Abstract
The degree of relationship among measures of learning proficiency, cognitive development (following Piaget), school achievement in reading, mathematics, and spelling, and IQ among 79 low socioeconomic status black males attending the seventh grade in an innercity school was examined. The following hypotheses were tested: (1) There would be a positive and significant relationship between measures of learning proficiency or cognitive growth and school achievement; (2) learning and cognitive variables would fall into a common factorial domain; and (3) the latter two variables would hold a reciprocal relationship within that domain. Hypothesis one was not supported, while two and three were supported. The latter two results supported Jensen’s two-level theory of learning. These findings and between-pupil differences in cognitive development were discussed.
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