Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models

By H. Rindermann, Aljoscha C. Neubauer. 2004

154 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/37d1ca00f3acb6c20a9de9381bff6e12cf2973b4

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In Experimental and Cognitive Psychology

Citations in the corpus

Intelligence and educational achievement (2007, methodology): “For example, using just two ability tests and scores from four school examination areas (languages, science, maths–physics, and humanities), there was a correlation of 0.53 between ability and education latent traits (Rinderman & Neubauer, 2004).”
Is creativity without intelligence possible? A Necessary Condition Analysis (2016, unknown): “…(Study 6, fluency), α = .77 (Study 6, originality) ICC = .80 (Study 8, fluency) ICC = .69 (Study 8, originality) Correlation with the VKT test: r = 0,34 (Rindermann & Neubauer, 2004), Creative Expert Performance: r = 0,23 (An, Song, & Carr, 2016), Franck Drawing Completion Test (creative…”
Predicting Achievement in Mathematics in Adolescent Students (2013, background): “Intelligence has been clearly demonstrated to play an important role in predicting students’ academic achievement (Deary, Strand, Smith, & Fernandes, 2007; Mackintosh, 1998; Rinderman & Neubauer, 2004).”
Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “In a thorough study, Rindermann and Neubauer (2004) showed that processing speed influences both general intelligence and creativity and that these, in turn, influence school performance.”
Creativity in the Classroom: A Multilevel Analysis Investigating the Impact of Creativity and Reasoning Ability on GPA (2008, background): “Most studies have yielded correlation coefficients of around r¼ .20 to r¼ .30 (e.g., Cline, Richards, & Needham, 1963; Cortis, 1968; Niaz, de Nunez, & de Pineda, 2000), but for intelligence, larger rs of around .40 to .50 are usually obtained (e.g., Rindermann & Neubauer, 2004; Süß, 2001).”
The g‐factor of international cognitive ability comparisons: the homogeneity of results in PISA, TIMSS, PIRLS and IQ‐tests across nations (2007, background): “Additionally, basic cognitive processes—especially mental speed—are helpful for intelligence and students performance at school (Luo, Thompson & Detterman, 2003; Rindermann & Neubauer, 2004).”
Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests (2012, background): “Similarly, among a sample of German students, Rindermann and Neubauer (2004) found a correlation of .63 between COG-g and an ACH-g consisting of school grades.”
Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories (2006, background): “…Smith, and Fernandes (in press) reported that intelligence scores predicted 48% of the variance of performance on General Certificate of Secondary Education exams, and Rindermann and Neubauer (2004) similarly found that intelligence scores predicted 43% of the variance in academic achievement.”