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Correlates of the concept assessment kit‐conservation for educable mentally retarded children
Author(s) -
Silverstein A. B.,
Pearson Linda Brownlee,
Legutki Greg
Publication year - 1987
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(198710)24:4<325::aid-pits2310240405>3.0.co;2-o
Subject(s) - psychology , mentally retarded , intelligence quotient , developmental psychology , reading (process) , academic achievement , achievement test , stanford–binet intelligence scales , standardized test , cognition , mathematics education , neuroscience , political science , law
Abstract The relations of the CAK‐C to the Stanford‐Binet and the WRAT were explored for a sample of 155 educable mentally retarded children. Correlational analyses indicated that: (a) The CAK‐C is more closely related to MA than to either CA or IQ. (b) Both Reading and Arithmetic are more closely related to MA than to the CAK‐C. The results support the position that Piagetian intelligence is somewhat distinct from psychometric intelligence, but suggest that the latter is the better predictor of academic achievement.