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

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Race Differences in Intelligence 197 correlation of home environment and child’s IQ was 0-29; that is, about 9 percent of the IQ variance was attributable to variance in home environments, independently of the intelligence of the foster parents. The SD of these environmental effects thus would be equivalent to 4-39 IQ points and the total reaction range of home environments on IQ would be approximately this value multiplied by the number of SDs in a normal distribution, or 4-39 x 6 = 26*34 IQ points. (If the indirect effects of foster parents’ IQ is included with the direct effects of home environment, the total reaction range is 36 IQ points.) The occupational status of the foster parents in Burks’ study spanned a wide range, from professional to unskilled labor, although a majority were in occupations that would be classified as middle- and upper-middle SES. The reaction range of 26 means, in effect, that improvement of a child’s home environment (without changing his parents’ IQs) would raise the IQ 26 points for those children who shortly after birth are moved from the most unfavorable environment in a thousand to the most favorable environment in a thousand. A gain of 36 points would occur if, in addition, the child exchanged the ‘worst’ parents in a thousand for the ‘best’ parents in a thousand. 8. A comparison of large representative samples of Negro and white school children in a California school district showed them to differ by 0*61 sigmas on the Home Index (Gough, 1949), a 25-item inventory of the child’s home environment and SES (Jensen, 1971b). On a non-verbal intelligence test (Raven’s Progressive Matrices) these same Negro and white samples differ by 1*07 sigmas. 9. In predicting offspring values from parental values, the narrow heritability (h„) is used, since its value is the proportion of total phenotypic variance which is ‘additive’, that is, which breeds true and accounts for resemblance between parents and children. Theoretically, h%is defined as the correlation between midparent and midoffspring. In estimating total non-genetic or environmental variance, on the other hand, we use heritability in the broad sense (hI), since this is the proportion of variance attributable to all genetic factors (additive 4- dominance + epistasis). Thus 1—h\ — e1, the proportion of variance due to non-genetic factors. Theoretically, h\ is defined as the correlation between MZ twins reared apart in random (i.e., uncorrelated) environments. 10. These data were plotted in Figure 7.4 by Professor W. Shockley (personal communication, 5 October 1969). It is also interesting to compare the IQs of the offspring of the gifted parents with the IQs of children adopted by gifted parents. Shockley (personal communication) has made the only statistical analyses of this point in
198 Educability and Group Differences Terman’s data, as follows. There were about 100 adopted children but only 18 were given IQ tests, and Terman has not reported their mean. However, it is stated that 6 of the 18 had IQs above 135 and none had IQs above 146. If the distribution of IQs of the adopted children were the same as of the natural offspring, we should expect, among 18 cases, to find 8-1 above IQ 135 and 4-1 above IQ 146. The corresponding obtained frequencies for the adopted children (6 and 0, respectively) fall significantly below the expected frequencies (y2 = 4-65, ^>
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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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