48 high school students were administered the Arithmetic subtest of the Wechsler Adult Intelligence Scale—Revised, the Mathematics subtest of the Peabody Individual Achievement Test—Revised, and the Stanford Diagnostic Mathematics Test. Correlations, of about .80 among the three tests, were interpreted as supporting a part of the continuum theory of Humphreys, Anastasi, and Cronbach for conceptualizing the distinction between aptitude and achievement tests.
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