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

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Appendix on Heritability 369 The distinction between the h2 as defined by Equations A.5 and A.6 is seldom made explicit in the literature and depends upon the method used for estimating h2. Generally, CowGE is included in h2 (i.e., formula A.6), either on the assumption that the covariance is due to the genotype and/or because the particular method of estimating h2 does not permit separation of VGand Co vGE. BETWEEN- AND W ITHIN-FAM ILY COMPONENTS For reasons that will become apparent in the following section, it is useful to partition both the genetic variance, VG, and the environmental variance, VE, each into two components, one due to differences between families and one due to differences within families: Vg = VGb + VGw where VGg = genetic variance between families Vq = genetic variance within families. (A.7) This formula reflects the fact that there are genetic differences between the average value of the trait measurement of different families in the population and also genetic differences among the offsprings within each family. Ve = VEb + VEw (A. 8) where VF = environmental variance between families 3 V F = environmental variance within families. Formula A.8 reflects the idea that there are systematic environmental differences between families which make for differences between families on the trait in question but do not make for differences among offsprings reared together in the same family; this is Vr B . And there are differential environmental influences within families which make for differences among offsprings reared together in the same family; this is VEw. These environmental effects, VEb and VEw, can occur at any time after the moment of conception; some are prenatal, some are postnatal; some are associated with biological factors, such as nutrition and disease; some are psychological, social, and cultural.
370 Educability and Group Differences HOW h 2 IS EMPIRICALLY OBTAINED Obviously one cannot measure the various components of VP directly. So they must be estimated indirectly. The indirect estimates are made from correlations (or covariances) among persons of differing degrees of kinship. The correlation between individuals (who are paired or grouped according to some degree of relationship, such as being reared together, or being twins, or siblings, or cousins, etc.) can be represented in terms of the various components of total variance which the individuals have in common. In general, the correlation, r, is Variance Components in Common Total Variance Thus, we can theoretically represent the correlations for different degrees of kinship in terms of variance components. For example, the highest degree of relatedness is the case of identical or monozygotic (one-egg) twins reared together (MZT). The correlation between such twins, rMZT, is: Vg + Ve + VGE +CovGE -MZT = — ----- B t/ " £ ................ (A. 10) V p The correlation between monozygotic twins who are separated and reared apart in uncorrelated environments, rMZA, is: * M Z A = y p (A.ll) To the extent that the genotype influences or selects the environment, some indeterminate part of CovGE will be included in the numerator of Equation A .ll. The correlation between fraternal or dizygotic (two-egg) twins or singleton siblings reared together is approximately: VGb + VEb +CovGE /a _ rDZT or rST — y (A.12) The correlation between dizygotic twins or siblings reared apart is approximately: d za or rSA = y * (A. 13)
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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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244 Educabilty and Group Difference
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14 Teacher expectancy Credence in t
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Page 363 and 364: 20 Recapitulation The study of abil
Page 377 and 378: Appendix on Heritability Heritabili
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Page 387 and 388: References a in s w o r t h , m . d
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Page 413 and 414: Author Index 401 Warren, B. L., 120
Page 415 and 416: cultural deprivation, 258 culture-b
Page 417 and 418: Making Xs Test of speed and persist
Page 419 and 420: Stanford-Binet Intelligence Scale,
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