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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ129940
Record Type: CIJE
Publication Date: 1975
Pages: N/A
Abstractor: N/A
Reference Count: 0
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A Longitudinal Study of Relations Between Associative Responding, IQ Changes, and School Performance from Grades 3 to 12
Achenbach, Thomas M.
Developmental Psychology, 11, 5, 653-654, Sep 75
This study indicated that the school performance and intelligence quotients of associative responders diverge significantly over time from those of nonassociative responders. This divergence becomes greater with age, suggesting that reliance on associative responding in preference to reasoning may cumulatively interfere with intellectual development. (JMB)
Descriptors: Abstract Reasoning, Associative Learning, Elementary Secondary Education, Intellectual Development, Intelligence Quotient, Learning Processes, Responses
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