Relationships Among Intelligence, Piagetian Developmental, & Achievement Assessments in a Sample of Disadvantaged Preschool Children

• Main Author: Hill, Mary
• Format: Others
• Published: TopSCHOLAR® 1980
• Subjects: Child Psychology; Psychology; Social and Behavioral Sciences
• Online Access: https://digitalcommons.wku.edu/theses/2482; https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=3490&context=theses

Much research has been conducted on the relationships among psychometric intelligence as measured by standard IQ tests, level of cognitive maturity as defined by Piaget, and school achievement. These types of assessment have been described as measuring separate but highly correlated aspects of cognitive functioning. Little research, however, has been reported concerning the interrelationships of these three types of measures for disadvantaged children, The Wechsler Preschool and Primary Scale of Intelligence (WPPSI), a Piagetian Battery (PB), and three subtests of the Peabody Individual Achievement Test (PIAT) were administered to 20 four year old children enrolled at a Parent-Child Center in a central Kentucky county. Piagetian Intelligence was found to be the best predictor of PIAT performance for this group. Multiple regression equations were computed to determine which combination of WPPSI and PB subtests would predict achievement with the greatest efficiency; it was found that three WPPSI subtests and seven PB subtests accounted for 99% of the variance on PIAT performance.