Report of an interview with the inventor of the neural efficiency analyzer, reputed to be the first successful culture-free measure of native intelligence. (Author)

Summarizes Arthur Jensen's theories on IQ, heritability, and Black intelligence and reviews some responses to Jensen. (JLF)

It was concluded that while the correlations between the full and abbreviated WISC are consistent with previous research, the many discrepancies in levels of intelligence suggest that the abbreviated administration is of questionable validity when used with black children. (Author)

This paper examines the implications of recent theory and research in cognitive psychology for the understanding and assessment of intelligence. Three major themes are developed. The first has to do with how changes in the social and educational climate for testing can influence the conception of intellectual compentence and the technology of…

Second generation, middle-class, Black youth and middle-class White youth completed the Stanford Binet, WISC-R, or the WAIS. Results indicated that Black youth exceeded the White sample mean on the Stanford Binet and the WISC-R. Previous intelligence differences may have reflected educational and socioeconomic differences. (Author/RC)

Relationships between intelligence test scores and measures derived from reaction time and perceptual speed procedures were investigated. Only three reaction time measures produced correlations greater than .25 with a general intelligence factor. Test-retest reliability of reaction time measures was low. The reaction time-intelligence relationship…

Until the 1970s, there were few signs of change in the historic difference of one standard deviation between average ability or achievement test scores of black and white students. From 1970 to the mid-to-late 1980s, there was a substantial convergence of the average achievement test scores of blacks and whites. From the mid-to-late 1980s to 1992,…

Correlations between McCarthy Scales of Children's Abilities and teachers' ratings of academic achievement were investigated. McCarthy Scales are useful in predicting achievement of normal children, but further research is needed with learning disabled students. Use of teachers' rating scales with low functioning children is discussed in light of…

Issues pertaining to racial-ethnic differences in intelligence are addressed with regard to group-discrepancy misconceptions, profiles of abilities, historical context, factors associated with racial-ethnic differences, educational implications, and alternative methods of assessment. (Author/MMU)

Asian-American, White, and Black Children in grades 2-6 were tested for intelligence, achievement, and short-term memory. Factor analysis yielded two main factors: memory and general intelligence. The three groups differed distinctly at every grade level. Achievement correlated more with memory than with general intelligence. (Author/CP)

In this address, Jensen discusses his views on the effects of heredity and environment on human intelligence, in an attempt to clarify his original statements on this subject. Since his article appeared in the "Harvard Educational Review" in 1969, the term "Jensenism" has accrued a variety of meanings through popular usage (according to Jensen)…

Discusses the most widely used individual intelligence tests: Wechsler Intelligence Scale for Children (WISC) and Stanford-Binet Intelligence Scale (Form L-M). Covers what the tests measure; psychometric or technical properties of the tests; and how test results are used. (JOW)

This book is organized in nine parts, as follows. Part I, "Preface," includes an account of how the author went from the rather esoteric research on theoretical problems in serial rote learning to research on the inheritance of mental abilities and its implications for education. Part II, "How Much Can We Boost IQ and Scholastic Achievement?," is…

Rank-difference correlations between Memory-for-Designs test, Wechsler Intelligence Scale for Children (WISC), and Wide Range Achievement Test scores for two classes of educable mentally retarded children showed high negative correlations between Memory-for-Designs and WISC Full Scale IQs. Visual memory accounted for 84 percent of variance in…

Regression lines for the prediction of Wide Range Achievement Test (WRAT) scores by Wechsler Intelligence Scale for Children (WISC) and WISC Revised (WISC-R) intelligence quotients were compared across race, by the Potoff technique. Subjects were 36 black and 30 white children who were referred for psychological evaluation because of learning or…