;2-z
Subject(s) - psychology , aptitude , academic achievement , perception , set (abstract data type) , cognition , developmental psychology , multivariate statistics , multivariate analysis , canonical correlation , longitudinal study , achievement test , correlation , mathematics education , standardized test , statistics , mathematics , geometry , neuroscience , computer science , programming language
This study used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development to later school achievement. The extent to which a set of 4th‐grade achievement measures could be predicted from a set of variables collected when the students were in first grade was determined through a series of canonical and multiple correlation analyses. These results were compared to results of an earlier phase of the study. Similarities between the two phases indicated that: (a) A measure of visual perception added significantly to the prediction of achievement afforded by consideration of sex and academic aptitude. (b) The variables used to predict achievement may differ somewhat between boys and girls. (c) The usefulness of sex as a predictor of school achievement depends upon the specific achievement area under consideration. Differences in the two phases involved the extent to which sex was a predictor of a specific achievement area.