Relation of learning on discrimination tasks to academic achievement and intelligence

Currently, the literature that examines relationships between learning and memory tasks to intelligence and academic achievement are contradictory. Early findings give no support for these relationships, however more recent research does provide support for them. The present study aimed to add to this modern body of work supporting the relationship between learning and memory tasks with academic achievement and intelligence. Through the comparison of participants’ scores on a specific set of discrimination tasks to GPA and SAT scores, the findings from this study provide evidence for these relationships.M.A.Includes bibliographical referencesby Nicole D. Ferri