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Survey of Opinions on the Primacy of "g" and Social Consequences of Ability Testing: A Comparison of Expert and Non-Expert Views
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Reeve, Charlie L.; Charles, Jennifer E. – Intelligence, 2008
The current study examines the views of experts in the science of mental abilities about the primacy and uniqueness of "g" and the social implications of ability testing, and compares their responses to the views of a group of non-expert psychologists. Results indicate expert consensus that "g" is an important, non-trivial determinant (or at least…
Descriptors: Race, Psychologists, Testing, Predictive Validity
Race, Social Class, and Predictive Bias: An Evaluation using the WISC, WRAT, and Teacher Ratings.
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Svanum, Soren; Bringle, Robert G. – Intelligence, 1982
Interrelationships among IQ, academic achievement, and teacher ratings of pupils' classroom achievement were evaluated in a large sample of children from various racial and socioeconomic backgrounds. A substantial relationship between standardized measures of IQ and achievement was found and was independent of race, but decreased with increasing…
Descriptors: Achievement Tests, Correlation, Elementary Education, Intelligence Quotient
Japanese Inbreeding Depression Scores: Predictors of Cognitive Differences between Blacks and Whites.
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Rushton, J. Philippe – Intelligence, 1989
Genetic influence was estimated on Wechsler Intelligence Scale for Children subtests from inbreeding depression scores calculated on cousin marriages in Japan (n=1,854 children) and correlated with American Black-White racial differences. The genetic contribution of racial differences in cognitive performance may be more robust than was previously…
Descriptors: Black Students, Children, Cognitive Ability, Genetics