The relationship between the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) cognitive clusters (Long-Term Retrieval, Short-Term Memory, Visual Processing, Auditory Processing, Processing Speed, Comprehension-Knowledge, Fluid Reasoning) and mathematics achievement measures (WJ-R Basic Mathematics Skills and Mathematics Reasoning clusters) was investigated in the WJ-R standardization sample. Multiple regression analysis with the WJ-R cognitive clusters as predictors and the mathematics achievement measures as criteria at 21 different age groups revealed significant relationships among three of the seven cognitive clusters and mathematics achievement at various ages. The degree of relationship between the cognitive clusters and mathematics achievement changed as a function of age. The results have implications for using standardized measures of cognitive abilities to explain problems of mathematics achievement.
Get full access to this article
View all access options for this article.
References
1.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.
2.
Cattell, R. B. (1941). Some theoretical issues in adult intelligence testing. Psychological Bulletin, 38, 592. (Abstract)
3.
Cawley, J. F. (1985). Thinking. In J. F. Cawley (Ed.), Cognitive strategies and mathematics for the learning disabled (pp. 131-161). Rockville, MD: Aspen Systems.
4.
Fleishner, J. E., & Garnett, K. (1983). Arithmetic difficulties among learning-disabled children: Background and current directions. Learning Disabilities, 2, 111-125.
5.
Gagné, E. D. (1985). The cognitive psychology of school learning. Boston: Little, Brown.
6.
Garnett, K. (1992). Developing fluency with basic number facts: Intervention for students with learning disabilities. Learning Disabilities Research and Practice, 7, 210-216.
7.
Ginsberg, H. P. (1989). Children's arithmetic: How they learn it and how you teach it (2nd ed.). Austin, TX: Pro-ed.
8.
Glover, J. A., Ronning, R. R., & Bruning, R. H. (1990). Cognitive psychology for teachers. New York: Macmillan.
9.
Hasselbring, T. S., Goin, L. I., & Bransford, J. D. (1988). Developing math automaticity in learning handicapped children: The role of computerized drill and practice. Focus on Exceptional Children, 20, 1-7.
10.
Hessler, G. L. (1993). Use and interpretation of the Woodcock-Johnson Psycho-Educational Battery-Revised. Chicago: Riverside.
11.
Horn, J. L. (1965). Fluid and crystallized intelligence: A factor analytic and development study of structure among primary mental abilities. Unpublished doctoral dissertation, University of Illinois.
12.
Horn, J. L. (1991). Measurement of intellectual capabilities: A review of theory. In K. S. McGrew, J. K. Werder, & R. W. Woodcock, WJ-R technical manual. Chicago: Riverside.
13.
Kaufman, A. (1990). Assessing adolescent and adult intelligence. Needham, MA: Allyn & Bacon.
14.
Kirby, J. R., & Becker, L. D. (1988). Cognitive components of learning problems in arithmetic. Remedial and Special Education, 9, 7-16.
15.
Lohman, D. F. (1989). Human intelligence. An introduction to advances in theory and research. Review of Educational Research, 59, 333-373.
16.
Mather, N. (1991). An instructional guide to the Woodcock-Johnson Psycho-Educational Battery-Revised. Brandon, VT: Clinical Psychology.
17.
Mayer, R. E. (1986). Mathematics. In R. F. Dillon & R. J. Sternberg (Eds.), Cognition and instruction (pp. 12 7-154). New York: Academic Press.
18.
McGrew, K. (1993). The relationship between the Woodcock-Johnson Psycho-Educational Battery-Revised Gf-Gc cognitive clusters and reading achievement across the life-span. Journal of Psychoeducational Assessment, WJ-R Monograph.
19.
McGrew, K. (1994). Clinical interpretation of the Woodcock-Johnson Tests of Cognitive Ability-Revised. Boston: Allyn & Bacon.
20.
McGrew, K., & Knopik, S. N. (1993). The relationship between the WJ-R Gf-Gc cognitive clusters and writing achievement across the life-span. School Psychology Review, 22, 687-695.
21.
McGrew, K., Werder, J., & Woodcock, R. (1991). WJ-R technical manual. Chicago: Riverside.
22.
Pellegrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities, 20, 23-32, 57.
23.
Reschly, D. (1990). Found: Our intelligences: What do they mean?Journal of Psychoeducational Assessment, 8, 259-267.
24.
Resnick, B. & Ford, W. W. (1981). The psychology of mathematics for instruction. Hillsdale, NJ: Erlbaum.
25.
Smith, D. O., & Rivera, D. P. (1991). Mathematics. In B.Y.L. Wong (Ed.), Learning about learning disabilities (pp. 345-374). New York: Academic Press.
26.
Wilkinson, L. (1990). SYGRAPH: The system for graphics. Evanston, IL: SYSTAT.
27.
Woodcock, R. (1978). Development and standardization of the Woodcock-Johnson Psycho-Educational Battery. Chicago: Riverside. Riverside.
28.
Woodcock, R. (1990). Theoretical foundations of the WJ-R measures of cognitive ability. Journal of Psychoeducational Assessment, 8, 231-258.
29.
Woodcock, R., & Dahl, M. (1971). A common scale for the measurement of person ability and test item difficulty (AGS Paper No. 10). Circle Pines, MN: American Guidance Service.
30.
Woodcock, R., & Johnson, M. (1989). Woodcock-Johnson Psycho-Educational Battery-Revised. Chicago: Riverside.
31.
Ysseldyke, J. (1990). Goodness of fit of the Woodcock-Johnson Psycho-Educational Battery-Revised to the Horn-Cattell Gf-Gc theory. Journal of Psychoeducational Assessment, 8, 268-275.
32.
Zachary, R., & Gorsuch, R. (1985). Continuous norming: Implications for the WAIS-R. Journal of Clinical Psychology, 41, 86-94.
33.
Zentall, S. S. (1990). Fact-retrieval automatization and math problem solving by learning disabled, attention-disordered, and normal adolescents. Journal of Educational Psychology, 82, 856-865.
