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

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406 Subject Index pursuit rotor learning, 326 Pygmalion in the Classroom, 260-2 Pygmies, 135 race definitions of, 130 of examiner, 270, 326 social v. biological criteria, 219- 220 racial admixture, in individuals, 224-7 admixture, in populations, 220-2 alienation, 187, 200 differences in intelligence, 2, 158-201 differences in physical characteristics, 131 discrimination, 186-7 genetic differences, 5, 33 hybrids, 219-22 racism, 7, 10-11, 31, 39, 41 random mating, 199 Raven’s Progressive Matrices, 77, 97, 197, 210, 248, 250, 301-2, 304, 308-10, 314, 319, 360 reaction range of IQ, 164, 198 reaction time, 324 readiness, 91, 96-7, 364-5 recombination of genes, 7-8 regressed true scores, 120 regression to the mean, 118-19, 185, 239 reliability, see measurement error reproductive casualty, 341-8 research taboos, 5 retardation (mental), 17, 35, 67, 151, 332, 342-3, 363 lead poisoning, 340 malnutrition, 333 rote memory, 251, 274 tests of, 303-4 Russell, B., 4 scholastic achievement, 238 contrasted with intelligence tests, 90 demographic correlates, 256 family influences, 210 IQ, 72, 355 non-verbal intelligence, 258 white-Negro difference, 210 schooling, inequalities, 255-9 scientific proof, truth, 4, 5 segregation of genes, 7-8 self-concept, self-esteem, 245-6,266 self-fulfilling prophesy, see expectancy, Pygmalion sensori-motor differences, 321-9 sensori-motor stage, 312 sex of examiner, 326 siblings, 9, 232 correlations, 92, 107-12, 120 (height and weight, 110) differences, 333, 339-40 reared apart, 370 regression, 117-19 simplex, 81, 83, 87, 102 skin color assortative mating for, 222-4 brain biochemistry, 226-7 IQ, 222-4 measurement of, 229 social allocation models, 190 social class differences, see socioeconomic status social mobility, 236 social threat, 268 Society for the Psychological Study of Social Issues (SPSSI), 161, 195, 219, 291, 351 socioeconomic status (SES), 235, 251 differences in, 16, 358-9, and intelligence, 151,' 236 (genetic component of, 117) and personality traits, 152 ‘sociologist’s fallacy’ (partialling fallacy), 235 Speed and Persistence Test (Making Xs), 121 standard error of genetic value, 46 standard score (z), 318 standardization of tests, 293 Stanford Achievement Tests, 95, 102, 124, 248 heritability of, 113
Stanford-Binet Intelligence Scale, 270, 337 in black ghetto dialect, 280, 360 Street Gestalt Test, 301 teachers’ judgments of IQ, 263 Terman gifted, 13, 169-71, 178, 198 offspring’s IQ distribution, 171 test anxiety, 327 thalidomide babies, 290 threshold hypothesis, 175-9 transfer of training, 75 transformation of IQ scale, 213-14, 217 transplant experiment, 140 true scores, 195 twins, 77, 103-7, 127, 232, 370 correlation formula based on differences, 195 IQ differences, 162-3 language development, 284 reared apart, 161-3, 172, 306 race differences, 161 (in frequency of twin births, 289-90) typological thinking, 7-8
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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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1 4 16 24 16 ^ I 1 2 1 2 6 6 2 1610
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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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ig Physical environment and mental
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20 Recapitulation The study of abil
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Page 377 and 378: Appendix on Heritability Heritabili
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Page 417: Making Xs Test of speed and persist
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