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

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the proportion of o\ attributable to genotype x environment interaction (
54 Educability and Group Differences From their detailed and sophisticated re-analysis of relevant intelligence test data by the most advanced methods of biometrical genetics, Jinks and Fulker conclude that these data conform to a simple additive model with dominance8 of intelligence-enhancing genes. The analyses detect a significant level of dominant gene action in the direction of dominance for high IQ, which, they state, is indicative of ‘an evolutionary history of strong directional selection for this measure (IQ)’. (Jinks & Fulker, 1970, p. 347) Genotype-environment correlation, rG£, may contribute to phenotypic variance, but it may well be that much, if not most, of this effect should be included in the genetic variance, because, in part, rGE is a result of the genotype’s selective utilization of the environment. Many micro-environmental influences on the individual are a result of genetic differences as well as a cause of further phenotypic differences. For example, it would be practically impossible to create for, or impose upon, the average child as musically stimulating an environment as that experienced by, say, a Mozart. Jinks and Fulker recognize this problem with respect to intelligence, as follows: An innately intelligent person may well select his environment so as to produce positive rWHWE [i.e., heredity-environment correlation within families], and likewise a dull person may produce the same correlation by selecting less stimulating features of his environment. But is not this a more or less inevitable result of genotype To what extent could we ever get a dull person to select for himself an intellectually stimulating environment to the same extent as a bright person might Even when these correlations exist because of the pressure of others on an individual, it is not clear to what extent the correlation can be manipulated. Perhaps it can to some extent by such drastic procedures as intensively coaching the dull, and drastically depriving the intelligent, but the effect on the correlation is still not entirely clear. (Jinks & Fulker, 1970, p. 323) GENES AND DEVELOPMENT A common misconception often arises in connection with standards such as the following from an article by Dreeben (1969): ‘First, genetic forces and environmental forces operate on two distinct dimensions of time. Genetic effects are established when an ovum
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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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104 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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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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