[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-264087-105":59,"doc-detail-264087-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","hard-evidence-on-soft-skills-table-and-figures","Hard Evidence on Soft Skills - Table and Figures","","Hard Evidence on Soft Skills presents empirical results linking cognitive and achievement measures to later life outcomes. The document compiles multiple validity tables for standardized tests (e.g., SAT, ACT, GED, IQ batteries) and reports predictive relationships using adjusted R-squared and correlation structures from NLSY79. It further compares male and female patterns and summarizes labor-market validity from school performance, personality dimensions, and Big Five domains, grounding conclusions in cited research sources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/hard-evidence-on-soft-skills-table-and-figures/264087/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/hard-evidence-on-soft-skills-table-and-figures/264087.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver Hayes","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Table 1 summarize in this document?","Question",{"text":112,"@type":113},"Table 1 summarizes the validity of cognitive ability tests by listing estimates across different test types and the corresponding validation domains such as college GPA, high school GPA, and related measures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are predictive validities reported in Table 2?",{"text":117,"@type":113},"Table 2 reports predictive validities in outcomes that matter using adjusted R-squared values, broken down by males and sample types such as IQ, AFQT, and GPA samples, for various adult outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What dataset and measure relationships are analyzed in Table 3?",{"text":121,"@type":113},"Table 3 analyzes correlations among NLSY79 measures of cognition, showing how IQ, AFQT, and GPA relate to each other, along with notes on how AFQT was constructed and where the IQ and GPA data came from.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},264087,1789377509,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},687207020761,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","References  \nHard Evidence on Soft Skills  \nJames J. Heckman University of Chicago  \nEcon 350, Winter 2012  \n James J. Heckman  Hard Evidence on Soft Skills  1 / 31   \nTable 1: Cognitive Ability Validities  \n\n| Test | Validation Domain | Estimate(s) | Source(s) |\n| --- | --- | --- | --- |\n| SAT (Achievement) | 1st Year College GPA | 0.35-0.53 | Kobrin et al. (2008) |\n| ACT (Achievement) | Early College GPA | 0.42 | ACT, Inc. (2007) |\n| GED (Achievement) | HS Senior GPA | 0.33-0.49 | GED Testing Service (2009) |\n| DAT (Achievement) | College GPA | 0.13-0.62y | Omizo (1980) |\n| AFQT (Achievement) | 9th Grade GPA | 0.54 | Borghans et al. (2011a) |\n| WAIS (IQ) | College GPA | 0.38-0.43 | Feingold (1982) |\n| WAIS (IQ) | HS GPA | 0.62 | Feingold (1982) |\n| Various IQ􀀃􀀃 | 9th Grade GPA | 0.42 | Borghans et al. (2011a) |\n| WISC (IQ) | WRAT (Achievement) | 0.44-0.75z | Hartlage and Steele (1977) |\n\n James J. Heckman  Hard Evidence on Soft Skills  2 / 31   \nReferences  \nTable 1: Cognitive Ability Validities  \n\n| Test | Validation Domain | Estimate(s) | Source(s) |\n| --- | --- | --- | --- |\n| WISC-R (IQ) | WRAT (Achievement) | 0.35-0.76z | Hartlage and Steele (1977) |\n| Various IQ􀀃􀀃 | AFQT (Achievement) | 0.65 | Borghans et al. (2011a) |\n| Stanford Binet (IQ) | WISC-R (IQ) | 0.77-0.87 | Rothlisberg (1987), Greene et al. (1990) |\n| Raven's (IQ) | WAIS-R (IQ) | 0.74-0.84 | O'Leary et al. (1991) |\n| WIAT (Achievement) | CAT/2 (Achievement) | 0.69-0.83 􀀃 | Michalko and Saklofske (1996) |\n\ny Large range is due to varying validity of eight subtests of DAT  \nz Ranges are given because correlations vary by academic subject  \n􀀃 Ranges are given because correlations vary by grade level 􀀃􀀃 IQ is pooled across several IQ tests using IQ percentiles  \nNotes: WISC { Wechsler Intelligence Scale for Children, WISC-R { Wechsler Intelligence Scale for Children-Revised, WAISWechsler Adult Intelligence Scale, Raven's IQ { Raven's Standard Progressive Matrices, GED { General Educational Development, DAT { Di􀀋erential Aptitude Test, WIAT { Wechsler Individual Achievement Test, CAT { California Achievement Test, WRAT { Wide Range Achievement Test  \n James J. Heckman  Hard Evidence on Soft Skills  3 / 31   \nReferences  \nTable 2: Predictive Validities in Outcomes that Matter (Adjusted R-Squared)  \n\n| Males | IQ Sample |  |  | AFQT Sample |  |  | GPA Sample |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  | Pers | IQ | Both | Pers | AFQT | Both | Pers | GPA | Both |\n| Earnings at Age 35 | 0.05 | 0.07 | 0.09 | 0.07 | 0.16 | 0.18 | 0.06 | 0.09 | 0.11 |\n| Hourly Wage at Age 35 | 0.03 | 0.09 | 0.09 | 0.06 | 0.14 | 0.15 | 0.06 | 0.07 | 0.09 |\n| Hours Worked at Age 35 | 0.04 | 0.01 | 0.04 | 0.02 | 0.04 | 0.04 | 0.01 | 0.02 | 0.02 |\n| Jail by Age 35 | 0.04 | 0.02 | 0.05 | 0.07 | 0.07 | 0.10 | 0.03 | 0.02 | 0.04 |\n| Welfare at Age 35 | 0.01 | 0.01 | 0.01 | 0.01 | 0.02 | 0.03 | 0.01 | 0.01 | 0.01 |\n| Married at Age 35 | 0.03 | 0.01 | 0.03 | 0.03 | 0.03 | 0.04 | 0.02 | 0.02 | 0.04 |\n| BA Degree by Age 35 | 0.09 | 0.11 | 0.16 | 0.10 | 0.20 | 0.23 | 0.10 | 0.14 | 0.18 |\n| Depression in 1992 | 0.04 | 0.01 | 0.05 | 0.04 | 0.04 | 0.06 | 0.03 | 0.02 | 0.04 |\n| Females |  | IQ Sample | Both | Pers | AFQT Sample | Both | Pers | GPA Sample | Both |\n|  | Pers | IQ |  |  | AFQT |  |  | GPA |  |\n| Earnings at Age 35 | 0.01 | 0.01 | 0.02 | 0.04 | 0.08 | 0.09 | 0.03 | 0.05 | 0.06 |\n| Hourly Wage at Age 35 | 0.03 | 0.04 | 0.05 | 0.05 | 0.11 | 0.12 | 0.04 | 0.05 | 0.08 |\n| Hours Worked at Age 35 | 0.01 | -0.00 | 0.00 | 0.00 | -0.00 | 0.00 | 0.00 | 0.00 | 0.00 |\n| Jail by Age 35 | 0.01 | 0.00 | 0.01 | 0.02 | 0.01 | 0.02 | 0.01 | 0.01 | 0.02 |\n| Welfare at Age 35 | 0.02 | 0.02 | 0.03 | 0.05 | 0.09 | 0.12 | 0.05 | 0.04 | 0.07 |\n| Married at Age 35 | 0.04 | 0.03 | 0.06 | 0.03 | 0.05 | 0.07 | 0.03 | 0.02 | 0.04 |\n| BA Degree by Age 35 | 0.09 | 0.09 | 0.14 | 0.09 | 0.17 | 0.20 | 0.08 | 0.10 | 0.14 |\n| Depression in 1992 | 0.03 | 0.02 | 0.04 | 0.05 | 0.04 | 0.07 | 0.05 | 0","cbCainkpZxJcJG7E","https://ap.wps.com/l/cbCainkpZxJcJG7E","pdf",1046350,31,"English","# References\n## Table 1: Cognitive Ability Validities\n## Table 2: Predictive Validities in Outcomes that Matter (Adjusted R-Squared)\n## Table 3: Correlations Among NLSY79 Measures of Cognition\n## Table 4: Validities in Labor Market Outcomes from the National Longitudinal Survey of Youth, 1979\n## Table 5: The Big Five Domains and Their Facets","[{\"question\":\"What does Table 1 summarize in this document?\",\"answer\":\"Table 1 summarizes the validity of cognitive ability tests by listing estimates across different test types and the corresponding validation domains such as college GPA, high school GPA, and related measures.\"},{\"question\":\"How are predictive validities reported in Table 2?\",\"answer\":\"Table 2 reports predictive validities in outcomes that matter using adjusted R-squared values, broken down by males and sample types such as IQ, AFQT, and GPA samples, for various adult outcomes.\"},{\"question\":\"What dataset and measure relationships are analyzed in Table 3?\",\"answer\":\"Table 3 analyzes correlations among NLSY79 measures of cognition, showing how IQ, AFQT, and GPA relate to each other, along with notes on how AFQT was constructed and where the IQ and GPA data came from.\"}]","Hard Evidence on Soft Skills - Table and Figures | PDF",78]