Sentences with phrase «measuring general cognitive abilities»

At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory).

Not exact matches

Performance on all 4 tests were combined to obtain a global intelligence score, which was regarded as a measure of general cognitive ability (50).

Economists Eric Hanushek and Ludger Woessmann concluded that the two tests measure «a common dimension of skills,» and that the scores can be aggregated to form a single national - level indicator of cognitive ability predicting economic growth.6 Psychologist Heiner Rindermann referred to that common dimension as a «g - factor,» standing for general intelligence.

The Criteria Cognitive Aptitude Test (CCAT) is a general pre-employment aptitude test that measures problem - solving abilities, learning skills, and critical thinking.

The Criteria Cognitive Aptitude Test (CCAT) is a general pre-employment aptitude test that measures your problem - solving abilities, skill learning capabilities, and critical thinking.

Utilized in the hiring process, the Criteria Cognitive Aptitude Test (CCAT) is a general pre-employment aptitude test that measures your problem - solving abilities, skill learning capabilities, and critical thinking.

In each of our analyses we sought to examine the unique effects of parental behaviors on children's academic ability by controlling for individual differences in known correlates of academic ability such as early measures of verbal ability, general cognitive ability, and parental education.

Examination of the tests of indirect effects revealed that general cognitive ability at Time 2 (as measured by the Matrix Reasoning task) did not mediate the relation between negative parent - child interaction and academic achievement, B = − 0.01, SE = 0.02, Z = − 0.63, p = 0.53, or the link between parental scaffolding and academic achievement, B = − 0.83, SE = 0.73, Z = − 1.13, p = 0.26.

To examine the specificity of EF as a mediator of the effects of negative parent - child interaction and parental scaffolding on academic ability, we tested a second longitudinal model in which general cognitive ability (as measured by the Matrix Reasoning task) was entered as a mediator between negative parent - child interaction, parental scaffolding and academic ability instead of EF.

We calculated partial correlations controlling for individual differences in age and general cognitive ability (as measured by the Matrix Reasoning task) at Time 2.