Abstract
A cross-battery study of cognitive-achievement relations, which simultaneously analyzes several intelligence and achievement test scores, allows for the analysis of more broadly defined constructs that transcend test batteries. That was the approach taken in this study. Six intelligence tests, represented by 66 subtests, and three achievement tests, represented by 10 subtests, were analyzed. Our sample included 3927 youth aged 6 to 18. Youth's general intelligence (g), verbal comprehension-knowledge, and working memory significantly explained their broad math and broad writing skills. Other broad cognitive abilities influenced only one of the academic skills. Learning efficiency and processing influenced youth's broad writing and visual processing and fluid reasoning influenced their broad math skills. The influence of g and fluid reasoning were difficult to separate statistically. Most of the cognitive-achievement relations were consistent across age.
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