By Sohan Modgil, Celia Modgil
First released in 1987. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra info for Arthur Jensen: Consensus And Controversy
157–68. A. (1981) ‘Level I and Level II: A review’, Educational Psychologist, 16, pp. 45–64. M. (1970) An Investigation of the Educational Implications of Jensen’s Rationale and Techniques for Differentiating between Primary and Cultural Mental Retardation, unpublished doctoral dissertation, University of Texas at Austin. , Consolidated Book Publishers. 4. , Level I abilities), should be considered separately from other broad ability factors. The theory has, however, outlived its usefulness for two reasons.
Stankov, Horn and Roy (1980) compared the factor scores of low, medium, and high SES 14–16-year-olds on factors representing fluid intelligence (Gf), crystallized intelligence (Gc), and short-term acquisition and recall (SAR). Gf and Gc relate to Level II ability, while SAR was intended to represent Level I. , on SAR as well as on Gf and Gc—and the differences were all of about the same magnitude. Subsequently, Jensen (1982) has argued that the results of this study are not as contrary to previous findings as they at first appear.
Poritsky, S. and Sotsky, R. (1971) ‘American children with reading problems can easily learn to read English represented by Chinese characters’, Science, 171, pp. 1264–8. Samuel, W. (1977) ‘Observed IQ as a function of test atmosphere, tester expectation, and race of tester: A replication for female subjects’, Journal of Educational Psychology, 69, pp. 592–604. E. (1974) Instructional Alternatives in Teaching Multiplication, unpublished doctoral dissertation, University of California, Berkeley.
Arthur Jensen: Consensus And Controversy by Sohan Modgil, Celia Modgil