Accounting

Business

Neuroscience

Test (biology)

Mathematics

Biology

Statistics

Homogeneity (statistics)

Mathematics education

Developmental psychology

Cognition

Paleontology

Psychology

Intelligence quotient

Variance (accounting)

Standardized test

Social psychology

Achievement test

European Journal of Personality

International cognitive ability and achievement comparisons stem from different research traditions. But analyses at the interindividual data level show that they share a common positive manifold. Correlations of national ability means are even higher to very high (within student assessment studies, r = .60–.98; between different student assessment studies [PISA‐sum with TIMSS‐sum] r = .82–.83; student assessment sum with intelligence tests, r = .85–.86). Results of factor analyses indicate a strong g‐factor of differences between nations (variance explained by the first unrotated factor: 94–95%). Causes of the high correlations are seen in the similarities of tests within studies, in the similarities of the cognitive demands for tasks from different tests, and in the common developmental factors at the individual and national levels including known environmental and unknown genetic influences. Copyright © 2007 John Wiley &amp; Sons, Ltd.

The g‐factor of international cognitive ability comparisons: the homogeneity of results in PISA, TIMSS, PIRLS and IQ‐tests across nations