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Author: Snyder, Anissa

Resulting in 6 citations.

1.	Coyle, Thomas R. Pillow, David R. Snyder, Anissa Kochunov, Peter
1.	Processing Speed Mediates the Development of General Intelligence (g) in Adolescence Psychological Science 22,10 (October 2011): 1265-1269. Also: http://pss.sagepub.com/content/22/10/1265.abstract Cohort(s): NLSY97 Publisher: Sage Publications Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cognitive Ability; g Factor; I.Q.; Intelligence; Modeling, Structural Equation; Test Scores/Test theory/IRT; Tests and Testing Permission to reprint the abstract has not been received from the publisher. In the research reported here, we examined whether processing speed mediates the development of general intelligence (g) in adolescence. Using the Armed Services Vocational Aptitude Battery, a battery of 12 diverse cognitive tests, we assessed processing speed and g in a large sample of 13- to 17-year-olds obtained from the National Longitudinal Survey of Youth (N = 6,969). The direct effect of age on g was small compared with the total effect of age on g, which was almost fully mediated through speed. The results suggest that increases in g in adolescence can be attributed to increases in mental speed.
	Bibliography Citation Coyle, Thomas R., David R. Pillow, Anissa Snyder and Peter Kochunov. "Processing Speed Mediates the Development of General Intelligence (g) in Adolescence ." Psychological Science 22,10 (October 2011): 1265-1269.

2.	Coyle, Thomas R. Purcell, Jason M. Snyder, Anissa
2.	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.

3.	Coyle, Thomas R. Purcell, Jason M. Snyder, Anissa Kochunov, Peter
3.	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.

4.	Coyle, Thomas R. Purcell, Jason M. Snyder, Anissa Richmond, Miranda C.
4.	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.

5.	Coyle, Thomas R. Snyder, Anissa Pillow, David R. Kochunov, Peter
5.	SAT Predicts GPA Better for High Ability Subjects: Implications for Spearman's Law of Diminishing Returns Personality and Individual Differences 50,4 (April 2011): 470-474. Also: http://www.sciencedirect.com/science/article/pii/S0191886910005477 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cognitive Ability; g Factor; Tests and Testing This research examined the predictive validity of the SAT (formerly, the Scholastic Aptitude Test) for high and low ability groups. SAT scores and college GPAs were obtained from the 1997 National Longitudinal Survey of Youth. Subjects were classified as high or low ability by g factor scores from the Armed Services Vocational Aptitude Battery. SAT correlations with GPA were higher for high than low ability subjects. SAT g loadings (i.e., SAT correlations with g) were equivalent for both groups. This is the first study to show that the predictive validity of the SAT varies for ability groups that differ in g. The results contradict a presumption, based on Spearman's Law of Diminishing Returns, that a test's predictive validity should be lower for high ability subjects. Further research is needed to identify factors that contribute to the predictive validity of the SAT for groups that differing. [Copyright © Elsevier] Copyright of Personality & Individual Differences is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
	Bibliography Citation Coyle, Thomas R., Anissa Snyder, David R. Pillow and Peter Kochunov. "SAT Predicts GPA Better for High Ability Subjects: Implications for Spearman's Law of Diminishing Returns." Personality and Individual Differences 50,4 (April 2011): 470-474.

6.	Coyle, Thomas R. Snyder, Anissa Richmond, Miranda C.
6.	Sex Differences in Ability Tilt: Support for Investment Theory Intelligence 50 (May-June 2015): 209-220. Also: http://www.sciencedirect.com/science/article/pii/S0160289615000598 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cognitive Ability; College Major/Field of Study/Courses; Gender Differences; Intelligence; STEM (Science, Technology, Engineering & Mathematics); Test Scores/Test theory/IRT This research examined sex differences in ability tilt, defined as within-subject differences in math and verbal scores on three tests (SAT, ACT, PSAT). These differences produced math tilt (math>verbal) and verbal tilt (verbal>math). Both types of tilt were correlated with specific abilities (e.g., verbal and math), based on the Armed Services Vocational Aptitude Battery. Tilt was also correlated with college majors in STEM (e.g., science and math) and the humanities (e.g., English and history), and with jobs in STEM and other occupations. Males showed math tilt and STEM preferences, whereas females showed verbal tilt and humanities preferences. For males and females, math tilt predicted math ability and STEM criteria (majors and jobs), and verbal tilt predicted verbal ability and verbal criteria. Tilt scores correlated negatively with competing abilities (e.g., math tilt and verbal ability). The results supported investment theories, which assume that investment in a specific ability boosts similar abilities but retards competing abilities. In addition, the results bolster the validity of tilt, which was unrelated to g but still predicted specific abilities, college majors, and jobs.
	Bibliography Citation Coyle, Thomas R., Anissa Snyder and Miranda C. Richmond. "Sex Differences in Ability Tilt: Support for Investment Theory." Intelligence 50 (May-June 2015): 209-220.

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