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

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Multiple and Partial Correlation Methods 211 (or first principal component). Although these findings are hardly persuasive in terms of the type of analysis suggested above, since all the relevant parameters have not been precisely estimated in the very same populations, the direction of all of the relationships is such that it would be surprising indeed if a rigorous application of this method would show rRG
212 Educability and Group Differences say. If one assumes a strictly additive model of genetic and environmental effects (that is, no genotypes x environments interaction), and if it is hypothesized that there are no differences, either in means or variances, in the genotypic distributions of Negroes and whites for mental ability, then it follows that the environmental variance must be less in the Negro population. If this is true, the broad heritability of IQ should be higher in the Negro than in the white population, unless we assume that the I.Q. IN TER VAL Figure 8.2 Stanford-Binet IQ distribution of Negro children in five Southeastern states (solid line) and of white children in the 1960 normative sample. (From Kennedy, Van De Reit & White, 1963.) groups differ in the size or direction of the gene-environment correlation which may or may not comprise part of the broad heritability (see Equation A.6 in Appendix on Heritability). But there is no suggestion of this in what little evidence we have. In the study by Kennedy et al. (1963), the Negro and white IQ variances are (12-4)2 = 153-76 and (16-4)2 = 268-96, respectively. If we estimate the heritability of IQs in the white population as 0-80, the white genetic variance is 0-80 x 268-96 = 215-17. But this is greater than the total Negro IQ variance. In fact, the
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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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7 Race differences in intelligence
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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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