Kuncel Nathan R, Hezlett Sarah A, Ones Deniz S
Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA.
J Pers Soc Psychol. 2004 Jan;86(1):148-61. doi: 10.1037/0022-3514.86.1.148.
This meta-analysis addresses the question of whether 1 general cognitive ability measure developed for predicting academic performance is valid for predicting performance in both educational and work domains. The validity of the Miller Analogies Test (MAT; W. S. Miller, 1960) for predicting 18 academic and work-related criteria was examined. MAT correlations with other cognitive tests (e.g., Raven's Matrices [J. C. Raven, 1965]; Graduate Record Examinations) also were meta-analyzed. The results indicate that the abilities measured by the MAT are shared with other cognitive ability instruments and that these abilities are generalizably valid predictors of academic and vocational criteria, as well as evaluations of career potential and creativity. These findings contradict the notion that intelligence at work is wholly different from intelligence at school, extending the voluminous literature that supports the broad importance of general cognitive ability (g).
一种为预测学业成绩而开发的一般认知能力测量方法，对于预测教育和工作领域的表现是否有效。考察了米勒类比测验（MAT；W. S. 米勒，1960）预测18项学业和工作相关标准的有效性。还对MAT与其他认知测验（如瑞文推理测验[J. C. 瑞文，1965]；研究生入学考试）的相关性进行了荟萃分析。结果表明，MAT所测量的能力与其他认知能力工具所共有的，并且这些能力是学业和职业标准以及职业潜力和创造力评估的普遍有效预测指标。这些发现与工作中的智力与学校中的智力完全不同的观点相矛盾，扩展了大量支持一般认知能力（g）广泛重要性的文献。
