Abstract
In a prior issue of the Journal of Intelligence, I argued that the most important scientific issue in intelligence research was to identify specific abilities with validity beyond g (i.e., variance common to mental tests) (Coyle, T.R. Predictive validity of non-g residuals of tests: More than g. Journal of Intelligence 2014, 2, 21–25.). In this Special Issue, I review my research on specific abilities related to non-g factors. The non-g factors include specific math and verbal abilities based on standardized tests (SAT, ACT, PSAT, Armed Services Vocational Aptitude Battery). I focus on two non-g factors: (a) non-g residuals, obtained after removing g from tests, and (b) ability tilt, defined as within-subject differences between math and verbal scores, yielding math tilt (math > verbal) and verbal tilt (verbal > math). In general, math residuals and tilt positively predict STEM criteria (college majors, jobs, GPAs) and negatively predict humanities criteria, whereas verbal residuals and tilt show the opposite pattern. The paper concludes with suggestions for future research, with a focus on theories of non-g factors (e.g., investment theories, Spearman’s Law of Diminishing Returns, Cognitive Differentiation-Integration Effort Model) and a magnification model of non-g factors.
Highlights
This paper begins with the parable of the blind men and an elephant
GPA, which reflects an amalgam of traits. Such traits include math and verbal abilities, which are a staple of college curricula and may predict college GPA. This possibility led to subsequent research, which focused on the predictive power of non-g residuals of the SAT and ACT
The results indicated that mean levels of math tilt were higher for males and for whites, whereas mean levels of verbal tilt were similar between groups
Summary
This paper begins with the parable of the blind men and an elephant. In the original parable, a group of blind men touch different parts of an elephant and reach different conclusions. In most studies (described below), non-g factors of the SAT, ACT, and PSAT are obtained after removing a g based on the ASVAB and are correlated with the specific abilities of the ASVAB and with other criteria (e.g., college majors and jobs). A foundational study by Coyle and Pillow [6] examined the predictive power of non-g residuals of the SAT and ACT (obtained after removing g) for first-year college GPA. G was estimated using the ASVAB, and the non-g residuals of the SAT and ACT (obtained after removing g) were correlated with college GPA (Figure 1). Such traits include math and verbal abilities, which are a staple of college curricula and may predict college GPA This possibility led to subsequent research (discussed below), which focused on the predictive power of non-g residuals of the SAT and ACT math and verbal subtests. Figure adapted from Coyle and Pillow [6]
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