Predicting academic achievement with cognitive ability

By Treena Eileen Rohde, Lee A. Thompson. 2007

644 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7e0ea13644a82ae0341801ba9d2e97609c329034

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Citations in the corpus

Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality (2016, background): “Consistentwith prior research, students' cognitive ability was significantly related to mathematics grades (Rohde & Thompson, 2007; Lu et al., 2011).”
Receptive vocabulary differences in monolingual and bilingual children (2009, background): “The numbers are not equal because some studies included several groups of bilingual children and only one group of monolingual children (e.g., Bialystok, Luk & Kwan, 2005) and other studies examined only bilingual children (e.g., Luk & Bialystok, 2008).”
Predicting Achievement in Mathematics in Adolescent Students (2013, background): “Similar relationships between general intelligence and achievement in mathematics were also reported across a variety of measures and samples (Alarcón, Knopik, & DeFries, 2000; Little et al., 2003; Lynn, 2010; Rohde & Thompson, 2007).”
Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement (2019, background): “These correlational relations have in turn then sparked interest in the potential for cognitive training to produce enhanced performance in the various academic areas (Rohde and Thompson 2007; Stieff and Uttal 2015; Wright et al. 2008).”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “No one disputes that cognitive abilities such as intelligence, memory and information-processing skills are important predictors of students’ academic achievement (Rohde & Thompson, 2007).”
A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement (2009, methodology): “On the other hand, Rohde and Thompson ( 2007 ), using regression analyses and a single measure to represent working memory, found that when controlling for fluid intelligence, vocabulary, processing speed, and spatial ability, working memory was not related to college students’ SAT‐M performance.”
The Relationship between N-Back Performance and Matrix Reasoning--Implications for Training and Transfer. (2010, background): “…of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI, 48109-1043, USA b Department of Psychology, University of Bern, Switzerland c Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan a r t i c l e i n f o ☆ This work was…”