Educability-and-Group-Differences-1973-by-Arthur-Robert-Jensen

Intelligence and Educability 89
known exactly. The estimates of variance accounted for by the C
factor in the simplexes of actual data in Tables 3.1 to 3.3 should
reflect the upper limits of the heritabilities in the broadest sense,
i.e., the proportion of total variance attributable to all genetic
factors and in part to the covariance of genetic and environmental
factors (see Equation A.6 in the Appendix on Heritability). One
would expect a quite large covariance component in scholastic
achievement, and would expect it to increase over the course of
schooling. The squared first principal components would yield
inflated estimates of broad heritability to the extent that the C
factor also includes non-genetic constitutional factors and any
constant environmental effects over the course of development.
Intelligence thus can be thought of psychologically as that aspect
of mental ability which consolidates learning and experience in an
integrated, organized way, relating it to past learning and encoding
it in ways that permit its retrieval in relevant new situations. The
products of learning become an aspect of intelligence (or are
correlates of intelligence) only when they are organized and
retrievable, generalizable and transferable to new problem situations.
This is why an adult with, say, only an eighth-grade education
but with an IQ of 140 appears generally brighter and more
capable at most things than a college graduate with an IQ of 110.
It strikes many of those who have observed, taught, worked with,
or employed both kinds of persons, that the advantage, in the long
run, is usually with the person with the higher IQ rather than with
the more education. Some of our social institutions unfortunately
are set up so as to reward education more than intelligence. This
will change, however, with increasing equality of educational
opportunity. Then, not the amount of education, but the amount
of consolidated achievement (i.e., intelligently usable and transferable
knowledge and skills) wTill be the chief criteria for selection
and promotion.
Material that is learned by rote association and repetition may
appear as gains on an achievement test, but it does not necessarily
become consolidated or integrated into the usable, transferable
knowledge that we associate with intelligence.Unless it is constantly
rehearsed, such knowledge acquired by rote quickly fades and is
unretrievable. Anyone who has tried to improve his vocabulary by
memorizing definitions of esoteric words appreciates this fact.
Thus, no one has yet discovered any way of teaching intelligence