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Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research

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References

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2003Handbook of learning disabilities786 cited

2000Naming-Speed Processes, Timing, and Reading710 cited

Cited by

2014The Cattell‐Horn‐Carroll Theory of Cognitive Abilities225 cited
2016The structure of working memory in young children and its relation to intelligence150 cited
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2014Intelligence is multidimensional: Theoretical review and implications of specific cognitive abilities110 cited
2010Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment99 cited
2018Cognitive profile analysis in school psychology: History, issues, and continued concerns91 cited
2015John Carroll’s Views on Intelligence: Bi-Factor vs. Higher-Order Models89 cited
2013Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition with a clinical sample.86 cited
2016Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models84 cited
2017Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G)83 cited
2018The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria74 cited
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2013PROFESSIONAL PRACTICE ISSUES IN THE ASSESSMENT OF COGNITIVE FUNCTIONING FOR EDUCATIONAL APPLICATIONS61 cited
2014COGNITIVE ASSESSMENT PRACTICES: A SURVEY OF SCHOOL PSYCHOLOGISTS61 cited
2016Modeling the relationship among reading comprehension, intelligence, socioeconomic status, and neuropsychological functions: The mediating role of executive functions.53 cited
2014Predicting School Achievement Rather than Intelligence: Does Metacognition Matter?51 cited