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

Motivational Factors 215
marked regular increase in clustering from trial 1 to 5, there was
no increase across trials in the Negro group. It is impossible to
account for the lack of a significant Negro-white difference in FRU
and the marked difference in FRC in terms of differences in testtaking
attitudes, motivation, and the like. The racial difference in
this case is clearly attributable to the different cognitive processes
involved in these tests.
T ria ls
Figure 15.2 Amount of clustering in free recall of categorized lists.
There are other tests which do not look anything like the more
usual type of intelligence tests but which in fact correlate with IQ
and also show significant Negro-white differences. The Harris-
Goodenough ‘Draw-a-Man’ test is an example. The child is merely
led to believe this is a test of his drawing ability and is told to draw
a man on a blank sheet of paper. The drawings are scored against
age norms for their degree of maturity. We gave this test to classes
of Negro and white pupils from kindergarten through sixth grade,
removed all identification from the tests, and sent them away for
scoring by an expert who knew nothing of the racial composition
of the samples. At every grade there were substantial differences