Abstract
This research examined whether non-g residuals of the SAT and ACT subtests, obtained after removing g, predicted specific abilities. Non-g residuals of the verbal and math subtests of the SAT and ACT were correlated with academic (verbal and math) and non-academic abilities (speed and shop), both based on the Armed Services Vocational Aptitude Battery. Non-g residuals of the SAT and ACT math subtests were positively related to math ability and negatively to verbal ability, whereas the opposite pattern was found for the verbal subtests. Non-g residuals of both sets of subtests were weakly related to non-academic abilities. The results support an investment theory of skills and abilities: Investing in skills in one area (e.g., math) improves abilities in that area but lowers abilities in competing areas (e.g., verbal).
Published Version
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