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Author: Purcell, Jason M.

Resulting in 3 citations.

1.	Coyle, Thomas R. Purcell, Jason M. Snyder, Anissa
1.	White–Black Differences in g and non-g Effects for the SAT and ACT Personality and Individual Differences 54,8 (June 2013): 941-945. Also: http://www.sciencedirect.com/science/article/pii/S019188691300038X Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); g Factor; Racial Differences; School Performance; Test Scores/Test theory/IRT This research examined g and non-g effects for the SAT and ACT for whites and blacks. SAT scores, ACT scores, and college GPAs were obtained from the National Longitudinal Survey of Youth. g was estimated using the Armed Services Vocational Aptitude Battery. Results indicated that (a) the g loadings of SAT and ACT composite scores were lower for whites than blacks, (b) group differences in the g loadings were related to the math subtests of the SAT and ACT, and (c) non-g variance accounted for surprisingly large percentages of SAT–GPA and ACT–GPA relations (range = 37–67%). The findings are discussed in terms of Spearman’s Law of Diminishing Returns.
	Bibliography Citation Coyle, Thomas R., Jason M. Purcell and Anissa Snyder. "White–Black Differences in g and non-g Effects for the SAT and ACT." Personality and Individual Differences 54,8 (June 2013): 941-945.

2.	Coyle, Thomas R. Purcell, Jason M. Snyder, Anissa Kochunov, Peter
2.	Non-g Residuals of the SAT and ACT Predict Specific Abilities Intelligence 41,2 (March-April 2013): 114-120. Also: http://www.sciencedirect.com/science/article/pii/S0160289612001444#sec2.1 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cognitive Ability; g Factor; Test Scores/Test theory/IRT; Tests and Testing This research examined whether non-g residuals of the SAT and ACT subtests, obtained after removing g, predicted specific abilities. Non-g residuals of the verbal and math subtests of the SAT and ACT were correlated with academic (verbal and math) and non-academic abilities (speed and shop), both based on the Armed Services Vocational Aptitude Battery. Non-g residuals of the SAT and ACT math subtests were positively related to math ability and negatively to verbal ability, whereas the opposite pattern was found for the verbal subtests. Non-g residuals of both sets of subtests were weakly related to non-academic abilities. The results support an investment theory of skills and abilities: Investing in skills in one area (e.g., math) improves abilities in that area but lowers abilities in competing areas (e.g., verbal).
	Bibliography Citation Coyle, Thomas R., Jason M. Purcell, Anissa Snyder and Peter Kochunov. "Non-g Residuals of the SAT and ACT Predict Specific Abilities." Intelligence 41,2 (March-April 2013): 114-120.

3.	Coyle, Thomas R. Purcell, Jason M. Snyder, Anissa Richmond, Miranda C.
3.	Ability Tilt on the SAT and ACT Predicts Specific Abilities and College Majors Intelligence 46 (September-October 2014): 18-24. Also: http://www.sciencedirect.com/science/article/pii/S016028961400049X Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Cognitive Ability; College Major/Field of Study/Courses; Test Scores/Test theory/IRT This research examined the validity of ability tilt, measured as within-subject differences in math and verbal scores on the SAT and ACT. Tilt scores were correlated with academic abilities (math and verbal) and college majors (STEM and humanities), both drawn from the National Longitudinal Survey of Youth. Math tilt (math > verbal) correlated positively with math ability and negatively with verbal ability, whereas verbal tilt (verbal > math) showed the opposite pattern. In addition, math tilt was associated with STEM majors (e.g., science and math), whereas verbal tilt was associated with humanities majors (e.g., English and history). Both math and verbal tilt were unrelated to non-academic abilities (speed and shop) and g. The results support niche-picking and investment theories, in which investment in one area (math) means less investment in competing areas (verbal).
	Bibliography Citation Coyle, Thomas R., Jason M. Purcell, Anissa Snyder and Miranda C. Richmond. "Ability Tilt on the SAT and ACT Predicts Specific Abilities and College Majors." Intelligence 46 (September-October 2014): 18-24.

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