Abstract
This study aimed to examine the relationships between the Jouve Cerebrals Crystallized Educational Scale (JCCES) Crystallized Educational Index (CEI) and various measures of cognitive abilities and academic achievement. Pearson correlation analyses were used to test the research hypotheses. The results showed strong correlations between the JCCES CEI and measures of cognitive abilities, including the Reynolds Intellectual Assessment Scale (RIAS), Wechsler Adult Intelligence Scale—Third Edition (WAIS-III), Wechsler Intelligence Scale for Children—Third Edition (WISC-III), General Ability Measure for Adults (GAMA), and Stanford Binet Intelligence Scale (SBIS). Additionally, strong correlations were observed between the JCCES CEI and measures of academic achievement, including the Scholastic Assessment Test (SAT), American College Test (ACT), and Graduate Record Examination (GRE). The results suggest that the JCCES CEI is an effective measure of general cognitive ability and academic achievement across different age groups.
Keywords: Jouve Cerebrals Crystallized Educational Scale, cognitive abilities, academic achievement, Pearson correlation analyses, Scholastic Assessment Test, American College Test, Graduate Record Examination
Introduction
Psychometrics, the scientific study of psychological measurement, has been a critical aspect of psychology since the early 20th century, with the development of the first intelligence tests by pioneers such as Binet and Simon (1905) and Wechsler (1939). These seminal works laid the foundation for the development of various instruments to assess cognitive abilities, personality traits, and educational outcomes (Anastasi & Urbina, 1997). Over the years, psychometric theories have evolved, with advancements in factor analysis, item response theory, and other methodologies contributing to the refinement of existing instruments and the development of new ones (Embretson & Reise, 2000).
One such instrument is the Jouve Cerebrals Crystallized Educational Scale (JCCES), which assesses crystallized intelligence, a key component of general cognitive ability (Cattell, 1971; Horn & Cattell, 1966). Crystallized intelligence, often considered the product of accumulated knowledge and experiences, has been shown to be a reliable predictor of academic achievement and occupational success (Deary et al., 2007; Neisser et al., 1996).
The present study aims to examine the relationships between the JCCES Crystallized Educational Index (CEI) and various other measures of cognitive abilities and academic achievement, such as the Reynolds Intellectual Assessment Scale (RIAS), the Wechsler Adult Intelligence Scale—Third Edition (WAIS-III), the Scholastic Assessment Test (SAT), the American College Test (ACT), the Graduate Record Examination (GRE), the Armed Forces Qualification Test (AFQT), the Wechsler Intelligence Scale for Children—Third Edition (WISC-III), the General Ability Measure for Adults (GAMA), and the Stanford Binet Intelligence Scale (SBIS). Pearson correlation analyses were employed to investigate these relationships.
A comprehensive understanding of the relationships between the JCCES CEI and these well-established measures can provide valuable insight into the validity and utility of the JCCES in various contexts. Previous research has demonstrated that crystallized intelligence is a significant predictor of academic achievement (Deary et al., 2007) and is often correlated with other measures of cognitive abilities (Carroll, 1993). Therefore, the present study seeks to extend the existing literature by further examining these relationships, while also assessing the JCCES CEI’s potential as an effective tool for predicting academic and cognitive outcomes.
The results of this study may have important implications for the use of the JCCES in educational and occupational settings and may contribute to the ongoing refinement of psychometric theories and methodologies. By exploring the relationships between the JCCES CEI and a range of well-established cognitive and achievement measures, this study aims to provide a comprehensive understanding of the JCCES’s validity and utility within the broader context of psychometrics research.
Results
Statistical Analyses
The research hypotheses were tested using Pearson correlations to examine the relationships between the Jouve Cerebrals Crystallized Educational Scale (JCCES) Crystallized Educational Index (CEI) and various other measures. Assumptions made for the Pearson correlation analyses included linearity, homoscedasticity, and normality of the data.
Presentation of Results
The results of the Pearson correlation analyses between the JCCES CEI and various measures of cognitive abilities and academic achievement are presented in detail below. The majority of correlations were statistically significant at the p < .001 level, indicating strong relationships between the JCCES CEI and the respective measures.
Reynolds Intellectual Assessment Scale (RIAS, N = 138): The JCCES CEI demonstrated strong correlations with the Verbal Intelligence Index (VII) (r = .859, p < .001), Guess What? (GWH) (Information) (r = .814, p < .001), and Verbal Reasoning (VRZ) (r = .859, p < .001).
Wechsler Adult Intelligence Scale—Third Edition (WAIS-III, N = 76): The JCCES CEI showed strong correlations with Full Scale IQ (FSIQ) (r = .821, p < .001), Verbal IQ (VIQ) (r = .837, p < .001), Performance IQ (PIQ) (r = .660, p < .001), Verbal Comprehension Index (VCI) (r = .816, p < .001), Vocabulary (VOC) (r = .775, p < .001), Similarities (SIM) (r = .579, p < .001), and Information (INF) (r = .769, p < .001).
Scholastic Assessment Test (SAT): The JCCES CEI exhibited strong correlations with SAT Composite scores for all three versions:
- <1995 (r = .814, p < .001, N = 87)
- 1995–2005 (r = .826, p < .001, N = 118)
- >2005 (r = .858, p < .001, N = 125)
Similarly, significant correlations were observed with Verbal and Mathematical scores across the three versions.
American College Test (ACT, N = 133): The JCCES CEI was significantly correlated with the ACT Composite score (r = .691, p < .001) and all subscales, including English (r = .636, p < .001), Mathematics (r = .600, p < .001), Reading (r = .676, p < .001), and Science (r = .685, p < .001).
Graduate Record Examination (GRE, N = 66): The JCCES CEI demonstrated a strong correlation with the GRE Composite score (r = .844, p < .001), Verbal (r = .768, p < .001), and Quantitative (r = .819, p < .001) scores. However, the correlation with the GRE Analytical subscale was weaker (r = .430, p = .020, N = 29).
Armed Forces Qualification Test (AFQT, N = 62): The JCCES CEI showed a strong correlation with the AFQT percentile converted to a deviation IQ (r = .825, p < .001).
Wechsler Intelligence Scale for Children—Third Edition (WISC-III, N = 29): The JCCES CEI had strong correlations with Full Scale IQ (FSIQ) (r = .851, p < .001), Verbal IQ (VIQ) (r = .665, p = .003, N = 18), and Performance IQ (PIQ) (r = .703, p = .001, N = 18).
General Ability Measure for Adults (GAMA, N = 64): The JCCES CEI was significantly correlated with the GAMA IQ score (r = .617, p < .001) and all subscales, including Matching (r = .467, p < .001), Analogies (r = .612, p < .001), Sequences (r = .455, p < .001), and Construction (r = .482, p < .001).
Stanford Binet Intelligence Scale (SBIS, N = 10): The JCCES CEI exhibited the strongest correlation with the SBIS Full Scale IQ (FSIQ) (r = .883, p = .001).
Interpretation of Results
Upon examining the Pearson correlation analysis results in greater detail, we can further interpret the relationships between the JCCES CEI and various cognitive and academic measures. The majority of the correlations were strong, supporting the research hypothesis that the JCCES CEI is positively related to these measures.
The strong relationships between the JCCES CEI and various intelligence scales provide further evidence that the JCCES CEI is an effective measure of general cognitive ability across different age groups. Both the Wechsler Adult Intelligence Scale—Third Edition (WAIS-III) and the Wechsler Intelligence Scale for Children—Third Edition (WISC-III) are widely recognized and well-established measures of cognitive ability, assessing various domains such as verbal comprehension, perceptual organization, working memory, and processing speed.
Intelligence Tests
- Wechsler Adult Intelligence Scale—Third Edition (WAIS-III): The WAIS-III is designed for individuals aged 16 to 89 years, assessing cognitive abilities across multiple domains. The strong correlation between the JCCES CEI and the WAIS-III Full Scale IQ (FSIQ) (r = .821, p < .001, N = 76) indicates that the JCCES CEI effectively captures general cognitive ability in adults. This positive relationship suggests that the JCCES CEI could be a useful tool for assessing cognitive abilities in various settings, such as educational, clinical, and occupational contexts.
- Wechsler Intelligence Scale for Children—Third Edition (WISC-III): The WISC-III is designed for children aged 6 to 16 years, assessing cognitive abilities across a similar range of domains as the WAIS-III. The strong correlation between the JCCES CEI and the WISC-III Full Scale IQ (FSIQ) (r = .851, p < .001, N = 29) suggests that the JCCES CEI is also effective in measuring general cognitive ability in children. This positive relationship implies that the JCCES CEI could be a valuable instrument for evaluating cognitive abilities in educational settings, as well as for identifying potential learning difficulties or giftedness in children.
Academic Tests
The Scholastic Assessment Test (SAT) is a widely used standardized test for college admissions in the United States, designed to measure students’ critical thinking, problem-solving, and overall academic aptitude. The strong relationships between the JCCES CEI and SAT Composite scores across all three versions suggest that the JCCES CEI is a reliable indicator of academic achievement as measured by the SAT.
The SAT has undergone several changes over the years, resulting in three distinct versions. The following details illustrate the strong relationships between the JCCES CEI and each version of the SAT:
- SAT <1995: This version of the SAT consisted of two main sections: Verbal and Mathematical. The JCCES CEI showed a strong correlation with the SAT Composite score for this version (r = .814, p < .001, N = 87), indicating that the JCCES CEI is positively related to both verbal and mathematical abilities as measured by the SAT <1995.
- SAT 1995–2005: This version of the SAT maintained the Verbal and Mathematical sections but introduced a new format and scoring system. The JCCES CEI displayed a strong correlation with the SAT Composite score for this version (r = .826, p < .001, N = 118), suggesting that the JCCES CEI remains a reliable indicator of academic achievement despite changes to the SAT format.
- SAT >2005: This version of the SAT introduced a third section, Writing, in addition to the existing Verbal (renamed as Reading) and Mathematical sections. The JCCES CEI demonstrated a strong correlation with the SAT Composite score for this version (r = .858, p < .001, N = 125), implying that the JCCES CEI is positively related to all three aspects of the SAT: Reading, Mathematical, and Writing.
The American College Test (ACT) correlations with the JCCES CEI provide further evidence that the JCCES CEI captures various aspects of academic achievement across multiple subject areas. The ACT is a standardized test that assesses high school students’ general educational development and their ability to complete college-level work, covering four main subject areas: English, Mathematics, Reading, and Science.
The Pearson correlation analyses results for the ACT subscales are as follows:
- English: The JCCES CEI exhibited a strong correlation with the ACT English subscale (r = .636, p < .001, N = 133). This suggests that the JCCES CEI is positively related to English language skills, including grammar, punctuation, sentence structure, and rhetorical skills.
- Mathematics: The JCCES CEI displayed a strong correlation with the ACT Mathematics subscale (r = .600, p < .001, N = 133). This indicates a positive relationship between the JCCES CEI and mathematical problem-solving abilities, including knowledge of algebra, geometry, and trigonometry.
- Reading: The JCCES CEI showed a strong correlation with the ACT Reading subscale (r = .676, p < .001, N = 133). This implies that the JCCES CEI is positively associated with reading comprehension skills, including the ability to understand and analyze complex literary and informational texts.
- Science: The JCCES CEI demonstrated a strong correlation with the ACT Science subscale (r = .685, p < .001, N = 133). This suggests that the JCCES CEI is positively related to scientific reasoning and problem-solving skills, including the ability to interpret and analyze data from various scientific disciplines.
The moderate correlation between the JCCES CEI and the Graduate Record Examination (GRE) Analytical subscale (r = .430, p = .020, N = 29) is notable, as it suggests a weaker relationship between the JCCES CEI and analytical abilities compared to the strong correlations observed with other cognitive and academic measures. Several factors might contribute to this finding, including:
- Differences in assessed skills: The JCCES CEI, which consists of Verbal Analogies, Mathematical Problems, and General Knowledge subtests, primarily measures crystallized intelligence. Crystallized intelligence refers to the knowledge and skills acquired through experience and education, such as vocabulary and factual information. In contrast, the GRE Analytical subscale assesses analytical writing skills, including the ability to articulate complex ideas, support arguments with relevant reasons and examples, and demonstrate critical thinking. The moderate correlation may reflect the differences in the skills assessed by these two measures.
- Variability in the sample: The sample used in this study might have influenced the observed correlation between the JCCES CEI and the GRE Analytical subscale. The study participants might have had varying levels of exposure to analytical writing tasks, which could affect their performance on the GRE Analytical subscale. Additionally, the sample size for the GRE Analytical subscale (N = 29) was smaller than that of other measures, which might limit the generalizability of the findings.
Discussion
The present study aimed to examine the relationships between the Jouve Cerebrals Crystallized Educational Scale (JCCES) Crystallized Educational Index (CEI) and various measures of cognitive abilities and academic achievement. The results support the research hypothesis that the JCCES CEI is positively related to these measures. Specifically, the JCCES CEI demonstrated strong correlations with measures of verbal intelligence, information, verbal reasoning, full-scale IQ, verbal IQ, performance IQ, verbal comprehension, vocabulary, similarities, information, SAT Composite scores across three different versions, ACT Composite score and subscales, GRE Composite score, Quantitative score, and AFQT IQ score. The JCCES CEI also exhibited strong correlations with the GAMA IQ score and all subscales, as well as the SBIS Full Scale IQ.
The strong correlations between the JCCES CEI and various intelligence scales provide further evidence that the JCCES CEI is an effective measure of general cognitive ability across different age groups. The positive relationships suggest that the JCCES CEI could be a useful tool for assessing cognitive abilities and academic achievement in various settings, such as educational, clinical, and occupational contexts (Deary et al., 2007).
The strong correlations between the JCCES CEI and the SAT Composite scores across all three versions suggest that the JCCES CEI is a reliable indicator of academic achievement as measured by the SAT. The strong correlations observed between the JCCES CEI and the ACT Composite score and subscales suggest that the JCCES CEI captures various aspects of academic achievement across multiple subject areas.
The moderate correlation between the JCCES CEI and the GRE Analytical subscale suggests a weaker relationship between the JCCES CEI and analytical abilities compared to the strong correlations observed with other cognitive and academic measures. This finding may reflect differences in the skills assessed by these two measures, as well as the variability in the sample used in this study.
Implications for Theory, Practice, and Future Research
The findings have several implications for theory and practice. The strong correlations observed between the JCCES CEI and measures of cognitive abilities and academic achievement support the validity and reliability of the JCCES as a measure of general cognitive ability and academic achievement. The JCCES CEI could be a valuable tool for assessing cognitive abilities and academic achievement in educational, clinical, and occupational settings.
The results also have implications for future research. The present study used a cross-sectional design; future research could use a longitudinal design to examine the stability and predictive validity of the JCCES CEI over time. Additionally, future research could explore the relationship between the JCCES CEI and other measures of academic achievement, such as high school and college GPA. Furthermore, future research could examine the factor structure of the JCCES and its relationships with other measures of cognitive abilities.
Limitations
There are several limitations to this study that may have affected the results. First, the sample size varied across the different measures, with smaller sample sizes for some of the tests, potentially limiting the statistical power to detect significant correlations.
Second, selection bias may have influenced the results, as participants may have been more likely to respond to the survey if they had higher cognitive abilities or academic achievement. This could have resulted in an overestimation of the correlations between the JCCES CEI and other measures.
Finally, many samples relied on self-reported data, which may be subject to reporting biases and inaccuracies. Although the JCCES is an untimed, self-administered, open-ended test, it is possible that participants’ responses were influenced by factors such as social desirability or recall biases, which may have affected the validity of the study results.
Future Research
Future research could address some of the limitations of this study, including increasing sample sizes for certain measures and using more diverse samples to improve generalizability. Additionally, future research could examine the JCCES CEI’s relationship with other cognitive and academic measures not included in this study, such as measures of creativity or problem-solving ability.
Further exploration of the weaker relationship between the JCCES CEI and the GRE Analytical subscale could also be valuable. Additional research could investigate whether the moderate correlation is due to differences in the skills assessed or limitations of the sample used in this study. Future studies could also examine the JCCES CEI’s relationship with other measures of analytical abilities, such as performance on analytical writing tasks or measures of critical thinking.
Implications
The results have important implications for both theory and practice. The strong relationships between the JCCES CEI and various measures of cognitive abilities and academic achievement provide further evidence for the construct validity of the JCCES as a measure of general cognitive ability. The JCCES CEI may be particularly useful in educational and occupational settings for assessing individuals’ cognitive abilities, identifying potential learning difficulties or giftedness, and predicting academic and occupational success.
Additionally, the strong correlations between the JCCES CEI and the SAT and ACT suggest that the JCCES CEI is an effective tool for predicting academic achievement. As such, the JCCES CEI may be useful for guiding educational interventions and for identifying individuals who may benefit from academic support.
However, it is important to note that the JCCES CEI should not be used as the sole measure for assessing cognitive abilities or academic achievement. Rather, it should be used in conjunction with other measures to provide a more comprehensive evaluation of an individual’s strengths and weaknesses.
Conclusion
The results of this study provide strong evidence for the construct validity of the JCCES as a measure of general cognitive ability. The JCCES CEI demonstrated strong correlations with various measures of cognitive abilities and academic achievement, including well-established measures such as the WAIS-III and the SAT. The study suggests that the JCCES CEI may be a useful tool for assessing cognitive abilities and predicting academic and occupational success. However, the limitations of the study should be taken into consideration when interpreting the results. Future research could address some of the limitations and further explore the JCCES CEI’s relationship with other measures of cognitive abilities and academic achievement.
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