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

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Race Differences in Intelligence 195 NOTES 1. A critique of the SPSSI Council’s statement was published by Jensen (1969c). 2. Obtained scores can be conceived of as analyzable into two components: true-scores plus an error component. The reliability (rtt) of a test is defined as the ratio of true score variance to obtained score variance and the proportion of variance due to measurement error, therefore, is 1 —rtt. Errors of measurement, being random, cancel each other when scores are averaged to obtain a group mean. Adding a random number (half of which are + and half —) to each score in a distribution, where the number of scores is large, will increase the variance of the distribution but will not significantly alter the mean. On the other hand, when the absolute difference (i.e., a difference regardless of its sign, + or —) between a pair of scores is obtained, it includes the measurement error. For example, imagine a set of many pairs of ‘true’ scores (i.e., scores without any error) in which the scores of both members of each pair are identical (although the mean of each pair may differ from the mean of every other pair). The mean of the absolute differences within pairs, therefore, will be zero. Now imagine adding random numbers (i.e., error) to every individual score. Then the mean of the absolute differences within pairs will be some value greater than zero. This value constitutes measurement error. 3. The correlation between twins can be determined from the mean absolute difference |d \ between twin pairs from the following formula where \dk\ — mean absolute difference between kinship members, |dp\ = mean absolute difference between all possible paired comparisons in the general population, and \ir\ M3«r Since the population o for IQ is 15, and the twin difference is 6-60, the above formula yields a value for r = 0-85. Thus, if the genetic variance for IQ = 0-85 x 152 = 191-25, and the error variance is (1—r t)er2 [where rn is test reliability] = (—1-95)152 = 11-25, and the total variance is 152 = 225, then the environmental variance (i.e., the remainder) must equal 22-50, which has a standard
196 Educability and Group Differences deviation of V22-50 = 4-74. Assuming a normal distribution of environmental effects, the mean absolute difference in IQ due to environmental differences is 1-13x4-74 = 5-36. 4. An individual’s estimated true score Xt, is:
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Educability & Group Differences Art
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THE AUTHOR Since 1957 Dr. Arthur R.
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Ediicability and Group ^
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To the memory of Sir Cyril Burt e d
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List o f Tables 3.1 Correlations am
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17.3 Theoretical regression lines b
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2 Educability and Group Differences
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10 Educability and Group Difference
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Subpopulation differences in educab
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2 Current technical misconceptions
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j Intelligence and educability Educ
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Table 3.1 Correlations (decimals om
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Table 3.3 Correlations (decimals om
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100 Educability and Group Differenc
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14 Teacher expectancy Credence in t
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ig Physical environment and mental
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20 Recapitulation The study of abil
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Appendix on Heritability Heritabili
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References a in s w o r t h , m . d
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398 Author Index Davis, A., 300 Dea
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400 Author Index Nichols, R. C., 10
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Author Index 401 Warren, B. L., 120
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cultural deprivation, 258 culture-b
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Making Xs Test of speed and persist
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Stanford-Binet Intelligence Scale,
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