The results are further interpreted in terms of Kyllonen's theory that working memory capacity is "g." If this is accepted, it follows that males have an advantage in "g" and that the higher average means obtained by men in IQ tests like the WAIS and the Progressive Matrices is attributable to their advantage in "g. If this is accepted, the results indicate that there is virtually no sex difference in immediate memory capacity (measured by digit span) but a small male advantage among children and a substantial male advantage among adults in working memory capacity (measured by mental arithmetic). It is proposed that the reason for this is that mental arithmetic is a measure of working memory capacity while digit span is a measure of immediate memory capacity. These results show that the sex differences on mental arithmetic are not consistent with the sex differences on digit span. The female group had consistently higher correlation coefficients in every Performance subtest across all semesters and in each of the five academic areas.Meta-analyses are presented of sex differences in (1) the (mental) arithmetic subtest of the Wechsler intelligence tests for children and adolescents (the WISC and WPPSI tests), showing that boys obtained a mean advantage of 0.11d (2) the (mental) arithmetic subtest of the Wechsler intelligence tests for adults (the WAIS tests) showing a mean male advantage of 0.47d (3) the digit span subtest of the Wechsler intelligence tests for children and adolescents (the WISC and WPPSI tests), showing that girls obtained a mean advantage of 0.134d (4) the digit span subtest of the Wechsler intelligence tests for adults (the WAIS tests) showing a male advantage of 0.116d among adults. The highest correlations were found in the Vocabulary subtest, then Similarities and Information, and finally Comprehension. The Digit Span and Arithmetic subtests of the Verbal scale and all five of the Performance subtests appeared to be of negligible value in predicting academic achievement. WAIS Verbal subtests were more efficient predictors than were the Performance subtests. By contrast, the rankings obtained for items on the Digit Span and Letter-Number Sequencing subtests are similar to those in the WAIS-IV manual. WAIS IQ tended to best predict first semester GPA and the areas of Social and Behavioral Studies, Organization and Communication of Ideas, Natural Sciences and Mathematics, Humanities and Physical Development, in that order. For example, on Similarities, item 10 was easier than item 9, and item 14 was easier than items 11, 12, and 13. Verbal abilities appeared more important for blacks than whites in terms of how well they did in school. Verbal IQ for blacks was a better predictor of success in college than it was for whites.
ARITHMETIC SUBTEST STRONGER THAN DIGIT SPAN FULL
Full Scale IQ was Verbal IQ was the best preacademic area GPA for the the second best overall indicator. Results indicated that dictor of both semester GPA and five groups. The academic University's general and Communication of areas investigated corresponded to the education requirements Organization Ideas, Humanities, Social and Behavioral Studies, Natural Science and Mathematics, and Physical Development. Clinicians frequently use psychometric tools such as WM subtests of Wechsler Intelligence or Memory Scales to measure WM capacity. Five groups were examined including the total group, male group, female group, black group, and white group. Traditional WAIS IQ scores and subtests of 127 male and 163 female college students were correlated with Grade Point Averages at the end of four semesters and within five academic areas.
Memory span is a common measure of working memory and short. The task is known as digit span when numbers are used. Items may include words, numbers, or letters. This study examined the predictive validity of the WAIS in an academic setting. In psychology and neuroscience, memory span is the longest list of items that a person can repeat back in correct order immediately after presentation on 50 of all trials.
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