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IQ Differences between the North and South of Italy: A Reply to Beraldo and Cornoldi, Belacchi, Giofre, Martini, and Tressoldi
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Lynn, Richard – Intelligence, 2010
Beraldo (2010) and Cornoldi, Belacchi, Giofre, Martini, and Tressoldi (2010) (CBGMT) have eight criticisms of my paper (Lynn, 2010) claiming that the large north-south differences in per capita income in Italy are attributable to differences in the average levels of intelligence in the populations. CBGMT give results for seven data sets for IQs in…
Descriptors: Intelligence, Income, Criticism, Foreign Countries
One Justified Criticism Plus Three Flawed Analyses Equals Two Unwarranted Conclusions: A Reply to Retherford and Sewell.
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Zajonc, R. B.; And Others – American Sociological Review, 1991
Responds to "Birth Order and Intelligence: Further Tests of the Confluence Model" by Robert D. Retherford and William H. Sewell. Reviews their arguments and suggests that their analyses of the Wisconsin Longitudinal Study data support rather than contradict the model. (CJS)
Descriptors: Birth Order, Intelligence Differences, Longitudinal Studies, Mathematical Models
On the Interchangeability of Individually Administered and Group Administered Ability Tests
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Nevo, Baruch; Sela, Roni – High Ability Studies, 2003
This research studied the interchangeability of individually administered and group administered cognitive tests. Seventy undergraduate students took the Hebrew version of the WAIS-R (Wechsler Adult Intelligence Scale-Revised), and their IQs were measured. They also took the IPET (Israeli Psychometric Entrance Test) and their IPET scores were…
Descriptors: Undergraduate Students, Psychometrics, Intelligence Tests, Intelligence Quotient
Birth Order and Intelligence: Further Tests of the Confluence Model.
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Retherford, Robert D.; Sewell, William H. – American Sociological Review, 1991
Confluence theory was developed to explain the negative effects of birth order on intelligence. Using aggregate, between-family, within-family, and paired-sibling data from the Wisconsin Longitudinal Study, tests the mathematical form of confluence theory and finds no support for it. Suggests that statistical methods used to fit the model to the…
Descriptors: Birth Order, Goodness of Fit, Intelligence Differences, Intelligence Quotient
Academic, Social, and Behavioral Profiles of Students with Emotional and Behavioral Disorders Educated in Self-Contained Classrooms and Self-Contained Schools: Part I--Are They More Alike than Different?
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Lane, Kathleen L.; Wehby, Joseph H.; Little, M. Annette; Cooley, Cristy – Behavioral Disorders, 2005
It is assumed that students with EBD who have more severe deficits in academic, behavior, and/or social domains are placed in more restrictive settings. However, this assumption has not been empirically tested. This study compared students educated in self-contained classrooms to students educated in a self-contained school to determine if the…
Descriptors: Self Contained Classrooms, Behavior Disorders, Discriminant Analysis, Research Methodology
Individual Differences in Pupil Perceptions of School Problems.
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Getzels, J. W.; Smilansky, J. – British Journal of Educational Psychology, 1983
Content of school problems as posed by high school students, quality with which questions were formulated, and the relationship of content and quality to students' intellectual characteristics were investigated. Results reveal problem content most involved affectivity of teachers; problem formulation quality was egocentric; and content and quality…
Descriptors: Analysis of Variance, High School Students, Intelligence Differences, Literature Reviews
Race Differences and the Spearman Hypothesis.
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Humphreys, Lloyd G. – Intelligence, 1985
This author reviews published data and presents new data relevant to the Spearman hypothesis concerning racial differences on cognitive tests. He concludes that across-the-board difference between SES groups occurs primarily on the general factor, and that there are major determinants of race differences independent of the general factor.…
Descriptors: Blacks, Cognitive Ability, Cognitive Measurement, Cognitive Tests