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INTELL-00687; No of Pages 16 Intelligence xxx (2012) xxx–xxx Contents lists available at SciVerse ScienceDirect Intelligence Are cognitive g and academic achievement g one and the same g ? An exploration on the Woodcock–Johnson and Kaufman tests Scott Barry Kaufman a,⁎, Matthew R. Reynolds b, Xin Liu c, Alan S. Kaufman d, Kevin S. McGrew e, f a Psychology Department, New York University, USA b The University of Kansas, USA c NCS Pearson, Clinical Assessment, Bloomington, MN, USA d Yale Child Study Center, Yale University School of Medicine, New Haven, CT, USA e Woodcock-Muñoz Foundation, USA f University of Minnesota, Minneapolis, MN, USA a r t i c l e i n f o a b s t r a c t Article history: We examined the degree to which the conventional notion of g associated with IQ tests and Received 13 January 2011 general cognitive ability tests (COG-g) relate to the general ability that underlies tests of read- Received in revised form 14 January 2012 ing, math, and writing achievement (ACH-g ). Two large, nationally representative data sets Accepted 14 January 2012 and two independent individually-administered set of test batteries were analyzed using con- Available online xxxx firmatory factor analysis procedures: (a) the Kaufman-II sample (N =2520), organized into six age groups between 4–5 and 16–19 years, tested on both the Kaufman Assessment Battery Keywords: for Children-2nd ed. (KABC-II) and the Kaufman Test of Educat