Scholastic Assessment or g? The relationship between the Scholastic Assessment Test and general cognitive ability.
about
Individual differences and correlates of highly superior autobiographical memoryConsequences of age-related cognitive declines.Assessing musical abilities objectively: construction and validation of the profile of music perception skillsDyslexia impairs speech recognition but can spare phonological competence.Number sense across the lifespan as revealed by a massive Internet-based sample.Young adulthood cognitive ability predicts statin adherence in middle-aged men after first myocardial infarction: A Swedish National Registry studyThe association between higher education and approximate number system acuity.SAT predicts GPA better for high ability subjects: Implications for Spearman's Law of Diminishing ReturnsGenetic association of impulsivity in young adults: a multivariate study.Do today's young people really think they are so extraordinary? An examination of secular trends in narcissism and self-enhancement.EI competencies as a related but different characteristic than intelligence.Future Cognitive Ability: US IQ Prediction until 2060 Based on NAEP.A genome-wide analysis of putative functional and exonic variation associated with extremely high intelligence.Longitudinal influence of alcohol and marijuana use on academic performance in college studentsEffects of nonmaternal care in the first 3 years on children's academic skills and behavioral functioning in childhood and early adolescence: a sibling comparison study.Arithmetic, reading and writing performance has a strong genetic component: A study in primary school children.Processing speed mediates the development of general intelligence (g) in adolescence.Placebo effects in cognitive trainingIs it really self-control? Examining the predictive power of the delay of gratification task.How does the mind work? Insights from biologyThe relation between intelligence and religiosity: a meta-analysis and some proposed explanations.A perspective on medical school admission research and practice over the last 25 years.Increased intelligence is a myth (so far).Association between personality traits and future choice of specialisation among Swedish doctors: a cross-sectional study.Constructing a more comprehensive validity argument for medical school admission testing: predicting long-term outcomes.SAT Performance: Understanding the Contributions of Cognitive/Learning and Social/Personality Factors.Discrimination in measures of knowledge monitoring accuracy.Risk screening for ADHD in a college population: is there a relationship with academic performance?IQ and the health of states.Perceived Overqualification: A Multi-Source Investigation of Psychological Predisposition and Contextual Triggers.Are the "memory wars" over? A scientist-practitioner gap in beliefs about repressed memory.SOME USES OF MODELS OF QUANTITATIVE GENETIC SELECTION IN SOCIAL SCIENCE.Is the Web as good as the lab? Comparable performance from Web and lab in cognitive/perceptual experiments.When Lightning Strikes Twice: Profoundly Gifted, Profoundly Accomplished.Tattoo or taboo? Tattoo stigma and negative attitudes toward tattooed individuals.The relationship between academic achievement and likelihood of police arrest among delinquents.Ability-performance relationships in education and employment settings: critical tests of the more-is-better and the good-enough hypotheses.Are math readiness and personality predictive of first-year retention in engineering?Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities.The effects of optimism and pessimism on updating emotional information in working memory.
P2860
Q28266715-18B18F5A-7FE3-4FD7-AA68-266DDCF96737Q30419817-79B63048-2748-49CD-B2F1-0DEBCEDC4F13Q30425461-B1BBD9C7-0B7D-4ED9-81CB-EDFBBBA375C0Q30463272-03FDAE25-8109-4A08-8E71-A60A0C52AC31Q30520120-92723A47-C97A-4C43-BF7D-24C10A994B17Q33610120-9BC4D80D-79DD-4DA9-9416-19396E20C520Q33658989-939951A7-E2B7-42FC-9109-E312CF0CE7B0Q34184406-89BE4CBC-A0D6-4CAF-BA6A-685ADA13C2B1Q34350437-3FD015CE-B79A-4DB3-A0D9-44713AEE8130Q34749741-048C4DA7-745E-4C5D-A80A-FCE10AD6B5B9Q35066658-3C758458-424F-4133-AAD3-8018E8C64C70Q35804506-47019F4D-5A23-41F5-BE73-22757675902CQ36292641-4E075B85-653E-4FC7-B124-2EBA54CA26E8Q36300917-79296ED4-ED6A-411B-BA94-72F68A76CDEEQ36806343-4700BF35-64DA-4F73-89A6-BEA280696C10Q36893720-B7112914-47C8-400F-90D4-2B08E746F4BCQ37051697-29634CA1-40F5-4B05-87BF-DAF50CC19B5FQ37086736-3C8FCE95-764E-4FE7-96F4-755E6326568BQ37224323-89CFC6CD-99C2-4E7F-B81E-569E97A8C049Q37409008-2A7DE2D6-F40D-4678-AD4D-39F2FD2F7E35Q38127125-994AC212-1553-427D-ACE3-B147AF52237CQ38163617-FAD740FB-8AA6-4C26-97E1-B3B04E5CA36FQ38255727-773B633C-DC3B-439F-BDB2-E15B0DF7D900Q38909838-21A8BD47-2BC2-4DFC-8EE3-F62E9339FA4AQ39016084-1539CE36-163A-4B41-A8ED-FF58580E5BEDQ41836739-A80755D1-861A-43DC-A2D3-7002B485BA69Q42944704-2FF32E31-4990-413F-A59A-0D753E851EAEQ43645577-75C15EAA-F931-4919-8DC1-844A845D91C9Q43715342-572786C4-2E12-40DC-8866-C18D71F92334Q44875959-93EED246-1B89-4948-A414-FAB9925131D8Q44971274-C280882D-F748-4AE4-89FF-98332D8A9998Q47336712-DE0F4A98-4987-4408-838B-912715B4DC3AQ47344946-85C7423B-ACFE-4154-A072-DCA12EE8872CQ47426968-D448FEB1-032D-46A6-B766-43A461D2EFBAQ47632304-4D26B123-31F1-485F-BED4-0AEBA1DED0C2Q47902238-4CC9D478-9DE9-4F75-B2B2-7AF496D9D04CQ48110060-15C4D799-92AB-4178-A682-67F076149AB1Q48136830-82A33CD7-00E0-49A7-B53F-61F6334084E1Q48337324-D52C1360-C3A3-4736-B33A-853A6F8B6313Q50594583-9F3D0743-AA34-4021-AC67-EA5B370A6FFB
P2860
Scholastic Assessment or g? The relationship between the Scholastic Assessment Test and general cognitive ability.
description
2004 nî lūn-bûn
@nan
2004 թուականի Յունիսին հրատարակուած գիտական յօդուած
@hyw
2004 թվականի հունիսին հրատարակված գիտական հոդված
@hy
2004年の論文
@ja
2004年論文
@yue
2004年論文
@zh-hant
2004年論文
@zh-hk
2004年論文
@zh-mo
2004年論文
@zh-tw
2004年论文
@wuu
name
Scholastic Assessment or g? Th ...... and general cognitive ability.
@ast
Scholastic Assessment or g? Th ...... and general cognitive ability.
@en
Scholastic Assessment or g? Th ...... and general cognitive ability.
@nl
type
label
Scholastic Assessment or g? Th ...... and general cognitive ability.
@ast
Scholastic Assessment or g? Th ...... and general cognitive ability.
@en
Scholastic Assessment or g? Th ...... and general cognitive ability.
@nl
prefLabel
Scholastic Assessment or g? Th ...... and general cognitive ability.
@ast
Scholastic Assessment or g? Th ...... and general cognitive ability.
@en
Scholastic Assessment or g? Th ...... and general cognitive ability.
@nl
P1476
Scholastic Assessment or g? Th ...... and general cognitive ability.
@en
P2093
Douglas K Detterman
Meredith C Frey
P304
P356
10.1111/J.0956-7976.2004.00687.X
P577
2004-06-01T00:00:00Z