Primary mental abilities and academic achievement.
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Primary mental abilities and academic achievement. by William Maurice Shanner

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Published in Chicago, Ill .
Written in English


  • Mental tests,
  • Grading and marking (Students)

Book details:

Edition Notes

ContributionsUniversity of Chicago.
The Physical Object
Paginationix, 112 leaves.
Number of Pages112
ID Numbers
Open LibraryOL18734134M

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Primary mental abilities Unknown Binding – January 1, by L. L Thurstone (Author) See all 3 formats and editions Hide other formats and editions. Price New from Used from Hardcover "Please retry" — Price: $ Citation. Yum, K. S. (). Primary mental abilities and scholastic achievements in the divisional studies at the University of Chicago. Journal of Applied Psychology, 25(6), Cited by: 2. In order to analyze the association between primary mental abilities on admission to a medical career and academic performance at the end of the eighth semester, we conducted a . been linked to difference in intelligence. Students with higher mental ability tend to achieve highly in academic settings. If academic achievement and cognitive abilities are interdependent and if improving cognitive skills will increase the academic achievement of students, schools can be encouraged to provide cognitive Size: KB.

Abstract. This publication is the opening number of a series which the Psychometric Society proposes to issue. It reports the first large experimental inquiry, carried out by the methods of factor analysis described by Thurstone in The Vectors of the Mind work was made possible by financial grants from the Social Science Research Committee of the University of Chicago, Cited by: Primary Mental Abilities. These 7 factors, or primary mental abilities, are word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed. After deciding that these seven factors made up intelligence, Thurstone rearranged the existing subtests and devised some new ones. The cognitive abilities of the students refer to the way the students perceive, pay attention, remember, think and understand. In general, the mental activities that the students use in receiving information, comprehending it, storing it, retrieving it and using it to make decisions and solve problems. The study reveals that General Mental Ability, home environmentInterest and academic achievement are significantly and positively correlated. Whereas the high score of girls indicates that they are superior to boys. Keywords:General Mental Ability, Gender, Home Environment, Interestand Academic Achievements.

ability to give the single best solution hierarchical model of intelligence kinda a compromise between Spearman and Thurstone, i.e. one& many intelligences respectively. clusters many specific abilities to one major group, which then combine to general mental ability g. This study analyzes the interplay of four cognitive abilities – reasoning, divergent thinking, mental speed, and short-term memory – and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = ).Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states that the complex cognitive abilities Cited by: One of the earliest accomplishments of the science of psychology was the objective measurement of mental abilities. In , the British psychologist Charles Spearman argued that intelligence. Secondary Mental Abilities and Aging Changes in Fluid Intelligence Example of Fluid Intelligence Declines with age Individual differences remain stable over time What comes next in this series of numbers? 1,2,4,7 Example of Crystallized Intelligence Questions? References.