{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["10(4)"],"submitter":["Meyer EM"],"pubmed_abstract":["Multidimensional scaling (MDS) was used as an alternate multivariate procedure for investigating intelligence and academic achievement test score correlations. Correlation coefficients among Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) and Wechsler Individual Achievement Test, Third Edition (WIAT-III) validity sample scores and among Kaufman Assessment Battery for Children, Second Edition (KABC-II) and Kaufman Test of Educational Achievement, Second Edition (KTEA-2) co-norming sample scores were analyzed using multidimensional scaling (MDS). Three-dimensional MDS configurations were the best fit for interpretation in both datasets. Subtests were more clearly organized by CHC ability and academic domain instead of complexity. Auditory-linguistic, figural-visual, reading-"],"journal":["Journal of Intelligence"],"pagination":["117"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC9785841"],"repository":["biostudies-literature"],"pubmed_title":["Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores."],"pmcid":["PMC9785841"],"pubmed_authors":["Meyer EM","Reynolds MR"],"additional_accession":[]},"is_claimable":false,"name":"Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores.","description":"Multidimensional scaling (MDS) was used as an alternate multivariate procedure for investigating intelligence and academic achievement test score correlations. Correlation coefficients among Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) and Wechsler Individual Achievement Test, Third Edition (WIAT-III) validity sample scores and among Kaufman Assessment Battery for Children, Second Edition (KABC-II) and Kaufman Test of Educational Achievement, Second Edition (KTEA-2) co-norming sample scores were analyzed using multidimensional scaling (MDS). Three-dimensional MDS configurations were the best fit for interpretation in both datasets. Subtests were more clearly organized by CHC ability and academic domain instead of complexity. Auditory-linguistic, figural-visual, reading-","dates":{"release":"2022-01-01T00:00:00Z","publication":"2022 Dec","modification":"2025-04-04T08:00:00.962Z","creation":"2025-04-04T08:00:00.962Z"},"accession":"S-EPMC9785841","cross_references":{"pubmed":["36547504"],"doi":["10.3390/jintelligence10040117"]}}