Prediction of scholastic performance by psychophysical indicators of temporal resolution power

Authors

  • Stefan J. Troche
    Institute for Psychology, University of Bern, Bern, Switzerland
  • Petra Bellmann-Knieps
    Institute for Psychology, University of Bern, Bern, Switzerland
  • Thomas Rammsayer
    Institute for Psychology, University of Bern, Bern, Switzerland

Abstract

The temporal resolution power hypothesis postulates that temporal acuity of the brain is an important mechanism underlying psychometric intelligence. Evidence for this notion can be derived from studies reporting a close association between temporal resolution power and psychometric intelligence. The present study was designed to investigate whether scholastic achievement as a real world correlate of psychometric intelligence can also be predicted by temporal resolution power. For this purpose, the relation between temporal resolution power, assessed by two timing tasks, and scholastic achievement was examined in 40 second-graders, 40 fourth-graders, and 50 sixth-graders. For all three samples, structural equation modelling revealed a reliable positive relationship between a factor “temporal resolution power” and a factor “scholastic performance”. Our findings support the view that temporal resolution power of the brain is not only associated with general psychometric intelligence but also reflects a fundamental mechanism involved in scholastic achievement.