Paton, Tristan2012-03-152012-03-152012-03-15http://hdl.handle.net/10539/11436This study examined performance on the Memory Quotient Tester (MQT) and the Raven’s Advanced Progressive Matrices (RAPM) in relation to academic performance in a sample of 51 Psychology students. The relationship between working memory (MQT), non-verbal intelligence (RAPM), demographic factors and academic success were determined. Results indicated no significant relationship between working memory and academic success in undergraduate Psychology courses, whereas the first set of the RAPM revealed some significance in relation to both academic success and the variables of race and language. This indicates the possible role of eductive reasoning in tertiary level academic success.enWorking memoryNon-verbal intelligenceUniversity performanceRaceLanguageThesis