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

Intelligence and Educability 85
model The S values, of course, are no problem; they are simply
the achievement measurements taken at different times. They are
composed of consolidated gains, CG, plus unconsolidated gains,
G, plus random errors of measurement, e.
The consolidation factor, C, is a variable which is more or less
intrinsic to the individual; it is that aspect of individual differences
in S values in the population at any cross-section of development
which may be attributed to genetic and constitutional factors
(which are not distinguishable in this model per se). The term
consolidation as used here does not refer to the consolidation of
short-term memory traces into long-term storage, but to the
assimilation of experience (i.e., learning) into cognitive structures
which organize what has been learned in ways that subsequently
permit quick and adequate retrieval and broad transfer of the
learning in new relevant situations. Stated in simplest terms, C
is the process of understanding what one has learned. It is ‘getting
the idea’, ‘catching on’, having the ‘Aha!’ experience that may
accompany or follow experiencing or learning something, and the
relating of new learning to past learning and vice versa. When
learning takes place without C acting upon it, it is less retrievable
and much less transferable for use in solving problems that are
more or less remote from the original learning situation. C is what
is generally meant by the term intelligence, but it can be manifested,
observed, and measured only through its interaction with experience
or learning. There can be learning without intelligence (i.e.,
without C) but intelligence cannot be manifested without learning.
In our simple model we have represented the capacity for consolidation
as a constant value for each individual; this is not an essential
feature, although a more or less constant rank order of individuals’
C values is essential. On the average, over the life span the C value
probably increases up to maturity, levels off at maturity, and
gradually declines in old age. Our concept of C comes very close
to R. B. Cattell’s concept of fluid intelligence. All intelligence tests
measure S, but some tests reflect more of the C component (which
Cattell would call tests of fluid intelligence) and some reflect more
of the G component (which Cattell would call tests of crystalized
intelligence) (see Cattell, 1971, Ch. 5).
The gain factor, G, consists of experience or learning and
unconsolidated (or rote) memory of such learning. But is G properly
represented as a random variable in our model Consider the