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

124 Educability and Group Differences
ability and not upon reading per se. For example, in the fourth
grade sample, the correlation between the Lorge-Thorndike Verbal
and Non-verbal IQs is 0-70. The correlation between Verbal IQ
and the Paragraph Meaning Subtest of the Standard Achievement
Test is 0*52. The correlation between the Non-verbal IQ and
Paragraph Meaning is 0-47. Now we can ask: What is the correlation
of Verbal IQ and Paragraph Meaning when the effects of
Non-verbal IQ are partialled out, that is, are held constant The
partial correlation between Verbal IQ and Paragraph Meaning
(holding Non-verbal IQ constant) is only 0-29.
The following forms of the Lorge-Thorndike Intelligence Tests
were used:
Level 1, Form B
Grades K-l
Level 2, Form B Grades 2-3
Level 3, Form B. Verbal and Non-verbal Grades 4-6
ACHIEVEMENT TESTS
Stanford Achievement Tests
Scholastic achievement was assessed by means of the so-called
‘partial battery’ of the Stanford Achievement Tests, consisting of
the following subtests: Word Meaning, Paragraph Meaning,
Spelling, Word Study Skills, Language (grammar), Arithmetic
Computation, Arithmetic Concepts, and Arithmetic Applications.
The Stanford Achievement battery was administered in grades 1
through 6.