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

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Motivational Factors 273 test is or is not really an intelligence test, no matter what the examiner says or how it is labeled, and that this recognition depresses the performance of the Negro pupils. This, too, can be experimentally controlled. A technique that lends itself ideally to this purpose is the free recall of uncategorized and categorized lists, abbreviated FRU and FRC, respectively. The FRU procedure consists of showing the subject twenty familiar and unrelated objects (e.g., ball, book, brush, toy car, gun) one at a time, and after the whole set has been thus exposed, asking the subject to recall as many of the items as he can remember. The same procedure is repeated for five trials, each time presenting the items in a different random order. The subject’s score is the total number of items he recalls correctly on each trial; the items may be recalled in any order that they come to mind. This kind of rote memory, it has been found, shows little or no correlation with IQ. But by a seemingly little change in our set of items, we can turn this procedure into an intelligence test showing a very substantial correlation with standard IQ tests (Glasman, 1968). This is the FRC procedure, which is exactly the same as FRU as regards instructions and requirements of the task. But in FRC the lists are composed of items which can be grouped into several conceptual categories, such as furniture, vehicles, clothing, tableware, etc. The single items, however, are always presented in a random order on each trial without reference to their conceptual categories. The same subjects are never given both FRU and FRC, so there is no basis for any subject’s perceiving one test as being different from the other. Subjects are assigned at random to either the FRU or the FRC test. Both groups have the same examiner, the same instructions, and to all outward appearances the two tests do not differ in content, difficulty, purpose, or demands made upon the subject. There is no reason whatsoever that FRU and FRC should elicit different test-taking attitudes or motivational states. However, subjects who do not spontaneously tend to ‘cluster’ the items of the FRC list into conceptual categories in recalling them, perform no better on FRC than on FRU. The degree to which a subject ‘clusters’ the items conceptually (a tendency which generally increases from the first to the fifth recall trial) is related to the amount he is able to recall. It is both this amount recalled and especially the conceptual clustering tendency itself which are correlated with IQ. When there
274 Educability and Group Differences is little or no clustering, there is also no appreciable correlation with IQ. It then becomes a test of sheer rote memory, which is psychologically quite different from the g factor of intelligence tests. When the FRU and FRC procedures were given to groups of Negro and white fourth graders, what was found First, there was a slight but non-significant (p
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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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8 Multiple and partial correlation
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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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