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Download as PDF; Printable version; In other projects ... but most now report a standard score with a mean score level of 100. When a test-taker scores higher or ...
On measures of cognitive ability (IQ tests) and school performance, black children in the U.S. have performed worse than white children. At the time of the study, the gap in average performance between the two groups of children was approximately one standard deviation, which is equivalent to about 15 IQ points or 4 grade levels at high school graduation.
More recent research attempting to identify genetic loci associated with individual-level differences in IQ has yielded promising results, which led the editorial board of Nature to issue a statement differentiating this research from the "racist" pseudoscience which it acknowledged has dogged intelligence research since its inception. [151]
Jensen's own research suggests that IQ tests amalgamate two forms of thinking which are hierarchically related but which become differentially distributed in the population according to SES: level 1 and level 2, associative learning and abstract thinking (g), respectively. Blacks do as well as whites on tests of associative learning, but they ...
Race Differences in Intelligence: An Evolutionary Analysis is a 2006 book by controversial race and intelligence writer Richard Lynn.The book reviews selected literature on IQ testing and argues that genetic racial differences exist, with a discussion of the causes and consequences.
Furthermore, some interaction has been found between conscientiousness and intelligence. Conscientiousness has been found to be a stronger predictor of safety behaviour in individuals with a low level of intelligence than in those with a high level. [32] This interaction may also be found in educational and occupational settings in future studies.
Cognitive test scores predict educational performance better than they predict any other outcome, and cognitive testing is pervasive in academics [citation needed].Central policy issues concern the proper role of testing in assessing educational quality and in college admission; efforts to characterize and close the educational achievement gap between racial and socioeconomic groups in the US ...
"How Much Can We Boost IQ and Achievement?" is a 1969 article by Arthur Jensen published in the Harvard Educational Review. [1] Controversy over the article led to the coining of the term Jensenism , [ 2 ] defined as the theory that IQ is largely determined by genes, including racial heritage. [ 3 ]