期刊名称：Proceedings of the National Academy of Sciences
印刷版ISSN：0027-8424
电子版ISSN：1091-6490
出版年度：2016
卷号：113
期号：47
页码：13354-13359
DOI：10.1073/pnas.1601135113
语种：English
出版社：The National Academy of Sciences of the United States of America
摘要：SignificanceGrades and scores on achievement tests are widely used as measures of cognition. This paper examines these measures and their constituent parts. We establish that, on average, grades and achievement tests are generally better predictors of life outcomes than "pure" measures of intelligence. The reason is that they capture aspects of personality that have been shown to be predictive in their own right. All of the standard measures of "intelligence" or "cognition" are influenced by aspects of personality, albeit to varying degrees, depending on the measure. This result has important implications for the interpretation of studies using scores on achievement tests and grades to explain differences in outcomes and for the use of standard cognitive measures to evaluate the effectiveness of public policies. Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ.
