Another look at the aptitude-achievement distinction.

48 high school students were administered the Arithmetic subtest of the Wechsler Adult Intelligence Scale--Revised, the Mathematics subtest of the Peabody Individual Achievement Test--Revised, and the Stanford Diagnostic Mathematics Test. Correlations, of about .80 among the three tests, were interpreted as supporting a part of the continuum theory of Humphreys, Anastasi, and Cronbach for conceptualizing the distinction between aptitude and achievement tests.