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Can discrepancies between IQ and basic skills be explained by learning strategies?
Author(s) -
Søvik Nils,
Frostad Per,
Lie Alfred
Publication year - 1994
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1994.tb01111.x
Subject(s) - psychology , spelling , task (project management) , developmental psychology , personality , reading (process) , learning disability , intelligence quotient , cognitive psychology , cognition , social psychology , philosophy , linguistics , management , neuroscience , political science , law , economics
Information on discrepancies between children's IQ and their attainments in various school subjects is important as such discrepancies may help to account for specific learning difficulties. The purpose of the reported study was to outline the frequencies and characteristics of discrepancies between children's IQ and their basic skill performance at two different grade levels (Problem 1). Assuming that the concept of learning strategy can be operationally defined and measured, data achieved in conjunction with Problem 1 may further inform whether a relationship exists between students' learning strategies and their discrepancies in basic skills (Problem 2). First, 110 third‐graders and 148 eight‐graders were randomly selected for observations (group tests in reading and spelling). Second, 32 students from each grade level were chosen and subjected to assessments of individual achievement in reading, writing, arithmetic, and intelligence. They were also assessed on six personality traits: attention, reflection, working speed, accuracy, feedback, and persistence. The concept of learning strategy was studied in two related fields: across‐domain and task‐specific strategies, and data analyses were carried out in accordance with this view. The results indicated that 18.7 per cent (grade 3) and 25.0 per cent (grade 8) discrepancies occurred. Clear indications were found regarding a general relationship between students' scoring on the six personality traits and the discrepancies. A similar relationship also seems to exist between task‐specific strategies and underachievement. Training programmes related to learning strategies should be developed and implemented, in particular for students with discrepancies between IQ and basic skill performances.