Affiliation: | Star Systems 11 Linden Court, Blackwood, New Jersey, USA Medical College of Pennsylvania, Philadelphia, PA 19129, USA Department of Psychology State University of New York at Plattsburgh, Plattsburgh, NY 12901, USA The William Patterson College, Wayne, New Jersey 07470, USA Injury Management and Rehabilitation Corporation, Minneapolis, MN, USA Ohio University, Athens, OH 45701, USA State University of New York, Albany, NY 12222, USA |
Abstract: | This study examined the utility of a set of tests for predicting the academic achievement of separate samples of impulsive and reflective first graders. The predictor tests were the Peabody Picture Vocabulary Test, the Columbia Mental Maturity Scale, Wepman's Auditory Discrimination Test, the ITPA Sound Blending Subtest, the WISC Digit Span Subtest, and Kaufman's WISC-R Verbal Comprehension Factor (Comprehension, Information, Similarities, and Vocabulary). The criterion measures were drawn from the Stanford Achievement Test and included scores for Total Auditory, Total Mathematics, Total Reading, Vocabulary and Listening Comprehension. Multiple regression analyses revealed that (a) for three of the five criterion variables, the optimal equations for predicting the achievement test scores differed for impulsives and reflectives, and (b) given the same predictor scores, the predicted achievement of impulsive and reflective children different considerably. It was concluded that conceptual tempo is an important moderator variable in predicting academic performance. |