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What We Know, Are Still Getting Wrong, and Have Yet to Learn about the Relationships among the SAT, Intelligence and Achievement

Department of Psychology, Otterbein University, 1 S. Grove St., Westerville, OH 43081, USA
Received: 11 October 2019 / Revised: 19 November 2019 / Accepted: 25 November 2019 / Published: 2 December 2019
(This article belongs to the Special Issue What Does the SAT Measure?)
Fifteen years ago, Frey and Detterman established that the SAT (and later, with Koenig, the ACT) was substantially correlated with measures of general cognitive ability and could be used as a proxy measure for intelligence (Frey and Detterman, 2004; Koenig, Frey, and Detterman, 2008). Since that finding, replicated many times and cited extensively in the literature, myths about the SAT, intelligence, and academic achievement continue to spread in popular domains, online, and in some academic administrators. This paper reviews the available evidence about the relationships among the SAT, intelligence, and academic achievement, dispels common myths about the SAT, and points to promising future directions for research in the prediction of academic achievement. View Full-Text
Keywords: intelligence; SAT; academic achievement intelligence; SAT; academic achievement
MDPI and ACS Style

Frey, M.C. What We Know, Are Still Getting Wrong, and Have Yet to Learn about the Relationships among the SAT, Intelligence and Achievement. J. Intell. 2019, 7, 26. https://doi.org/10.3390/jintelligence7040026

AMA Style

Frey MC. What We Know, Are Still Getting Wrong, and Have Yet to Learn about the Relationships among the SAT, Intelligence and Achievement. Journal of Intelligence. 2019; 7(4):26. https://doi.org/10.3390/jintelligence7040026

Chicago/Turabian Style

Frey, Meredith C. 2019. "What We Know, Are Still Getting Wrong, and Have Yet to Learn about the Relationships among the SAT, Intelligence and Achievement" Journal of Intelligence 7, no. 4: 26. https://doi.org/10.3390/jintelligence7040026

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