Groups of 270 Black and 270 White children drawn from the national stratified random sample used in the standardization of the Wechsler Intelligence Scale for Children-Revised (WISC-R) were matched on age, sex, and WISC-R Full-Scale Intelligence Quotient to facilitate investigation of the patterns of specific cognitive abilities. (Author)

R. Herrnstein and C. Murray, in "The Bell Curve," stated six propositions concerning a "g" factor of intelligence. These propositions are found to be reasonably well supported in the scientific literature. These conclusions can be reached whether or not one accepts Herrnstein and Murray's claims about the social significance of…

Calls for careful but unemotional criticism of "The Bell Curve." Notes that: three chapters that deal with the IQ-race relationship have received most critical attention; genetically based racial categories do not exist; disadvantaged minority-group students have achieved success in Catholic schools with high expectations of students;…

Issues pertaining to racial-ethnic differences in intelligence are addressed with regard to group-discrepancy misconceptions, profiles of abilities, historical context, factors associated with racial-ethnic differences, educational implications, and alternative methods of assessment. (Author/MMU)

A chronicle of controversies over testing (heredity-environment, experimenter bias, social class bias, tests as sorters for schools and society) and the difficulties that ensue when the scholar enters the arena of public policy. The thesis is offered that the hearing given to social evidence and issues depends on the times and the audience, with…

Discusses three hypotheses which have been posed as possible explanations for the contemporary and historical interest which certain white thinkers have had in black intelligence -- the religious anchor hypothesis, the genetic jealousy hypothesis, and the mental deficiency hypothesis -- as well as the environment versus heredity paradigm.…

This paper is the first chapter of a book and is divided into six sections. The first section discusses race taxonomy, the Negro American's origins from Africa, and the origin of race differences. The second section investigates the genetic aspects of race differences in intellectual performance, and includes a lengthy introductory discussion on…

Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and McCarthy Scales subtests were ranked according to relative reliance on left-cerebral-hemisphere function. Results suggest that black-white IQ discrepancies may be partially explained by differences in hemisphericity. (Author/RD)

Compared the factoral structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for Anglo, Black, and Mexican-American children. Found high similarity across groups. The order of subtest difficulty was significantly correlated with subtest g loadings for Mexican Americans. Results provide support for Spearman's hypothesis with…

Asserts that it is irrational that the ideas of genetics should be used by some scientists to support the ideologies of racism and sexism. Whether the boundaries of women's "place in society" were erected with the "bricks of theology or the cement of genetic determinism," the intention is that the barriers shall remain strong. (Author/JM)

Addresses the impact of the ideology of IQ testing on African Americans and Asians. Presents an overview and an analysis of scholarly treatises that illustrate that IQ testing continues to be one mechanism for maintaining racial prejudice and inequality in the United States. (JS)

Few books have generated as much controversy as the recently published "The Bell Curve: Intelligence and Class Structure in American Life." The tremendous polarization on the issue of the relationship between intelligence quotient (IQ) to race and social class, reinforced by the book, and the potential this book has for undermining…

Changing perspectives in educational intelligence testing are traced from a genetically deficient model to a culturally disadvantaged or deprived model to a culturally different model. It is argued that if comparisons are to be made between people, they should be made within the context of the cultural and socioeconomic group structure of each…

The position advanced in this paper is that the nature of the confrontation between the institution of school and the children who attend it is different and is experienced differently by the four sex-color groups: white girls, white boys, black girls, and black boys. Data for this study were collected from approximately 475 children at the…

Cumulative deficit is an hypothesis concerning the cause of lower mental test scores of groups considered environmentally deprived. It presupposes a progressive decrement in test scores, relative to population norms, as a function of age. Clarification of the theoretical issues and the methodological problems involved in establishing the…