Finds that the available data for the heretability of intelligence is inadequate to settle the question conclusively. Argues that the benefits of diversity can only be realized if equality of opportunity is complimented by equality of status. (EH)

Trotman responds to two criticisms of her previous research (EJ 168 902) on racial differences in intelligence and achievement. She clarifies the conclusions criticized by Longstreth (TM 503 913) and criticizes the conclusions reached by Wolff (TM 503 914). (BH)

The author reexamines the controversy surrounding his genetic hypothesis in an attempt to clarify his contention that differences in IQ scores between blacks and whites may be attributable as much to heredity as environment. (EH)

In an investigation of racial differences on an "intelligence" test containing items specific to the Black environment, black subjects had a higher mean score than white subjects and there was no positive correlation between the Black Intelligence Test and the Shipley Institute of Living Scale, a traditional intelligence test. Thus, racial…

Trotman (EJ 168 902) indicated that Black and White families of similar socioeconomic status differ widely in intellectual home environment, and suggested the nonutility of socioeconomic status as a control in racial comparisons of IQ. The validity of Trotman's conclusions is questioned, both for methodology and results. (Author/BH)

Groups of 270 Black and 270 White children drawn from the national stratified random sample used in the standardization of the Wechsler Intelligence Scale for Children-Revised (WISC-R) were matched on age, sex, and WISC-R Full-Scale Intelligence Quotient to facilitate investigation of the patterns of specific cognitive abilities. (Author)

Trotman's study (EJ 168 902) correlating child rearing in Black and White samples to children's achievement and intelligence is criticized. Trotman made several erroneous conclusions, and did not add important information about the nature nurture controversy as it applies to racial differences in intelligence. (Author/BH)

Contents of this symposium comprises: Introduction (W. B. Dockrell); The Genetics of Intelligence (Sir C. Burt); Structuring Mental Acts (P. R. Merrifield); A "Piagetian" Test of Cognitive Development (R. D. Tuddenham); The British Intelligence Scale (R. W. Warburton); Intelligence (P. E. Vernon); Hierarchical Theories of Mental Ability…

Analyzes racial differences in status attainment by examining the extent to which initial attainment differences are accounted for by theoretically related variables and the extent to which the entire attainment process differs between uses, using data from a recent longitudinal sample of the U.S. high school population. (Author/JM)

Reviewed are findings in the literature of racial differences in intelligence which are consistent in revealing "real differences in test performance between Negroes and whites." The interpretation that these racial differences are due to cultural bias in the tests is denied. A discussion of the genetic vs. environmental etiology of the…

Examines national data sets of cognitive scores for intellectual dysgenesis by considering race, socioeconomic status, and ability-related changes in test scores over time. The analysis did not support the dysgenic hypothesis; however, it indicates a convergence of the various segments of U.S. society. (MMU)

The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…

The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…

The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…