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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 8 results
Effects of General and Broad Cognitive Abilities on Mathematics Achievement
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Taub, Gordon E.; Keith, Timothy Z.; Floyd, Randy G.; Mcgrew, Kevin S. – School Psychology Quarterly, 2008
This study investigated the direct and indirect effects of general intelligence and 7 broad cognitive abilities on mathematics achievement. Structural equation modeling was used to investigate the simultaneous effects of both general and broad cognitive abilities on students' mathematics achievement. A hierarchical model of intelligence derived…
Descriptors: Cognitive Ability, Intelligence, Mathematics Achievement, Age Differences
Confirmatory Factor Structure of the Kaufman Assessment Battery for Children-Second Edition: Consistency with Cattell-Horn-Carroll Theory
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Reynolds, Matthew R.; Keith, Timothy Z.; Fine, Jodene Goldenring; Fisher, Melissa E.; Low, Justin A. – School Psychology Quarterly, 2007
The Kaufman Assessment Battery for Children-Second Edition (KABC-II) is a departure from the original KABC in that it allows for interpretation via two theoretical models of intelligence. This study had two purposes: to determine whether the KABC-II measures the same constructs across ages and to investigate whether those constructs are…
Descriptors: Models, Construct Validity, Validity, Factor Structure
Cattell-Horn-Carroll Cognitive Abilities and Their Effects on Reading Decoding Skills: g Has Indirect Effects, More Specific Abilities Have Direct Effects
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Floyd, Randy G.; Keith, Timothy Z.; Taub, Gordon E.; McGrew, Kevin S. – School Psychology Quarterly, 2007
This study employed structural equation modeling to examine the effects of Cattell-Horn-Carroll (CHC) abilities on reading decoding skills using five age-differentiated subsamples from the standardization sample of the Woodcock-Johnson III (Woodcock, McGrew, & Mather, 2001). Using the Spearman Model including only g, strong direct effects of g on…
Descriptors: Cognitive Ability, Structural Equation Models, Short Term Memory, Listening Skills
Longitudinal Effects of In-School and Out-of-School Homework on High School Grades
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Keith, Timothy Z.; Diamond-Hallam, Christine; Fine, Jodene Goldenring – School Psychology Quarterly, 2004
Research has shown that time spent on homework is an important influence on school learning. Many students complete their "home" work in school, yet it is unclear whether homework's effectiveness varies depending on whether it is completed in school or at home. The purpose of this research was to determine the relative influence on students' high…
Descriptors: Grades (Scholastic), Homework, Achievement Tests, Academic Achievement
Effects of General and Specific Abilities on Student Achievement: Similarities and Differences across Ethnic Groups.
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Keith, Timothy Z. – School Psychology Quarterly, 1999
Compares the effects of specific and general abilities on the reading and mathematics achievement of students from three ethnic groups. Results suggest that specific abilities are important for understanding student achievements, and that the same abilities are important for all ethnic groups. (Author/MKA)
Descriptors: Academic Ability, Black Students, Elementary Education, Hispanic American Students
Hierarchical and Cross-Age Confirmatory Factor Analysis of the WISC-III: What Does It Measure?
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Witta, Eleanor L.; Keith, Timothy Z. – School Psychology Quarterly, 1997
Analyzes whether the latest version of the Wechsler Intelligence Scale for Children (WISC-III) measures the same constructs across its 11 age spans and what constructs are measured by the WISC-III. Findings indicate that WISC-III does measure the same constructs across ages but does not measure Freedom from Distractibility. (RJM)
Descriptors: Children, Construct Validity, Elementary Education, Factor Analysis
Intelligence Is Important, Intelligence Is Complex.
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Keith, Timothy Z. – School Psychology Quarterly, 1994
Offers alternative analyses and interpretations of Macmann and Barnett's research data and results. Contends that intelligence is complex and that intelligence testing is important component of school psychological practice. Discusses relation and frequent inconsistency between research and practice. (CRR)
Descriptors: Correlation, Counseling, Elementary Secondary Education, Evaluation
Testing Models of School Learning: Effects of Quality of Instruction, Motivation, Academic Coursework, and Homework on Academic Achievement.
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Keith, Timothy Z.; Cool, Valerie A. – School Psychology Quarterly, 1992
Tested influence of ability, time, quality of instruction, motivation, and academic coursework on high school students' (n=25,875) achievement. Intellectual ability and academic coursework had powerful direct effects on achievement, and homework had smaller direct effect. Indirect effects of quality of instruction and motivation were stronger than…
Descriptors: Academic Ability, Academic Achievement, High School Students, High Schools