Intelligence and academic achievement in a clinical adolescent population

Three canonical variate analyses were carried out on the CAT, WRAT, and WISC/WAIS scores obtained from a sample of 182 emotionally disturbed adolescents. A large general variate emerged in all three analyses. Two additional variates tentatively identified as attentional and symbolization factors also appeared in the analyses of the WRAT-WISC/WAIS and the WRAT-CAT.