Separate contributions of general intelligence and right prefrontal neurocognitive functions to academic achievement at university level

详细信息    查看全文

• 作者：Graham Pluck ; ^{gpluck@usfq.edu.ec} ; Carlos B. Ruales-Chieruzzi ^{bruales@gmail.com} ; Edgar J. Paucar-Guerra ^{edgarjpaucarg@gmail.com} ; M. Victoria Andrade-Guimaraes ^{victoria.andradeg@gmail.com} ; Ana F. Trueba ^{atrueba@usfq.edu.ec}
• 关键词：Frontal lobe ; Intelligence ; Response inhibition ; Academic achievement ; Higher education ; Neuropsychological function
• 刊名：Trends in Neuroscience and Education
• 出版年：2016
• 出版时间：December 2016
• 年：2016
• 卷：5
• 期：4
• 页码：178-185
• 全文大小：366 K
• 卷排序：5

文摘

It is hypothesized that performance on frontal-lobe neuropsychological tests and intelligence tests may independently contribute to variation in academic achievement in higher education. We examined the ability of an IQ test (the WAIS-IV) to predict grade point averages (GPA) in a sample of 64 undergraduate students. We also included a battery of five neuropsychological assessments of frontal-lobe functions, all known to be unrelated to general intelligence and linked to right-prefrontal function. Regression analysis with stepwise entry of variables revealed separate contributions to the variation in GPA scores explained by general intelligence and two different measures of response inhibition (Stop-signal and Hayling). The addition of the inhibition measures more than doubled the amount of variance in GPA explained by general intelligence alone, from adjusted R2=.115 to adjusted R2=.239, suggesting an important role of right prefrontal-mediated response inhibition in high-level academic achievement. This contrasts with the mainly left-hemisphere contribution from general intelligence.