ISSN: 2222-6990
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For a long time, the Scholastic Aptitude Test (SAT) has served as a standardized test for academically measuring all potential abilities when debate still ensues on its reliability as an indicator of cognitive ability. Some researchers assert that the SAT is a good predictor of academic performance. In contrast, others contend that it is mainly advantageous to people from privileged backgrounds yet does not encompass critical cognitive skills such as critical thinking, creativity, and adaptability. This study examines the correlation between SAT scores and a broader range of cognitive abilities by analyzing the performance of 40 Saudi Arabian high school students on the Number Series Test (NST) and the Stroop Task—two assessments measuring numerical reasoning and cognitive flexibility, respectively. The findings indicate a moderate positive correlation between SAT scores and NST performance (r = 0.51) and between SAT scores and Stroop correct responses (r = 0.48), suggesting that numerical reasoning and executive function contribute to SAT success. In addition, the cognitive control aspect of the SAT's assessed cognitive abilities is evidenced in the correlation (r = -0.40) between the SAT and incorrect Stroop test responses. This correlation would indicate that the SAT is a good measure of cognitive ability.
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