title: Another look at the aptitude-achievement distinction.
abstract: 48 high school students were administered the Arithmetic subtest of the Wechsler Adult Intelligence Scale--Revised, the Mathematics subtest of the Peabody Individual Achievement Test--Revised, and the Stanford Diagnostic Mathematics Test. Correlations, of about .80 among the three tests, were interpreted as supporting a part of the continuum theory of Humphreys, Anastasi, and Cronbach for conceptualizing the distinction between aptitude and achievement tests.
authors.affiliation: School of Education, Queens College, City University of New York, Flushing 11367-0904.
authors.forename: D S
authors.initials: DS
authors.lastname: Goh
authors.forename: D
authors.initials: D
authors.lastname: McElheron
mesh_terms: D000124:Achievement; D000293:Adolescent; D001076:Aptitude; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D008433:Mathematics; D000297:Psychology, Adolescent; D011594:Psychometrics; D014888:Wechsler Scales / Q000706:statistics & numerical data