Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research

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John Carroll’s Views on Intelligence: Bi-Factor vs. Higher-Order Models (2015, background): “This is often done in the study of academic achievement [54] or aging [52].”
The Impact of Motivation on Reading Comprehension (2017, background): “According to Kintsch and Rawson (2005), Joffe, Cain, and Maric (2007), and McGrew and Wendling (2010), text comprehension includes processing at various levels.”
Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G) (2018, background): “In addition to numerical and verbal intelligence, intelligence tests often include tasks to assess the figural facet of intelligence (McGrew, 2009; McGrew & Wendling, 2010).”
Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment (2010, background): “The second article, authored by McGrew and Wendling (2010), provides a synthesis of the existing research on CHC cognitive-achievement relations.”