The g‐factor of international cognitive ability comparisons: the homogeneity of results in PISA, TIMSS, PIRLS and IQ‐tests across nations

By H. Rindermann. 2007

371 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c3883079909e77a7b99777edfd325d17646b95c2

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Variation in Raven's Progressive Matrices scores across time and place (2009, neutral): “Information is seen by various researchers as the raw material that feeds in the mental processor (e.g., Luria, 1976; Rindermann, 2007).”
Raven’s test performance of sub-Saharan Africans: average performance, psychometric properties, and the Flynn Effect (2010, positive): “…an estimate of the average IQ of nations' inhabitants) have been used in at least twenty-five scientific studies (e.g., Barber, 2005; Dickerson, 2006; Gelade, 2008a,b; Jones & Schneider, 2006; Kanazawa, 2006, 2008; Ram, 2007; Rindermann, 2007, 2008a,b; Templer, 2008; Templer & Arikawa, 2006).”
The interplay of g and mathematical abilities in large-scale assessments across grades (2017, background): “Some researchers argue that a standardized assessment of abilities (not only in mathematics) does not succeed in representing a multidimensional structure of ability that differs from g (e.g., Cole, 1995; Rindermann, 2007).”
In Italy, north–south differences in IQ predict differences in income, education, infant mortality, stature, and literacy (2010, methodology): “…of per capita income (Barber, 2005; Dickerson, 2006; Whetzell & McDaniel, 2006; Templer & Arikawa, 2006; Hunt & Wittmann, 2008; Gelade, 2008), and by studies that have used national scores inmath, science, and literacy as proxies for intelligence (Rindermann, 2007, 2008; Hunt & Wittmann, 2008).”
Acceptance of Driverless Vehicles: Results from a Large Cross-National Questionnaire Study (2018, background): “It can be seen that the general acceptance score correlates substantially not only with GDP per capita but also with other developmental indexes, including national performance in educational tests ([51]; ρ = −0.”
National IQs calculated and validated for 108 nations (2010, result): “Within each assessment the scores of the different subjects were highly correlated at the country level, as expected from the results of earlier studies (Rindermann, 2006, Rindermann, 2007a, b).”
Effects of Inequality, Family and School on Mathematics Achievement: Country and Student Differences (2010, neutral): “As reliability tests showed that participants in all countries responded consistently to the questionnaire items in each construct, they likely shared similar understandings (Brown et al. 2005; OECD 2002; Rindermann 2007; Schulz 2003).”
A systematic literature review of the average IQ of sub-Saharan Africans (2010, methodology): “This mean student assessment score was computed on the basis of the means of countries in the following surveys (cf. Rindermann, 2007): International Association for the Evaluation of Educational Achievement (IEA) Reading-Study of 1991, International Assessment of terature review of the average IQ…”
Average intelligence predicts atheism rates across 137 nations (2009, neutral): “The high reliability and validity of these national IQs have been con ﬁ rmed by Rindermann (2007).”
National IQs: A Review of Their Educational, Cognitive, Economic, Political, Demographic, Sociological, Epidemiological, Geographic and Climatic Correlates. (2012, background): “…Lynn and Mikk (2007) 14 Math: age 14, 2003 46 .92 Lynn and Mikk (2007) 15 Science: age 14, 2003 46 .91 Lynn and Mikk (2007) 16 Math, science 63 .89 Rindermann (2007) 17 Math, science, literacy 56 .84 Lynn and Mikk (2009) 18 Math, science 73 .90 Meisenberg (2009) 19 Math, science, literacy 108…”
The acquisition of problem solving competence: evidence from 41 countries that math and science education matters (2014, background): “Furthermore, Rindermann (2007) clearly showed that the shared demands of the achievement tests in large-scale assessments such as PISA were strongly related to students’ general reasoning skills.”