Achievement Scores Individual differences in learning and m

Individual differences in learning and memory abilities have long been a controversial topic among researchers. Psychologists, sociologists, educators, and even politicians have struggled to either make sense of or denounce such differences. While most such studies have focused on various types of intelligence tests (e.g., Stanford-Binet) supposedly designed to measure latent intelligence (I.Q.), such tests do not attempt to break intelligence down into its component parts. Intuitively, though, we seem to infer that there are distinct differences between such cognitive functions as mathematical reasoning and verbal ability. This study will attempt to move such a notion beyond the merely intuitive and to provide scientific support for such a view.

Beyond this intuitive assumption, there is a long body of research concerning this apparent dichotomy. In 1938, Lewis Thurstone examined verbal ability, proposing it as a technical term used by cognitive a

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lationship will not be hypothesized, as causality requires that effects be accounted for by referring to uncontrollable antecedents (Smith, 1988, p. 345). It is beyond the scope of this study to determine whether either verbal or mathematical ability have temporal priority over the other. Rather, the primary concern is to determine whether there are significant differences between those with high mathematical abilities and those with high verbal abilities, or whether those variables covary with one another. Hypothesis For the purposes of this study, the Dependent Variable will be Verbal Ability, as measured by scores on the Verbal component of the SAT. The independent variable will be Mathematical Ability, as measured by scores on the Quantitative component of the SAT. We expect to find that students who score highly in one area of ability score lower in another area. Our specific hypothesis is as follows: H1:Students who obtain high scores on the Quantitative component of the general SAT will have lower Verbal scores than students who obtain low scores on the Quantitative component of the general SAT. Method The hypothesis under consideration was: H1:Students who obtain high scores on the Quantitative compon
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Approximate Word count = 1902
Approximate Pages = 8 (250 words per page)