Abstract
The purpose of the present study is to explain variation in academic achievement with general cognitive ability and specific cognitive abilities. Grade point average, Wide Range Achievement Test III scores, and SAT scores represented academic achievement. The specific cognitive abilities of interest were: working memory, processing speed, and spatial ability. General cognitive ability was measured with the Raven's Advanced Progressive Matrices and the Mill Hill Vocabulary Scales. When controlling for working memory, processing speed, and spatial ability, in a sample of 71 young adults (29 males), measures of general cognitive ability continued to add to the prediction of academic achievement, but none of the specific cognitive abilities accounted for additional variance in academic achievement after controlling for general cognitive ability. However, processing speed and spatial ability continued to account for a significant amount of additional variance when predicting scores for the mathematical portion of the SAT while holding general cognitive ability constant.
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