Addresses the theoretically important question of whether g is merely an artifact of the method of constructing psychometric tests and the mathematical operations of factor analysis or whether it has an authentic claim to represent some natural phenomenon that exists independently of psychometrics and factor analysis. (Author/ABB)

Some of the key problems of educational equality -- equality of opportunities and inequality of performance; individual differences vs. group differences, coping with group inequality -- are made explicit. (Author/KM)

A large number of national and geographic population samples were used to test the hypothesis that the variation in mean values of skin color in the diverse populations are consistently correlated with the mean measured or estimated IQs of the various groups, as are some other physical variables, known as an ecological correlation. Straightforward…

This paper summarizes empirical findings of research on a theory of general mental ability, based on laboratory studies of the relationship between measurements of individual differences on conventional psychometric tests and in speed and efficiency of information processes. The paper covers characteristics of "g" (general mental ability),…

This study investigated whether a unitary elemental process or several independent processes underlie psychometric "g" (factor of general intelligence). Results with 101 college students administered 2 intelligence tests and a large battery of elementary cognitive tasks suggest that as many as 4 independent components make up…

A large battery of various tests of intelligence, scholastic achievement, and short-term memory was administered to some 2,000 white, Negro and Mexican-American pupils in grades 4, 5, and 6 in a largely agricultural school district in the central valley of California. (Author)

The hypothetical idea of a perfectly pure psychometric "g" is empirically unattainable. Because the unity of "g" cannot be proved or disproved by factor analysis, the unitary "g" hypothesis represents a parsimonious assumption. J. B. Carroll's (1991) analysis demonstrates the relationship between psychometric and…

An examination of the implications of attempting to reconcile philosophical beliefs concerning equality of opportunity with observed differences in equality of performance, which argues that there can be no real escape from inequality. Efforts to ignore, deny, or cope with the issue of group differences and group inequality must exact a price,…

Measurements of various parameters derived from different reaction time (RT) paradigms are found to be correlated with psychometric measurements of general mental ability. Such RT-derived measurements, when combined in a multiple regression equation, predict some 50 percent or more of the variance in intelligence. This relationship of intelligence…

Longstreth's critique of Jensen's research on the relationship of IQ to individual differences in visual reaction time (RT), measured in the Hick paradigm, is said to have numerous errors of fact and interpretation, some trivial and some of theoretical importance. (Author/LMO)

The author recounts his experiences investigating alleged fraud by Cyril Burt (1976) in his work on the genetic foundations of human intelligence. The evidence fails to prove Burt guilty, and his assertions about the genetic factors of individual differences in intelligence are finding corroboration in contemporary psychology. (SLD)

Measurements derived from reaction time, movement time, and an index of neural adaptability derived from averaged evoked potentials are significantly related to each other as well as to g factor scores extracted from a battery of 15 psychometric tests in a sample of 54 severely retarded adults. (Author/RD)

The effects of controlling for individual differences in simple reaction time (RT) on the correlations of choice RT and discrimination RT with intelligence quotient were studied for 213 male college students. Simple RT was controlled by subtraction, partial correlation, and multiple correlation. (SLD)

Two studies with 658 white and 353 African-American elementary school children performing reaction time tasks are offered in support of Spearman's hypothesis about the relative size of the mean African-American-white differences on mental tests as a function of the tests' loadings on psychometric "g." (SLD)