Reference
Frey, M. C., & Detterman, D. K. (2004). Scholastic Assessment or g?: The Relationship Between the Scholastic Assessment Test and General Cognitive Ability. Psychological Science, 15(6), 373-378. https://doi.org/10.1111/j.0956-7976.2004.00687.x
Review
In their seminal article, Frey and Detterman (2004) delve into the relationship between the Scholastic Assessment Test (SAT) and general cognitive ability (g). Their research aimed to understand the correlation between the two constructs and evaluate the SAT as a potential measure of g, in addition to exploring its use as a premorbid measure of intelligence. Two distinct studies were conducted: the first utilized data from the National Longitudinal Survey of Youth 1979, while the second examined the correlation between revised SAT scores and scores on the Raven's Advanced Progressive Matrices among undergraduates.
The first study reported a significant correlation of .82 (corrected for nonlinearity) between measures of g extracted from the Armed Services Vocational Aptitude Battery and SAT scores of 917 participants. The second study further substantiated the relationship, revealing a correlation of .483 (corrected for restricted range) between revised SAT scores and scores on the Raven's Advanced Progressive Matrices among the undergraduate sample. These findings indicate that the SAT is predominantly a test of g, with the authors providing equations for converting SAT scores to estimated IQs. This conversion could be useful for estimating premorbid IQ or conducting individual difference research among college students.
Frey and Detterman's (2004) research provides valuable insights into the relationship between the SAT and general cognitive ability, offering empirical support for the SAT's validity as a measure of g. This information has important implications for the use of the SAT in educational and psychological settings. Furthermore, the conversion equations presented by the authors may facilitate researchers in estimating premorbid IQ or conducting individual differences research with college students, broadening the potential applications of SAT scores.
