Scholastic assessment or g?: The relationship between the scholastic assessment test and general cognitive ability
Scholastic assessment or g?: The relationship between the scholastic assessment test and general cognitive ability
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DOI：
10.1111/j.0956-7976.2004.00687.x
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发表时间：
2004-06-01
影响因子：
8.2
通讯作者：
Detterman, DK
中科院分区：
文献类型：
--
作者：
Frey, MC;Detterman, DK
几乎没有证据表明学术评估测试（SAT）和g（一般智力）之间的关系。本研究确立了SAT和g之间的关系，以及SAT作为g测量的适当性，并检验了SAT作为一种病前智力测量。在研究1中，我们使用了1979年全国青年纵向调查。g的测量方法是从武装部队职业能力测试中提取出来的，并与917名参与者的SAT分数相关联。由此得出的相关性为。82(。86校正非线性)。研究2调查了104名大学生的SAT分数与Raven’s Advanced Progressive Matrices分数之间的相关性。由此得出的相关性为。483(。72修正限制范围)。这些研究表明，SAT主要是g的测试。我们提供了将SAT分数转换为估计智商的方程；这种转换可以用于估计病前智商或对大学生进行个体差异研究。
There is little evidence showing the relationship between the Scholastic Assessment Test (SAT) and g (general intelligence). This research established the relationship between SAT and g, as well as the appropriateness of the SAT as a measure of g, and examined the SAT as a premorbid measure of intelligence. In Study 1, we used the National Longitudinal Survey of Youth 1979. Measures of g were extracted from the Armed Services Vocational Aptitude Battery and correlated with SAT scores of 917 participants. The resulting correlation was .82 (.86 corrected for nonlinearity). Study 2 investigated the correlation between revised and recentered SAT scores and scores on the Raven's Advanced Progressive Matrices among 104 undergraduates. The resulting correlation was .483 (.72 corrected for restricted range). These studies indicate that the SAT is mainly a test of g. We provide equations for converting SAT scores to estimated IQs; such conversion could be useful for estimating premorbid IQ or conducting individual difference research with college students.