Performance on Raven's Matrices by African and White University Students in South Africa

Rushton, J. Philippe; Skuy, Mervyn

doi:10.1016/s0160-2896(00)00035-0

Cited by 64 publications

(57 citation statements)

References 6 publications

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“…The g factor accounted for the greatest amount of variance in all groups, and its loadings differed little by ethnicity. Thus, the factor structure of cognitive ability is nearly identical for Blacks and for Whites, as was found in the studies by Owen (1992) and Rushton and Skuy (2000;Rushton et al, 2002 comparing Africans, East Indians, and Whites on the item structures of tests described in Section 3. There was no "Factor X" specific to race.…”

Section: Section 2: the Two Conflicting Research Programssupporting

confidence: 62%

“…This hypothesis of internal bias has been tested. The psychometric studies by Owen (1992) on thousands of high school students, and by Rushton and Skuy (2000;Rushton et al, 2002 on hundreds of university students, found almost identical item structures in Africans, Whites, and East Indians on the Progressive Matrices. Items found difficult by one group were difficult for the others; items found easy by one group were easy for the others (mean rs ϭ .90, p Ͻ .001).…”

Section: Section 2: the Two Conflicting Research Programsmentioning

confidence: 96%

“…Rushton and Skuy (2000) found 173 African 1st-year psychology students averaged an IQ equivalent of 84. Skuy et al (2002) tested another 70 psychology students who averaged an IQ equivalent of 83.…”

Section: Section 2: the Two Conflicting Research Programsmentioning

confidence: 99%

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Thirty years of research on race differences in cognitive ability.

Rushton¹,

Jensen²

2005

Psychology, Public Policy, and Law

376

405

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The culture-only (0% genetic-100% environmental) and the hereditarian (50% genetic-50% environmental) models of the causes of mean Black-White differences in cognitive ability are compared and contrasted across 10 categories of evidence: the worldwide distribution of test scores, g factor of mental ability, heritability, brain size and cognitive ability, transracial adoption, racial admixture, regression, related life-history traits, human origins research, and hypothesized environmental variables. The new evidence reviewed here points to some genetic component in Black-White differences in mean IQ. The implication for public policy is that the discrimination model (i.e., Black-White differences in socially valued outcomes will be equal barring discrimination) must be tempered by a distributional model (i.e., Black-White outcomes reflect underlying group characteristics). Section 1: BackgroundThroughout the history of psychology, no question has been so persistent or so resistant to resolution as that of the relative roles of nature and nurture in causing individual and group differences in cognitive ability (Degler, 1991;Loehlin, Lindzey, & Spuhler, 1975). The scientific debate goes back to the mid-19th century (e.g., Galton, 1869;Nott & Glidden, 1854). Starting with the widespread use of standardized mental tests in World War I, average ethnic and racial group differences were found. Especially vexing has been the cause(s) of the 15-point Black-White IQ difference in the United States.In 1969, the Harvard Educational Review published Arthur Jensen's lengthy article, "How Much Can We Boost IQ and School Achievement?" Jensen concluded that (a) IQ tests measure socially relevant general ability; (b) individual differences in IQ have a high heritability, at least for the White populations of the United States and Europe; (c) compensatory educational programs have proved generally ineffective in raising the IQs or school achievement of individuals or groups; (d) because social mobility is linked to ability, social class differences in IQ probably have an appreciable genetic component; and tentatively, but most controversially, (e) the mean Black-White group difference in IQ probably has some genetic component. Jensen's (1969) article was covered in Time, Newsweek, Life, U.S. News & World Report, and New York Times Magazine. His conclusions, the theoretical issues they raised, and the public policy recommendations that many saw as stemming directly from them were dubbed "Jensenism," a term which entered the J. Philippe Rushton, Department of Psychology, The University of Western Ontario, London, Ontario, Canada; Arthur R. Jensen, School of Education, University of California, Berkeley.Correspondence concerning this article should be addressed to J. Philippe Rushton, Department of Psychology, The University of Western Ontario, London, Ontario N6A 5C2, Canada. E-mail: rushton@uwo.ca Psychology, Public Policy, and Law 2005, Vol. 11, No. 2, 235-294 Copyright 2005 by the American Psychological Association 1076-8971/0...

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Section: Section 2: the Two Conflicting Research Programssupporting

confidence: 62%

Section: Section 2: the Two Conflicting Research Programsmentioning

confidence: 96%

See 1 more Smart Citation

Thirty years of research on race differences in cognitive ability.

Rushton¹,

Jensen²

2005

Psychology, Public Policy, and Law

376

405

View full text Add to dashboard Cite

show abstract

“…As suggested by Rushton and coauthors (e.g., Rushton, Bons, Vernon, & Cvorovic, 2007;Rushton, Skuy, 2000;Rushton, Skuy, & Fridjohn, 2003), group differences in IQ can be better described on the basis of an analysis at item level. Despite the fact that it may be open to criticisms (for a debate see Rushton and Jensen, 2010;Wicherts and Johnson, 2009) the method can offer further information useful in the present context.…”

Section: Mt-advanced Datamentioning

confidence: 99%

The mean Southern Italian children IQ is not particularly low: A reply to R. Lynn (2010)

et al. 2010

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Working with data from the PISA study (OECD, 2007), Lynn (2010) has argued that individuals from South Italy average an IQ approximately 10 points lower than individuals from North Italy, and has gone on to put forward a series of conclusions on the relationship between average IQ, latitude, average stature, income, etc. The present paper criticizes these conclusions and the robustness of the data from which Lynn (2010)

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“…Te Nijenhuis et al describe how Rushton tested Spearman's hypothesis in a series of studies at the item level using the various versions of Raven's Progressive Matrices (RPM) in Africa and in Serbia [11][12][13][14][15]. The g loadings of items were operationalized as the items' correlation with the total score on the RPM, which has a strong correlation with the general factor of intelligence.…”

Section: Introductionmentioning

confidence: 99%

Spearman’s Hypothesis Tested on Black Adults: A Meta-Analysis

Nijenhuis

Hoek

2016

J. Intell.

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Blacks generally score significantly lower on intelligence tests than Whites. Spearman's hypothesis predicts that there will be large Black/White differences on subtests of high cognitive complexity, and smaller Black/White differences on subtests of lower cognitive complexity. Spearman's hypothesis tested on samples of Blacks and Whites has consistently been confirmed in many studies on children and adolescents, but there are many fewer studies on adults. We carried out a meta-analysis where we collected the existing tests of Spearman's hypothesis on adults and collected additional datasets on Black and White adults that could be used to test Spearman's hypothesis. Our meta-analytical search resulted in a total of 10 studies with a total of 15 datapoints, with participants numbering 251,085 Whites and 22,326 Blacks in total. For all these data points, the correlation between the loadings of a general factor that is manifested in individual differences on all mental tests, regardless of content (g) and standardized group differences was computed. The analysis of all 15 data points yields a mean vector correlation of 0.57. Spearman's hypothesis is confirmed comparing Black and White adults. The differences between Black and White adults are strongly in line with those previously found for children and adults; however, because of lack of access to the original data, we could not test for measurement invariance.

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Performance on Raven's Matrices by African and White University Students in South Africa

Cited by 64 publications

References 6 publications

Thirty years of research on race differences in cognitive ability.

Thirty years of research on race differences in cognitive ability.

The mean Southern Italian children IQ is not particularly low: A reply to R. Lynn (2010)

Spearman’s Hypothesis Tested on Black Adults: A Meta-Analysis

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