Bruininks V L, Mayer J H
Percept Mot Skills. 1979 Jun;48(3 Pt 1):1011-21. doi: 10.2466/pms.1979.48.3.1011.
Assessment was made of the effectiveness of a battery of cognitive tests administered in kindergarten in the prediction of sixth grade achievement in reading comprehension, spelling, language usage, and arithmetic. Cognitive abilities included several factors of intelligence, visual perception and visual sequential memory, visual-motor integration, and auditory perception and auditory sequential memory. Measures of prior learning were also included. Subjects were 58 children in a suburban public school district. A criterion for predictive utility for correlation coefficients was established, and simple correlation coefficients for various kindergarten measures and sixth grade achievement ranged from the criterion of .35 to .69. In partial correlations with the effects of ability to understand ideas expressed in words removed, correlation coefficients for various cognitive measures and achievement tests ranged from the criterion of .35 to .63. Combinations of kindergarten measures having optimal multiple correlations with later school achievement generally approached or exceeded .70. These findings are discussed and suggestions are made for further research.
对幼儿园进行的一系列认知测试在预测六年级阅读理解、拼写、语言运用和算术成绩方面的有效性进行了评估。认知能力包括几个智力因素、视觉感知和视觉序列记忆、视觉运动整合以及听觉感知和听觉序列记忆。还包括先前学习的测量指标。研究对象是一个郊区公立学区的58名儿童。建立了相关系数预测效用的标准，各种幼儿园测量指标与六年级成绩之间的简单相关系数在0.35至0.69的标准范围内。在去除理解用文字表达的想法的能力影响后的偏相关中，各种认知测量指标与成绩测试之间的相关系数在0.35至0.63的标准范围内。与后期学业成绩具有最佳多重相关性的幼儿园测量指标组合通常接近或超过0.70。对这些发现进行了讨论，并提出了进一步研究的建议。
