Attention and Intelligence: The Validity of the Star Counting Test.

P.F. de Jong, E.A. Das-Smaal

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

The mechanisms underlying performance on the Star Counting Test (SCT) and its nomothetic span were investigated along with the relationships between working memory capacity, fluid intelligence (Gf), speed, and school achievement. The SCT is an attention test for children that requires the alternation of forward and backward counting. The test is based on A. D. Baddeley and G. J. Hitch's (1974) model of working memory in conjunction with D. A. Norman and T. Shallice's (1986) theory of central executive functioning. Tests were administered to 1,122 boys and 1100 girls in 4th grade from 111 Dutch schools. The SCT required flexible alternation, counting speed, and sustained effort. Factor analysis showed that the SCT forms one factor with other indicators of working memory capacity. There was also a strong association between working memory capacity and Gf. The two clearly differ, however, in their relation to speed.
Original languageEnglish
Pages (from-to)80-92
JournalThe Journal of Educational Psychology
Volume87
Publication statusPublished - 1995

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Intelligence
Short-Term Memory
intelligence
Statistical Factor Analysis
school
factor analysis
school grade
performance

Cite this

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title = "Attention and Intelligence: The Validity of the Star Counting Test.",
abstract = "The mechanisms underlying performance on the Star Counting Test (SCT) and its nomothetic span were investigated along with the relationships between working memory capacity, fluid intelligence (Gf), speed, and school achievement. The SCT is an attention test for children that requires the alternation of forward and backward counting. The test is based on A. D. Baddeley and G. J. Hitch's (1974) model of working memory in conjunction with D. A. Norman and T. Shallice's (1986) theory of central executive functioning. Tests were administered to 1,122 boys and 1100 girls in 4th grade from 111 Dutch schools. The SCT required flexible alternation, counting speed, and sustained effort. Factor analysis showed that the SCT forms one factor with other indicators of working memory capacity. There was also a strong association between working memory capacity and Gf. The two clearly differ, however, in their relation to speed.",
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Attention and Intelligence: The Validity of the Star Counting Test. / de Jong, P.F.; Das-Smaal, E.A.

In: The Journal of Educational Psychology, Vol. 87, 1995, p. 80-92.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Attention and Intelligence: The Validity of the Star Counting Test.

AU - de Jong, P.F.

AU - Das-Smaal, E.A.

PY - 1995

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AB - The mechanisms underlying performance on the Star Counting Test (SCT) and its nomothetic span were investigated along with the relationships between working memory capacity, fluid intelligence (Gf), speed, and school achievement. The SCT is an attention test for children that requires the alternation of forward and backward counting. The test is based on A. D. Baddeley and G. J. Hitch's (1974) model of working memory in conjunction with D. A. Norman and T. Shallice's (1986) theory of central executive functioning. Tests were administered to 1,122 boys and 1100 girls in 4th grade from 111 Dutch schools. The SCT required flexible alternation, counting speed, and sustained effort. Factor analysis showed that the SCT forms one factor with other indicators of working memory capacity. There was also a strong association between working memory capacity and Gf. The two clearly differ, however, in their relation to speed.

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JO - The Journal of Educational Psychology

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