Goh D S, McElheron D
School of Education, Queens College, City University of New York, Flushing 11367-0904.
Psychol Rep. 1992 Jun;70(3 Pt 1):833-4. doi: 10.2466/pr0.1992.70.3.833.
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.
对48名高中生进行了韦氏成人智力量表修订版的算术分测验、皮博迪个人成就测验修订版的数学分测验以及斯坦福诊断数学测验。这三项测验之间的相关性约为0.80，这被解释为支持了汉弗莱斯、阿纳斯塔西和克龙巴赫的连续体理论的一部分，该理论用于概念化能力倾向测验和成就测验之间的区别。
