<HashMap><database>biostudies-literature</database><scores/><additional><omics_type>Unknown</omics_type><volume>10(4)</volume><submitter>Meyer EM</submitter><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-</pubmed_abstract><journal>Journal of Intelligence</journal><pagination>117</pagination><full_dataset_link>https://www.ebi.ac.uk/biostudies/studies/S-EPMC9785841</full_dataset_link><repository>biostudies-literature</repository><pubmed_title>Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores.</pubmed_title><pmcid>PMC9785841</pmcid><pubmed_authors>Meyer EM</pubmed_authors><pubmed_authors>Reynolds MR</pubmed_authors></additional><is_claimable>false</is_claimable><name>Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores.</name><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-</description><dates><release>2022-01-01T00:00:00Z</release><publication>2022 Dec</publication><modification>2025-04-04T08:00:00.962Z</modification><creation>2025-04-04T08:00:00.962Z</creation></dates><accession>S-EPMC9785841</accession><cross_references><pubmed>36547504</pubmed><doi>10.3390/jintelligence10040117</doi></cross_references></HashMap>