The Relationship Between SAT Scores and General Cognitive Ability

Frey and Detterman (2004) conducted an influential study examining the relationship between the Scholastic Assessment Test (SAT) and general cognitive ability (g). Their research sought to determine the degree to which SAT scores reflect g and assess the test’s potential use as a premorbid measure of intelligence. The findings provided important insights into the SAT’s role beyond academic assessment, offering implications for its application in psychological research.

Background

The SAT has long been viewed as a standardized tool for assessing academic potential. Frey and Detterman approached it from a cognitive perspective, exploring its connection to g—a construct often regarded as the foundation of intelligence. By correlating SAT scores with other established measures of cognitive ability, the authors aimed to clarify how closely the SAT aligns with broader intelligence testing frameworks.

Key Insights

• Correlation with g: The first study analyzed data from 917 participants in the National Longitudinal Survey of Youth 1979. It found a strong correlation (.82, corrected for nonlinearity) between g scores derived from the Armed Services Vocational Aptitude Battery and SAT scores.
• Findings from Undergraduates: In the second study, revised SAT scores showed a moderate correlation (.483, corrected for restricted range) with scores on Raven’s Advanced Progressive Matrices in an undergraduate sample. This reinforced the relationship between SAT performance and g.
• Conversion Equations: The authors proposed equations for estimating IQ from SAT scores. These formulas provide researchers with a tool for estimating premorbid IQ and studying individual differences in cognitive abilities.

Significance

This research expands our understanding of the SAT’s relevance beyond college admissions. By demonstrating the test’s alignment with g, Frey and Detterman highlight its potential utility in psychological studies, particularly for estimating cognitive ability in populations where direct IQ testing is impractical. However, their findings also call attention to the need for cautious interpretation, as the SAT was not explicitly designed to measure g.

Future Directions

Future studies could investigate the robustness of these findings across diverse populations and educational contexts. Additionally, exploring how changes in SAT design affect its correlation with g would provide valuable insights for both educators and psychologists. Expanding on the environmental and educational factors influencing SAT performance may also enhance its interpretive value in cognitive research.

Conclusion

Frey and Detterman’s work underscores the SAT’s potential as a tool for understanding cognitive ability. By establishing a strong relationship with g, the study broadens the conversation around the SAT’s applications and encourages its thoughtful integration into research and practice. These findings remain relevant for discussions on standardized testing and cognitive assessment.

Reference

Frey, M. C., & Detterman, D. K. (2004). Scholastic Assessment or g?: The Relationship Between the Scholastic Assessment Test and General Cognitive Ability. Psychological Science, 15(6), 373-378. https://doi.org/10.1111/j.0956-7976.2004.00687.x