Policy Implications of the IQ Controversy

Nichols, Robert C.

doi:10.2307/1167242

Cited by 6 publications

(5 citation statements)

References 69 publications

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“…It should be quite clear to everyone by now that one cannot properly speak of the heritability of IQ (or any other trait), although one can legitimately speak of the range and central tendency of the empirical estimates of heritability of a certain trait in a given population. My own position on this is essentially in agreement with the conclusions of the most recent reviewers of this growing body of evidence on the heritability of intelligence (e.g., Nichols 1979;Vernon 1979;Willerman 1979). The latest, most comprehensive review, emphasizing the most recent research, states, "Although we conclude that the new mental test data point to less genetic influence on IQ than do the older data, the new data nonetheless implicate genes as the major systematic force influencing the development of individual differences in IQ.…”

Section: Genetics and Heritability Of Iq And Group Differencessupporting

confidence: 85%

Error and bias in the selection of data

Rosenthal

1980

Behav Brain Sci

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Section: Genetics and Heritability Of Iq And Group Differencessupporting

confidence: 85%

Error and bias in the selection of data

Rosenthal

1980

Behav Brain Sci

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“…Females score higher on verbal ability and memory tests, while males do better on numerical tests (Halpern 2011; Nichols 1978), at least at early ages. However, the reversal in the gender difference in measured verbal ability and the increasing gender difference in memory ability are attributable to much larger gender education disparities for earlier than for later cohorts.…”

Section: Correlates Of Cognition In Chinamentioning

confidence: 95%

Cognitive Ability: Social Correlates and Consequences in Contemporary China

Huang

Xie

2015

Chinese Sociological Review

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In this paper, we describe the measurement of cognitive ability in the China Family Panel Studies (CFPS), especially for verbal skill, mathematical skill, memory, and quantitative reasoning. The available CFPS cognitive measurements can be useful for studies on the importance of cognitive ability in many substantive domains of interest. Using the CFPS data, we show that measures of cognitive ability are clearly related to key demographic and social characteristics, such as age, gender, education, and hukou status. We also illustrate how cognitive ability influences school performance and deviant behaviors among children, income and political capital among adults, and daily functioning among the elderly.

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“…If h2 were 100% of the variance in true scores, then we would have little hope of altering the trait -that is, by environmental differences such as found in our culture (Nichols, 1978). In theory, if we had some effective treatment available which was hardly ever found in our culture, we might hope to improve the trait, regardless of the present heritability.…”

Section: Part 3: Special Problems Of Fairness For the Handicappedmentioning

confidence: 96%

Tests and Decisions for the Handicapped: a Guide to Evaluation Under the New Laws

Page

1980

J Spec Educ

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Educational law is one thing; educational action is quite another. Between the two events, the passing of a law and the behavior of the school, must occur a chain of intermediate events: the interpretation of the law in terms of practice; the study of the feasibility of the interpretation; the successive adjustments, reorganizations, retrainings, and redesign of administrative procedures; the self-monitoring and reporting -the reality testing. Early in this process (if not before the law is written), there should be careful consideration of the law's provisions in terms of what is currently known. The present study seeks to be such a consideration, from a limited point of view, of P.L. 94-142. Of particular concern is Sec. 615-5c, which mandates that the participating states and their local agencies will develop: Procedures to assure that testing and evaluation materials and procedures utilized for the purposes of evaluation and placement of handicapped children will be selected and administered so as not to be racially or culturally discriminatory. Such materials or procedures shall be provided and administered in the child's native language or mode of communication, unless it clearly is not feasible to do so, and no single procedure shall be the sole criterion for determining an appropriate educational program for a child.

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Policy Implications of the IQ Controversy

Cited by 6 publications

References 69 publications

Error and bias in the selection of data

Error and bias in the selection of data

Cognitive Ability: Social Correlates and Consequences in Contemporary China

Tests and Decisions for the Handicapped: a Guide to Evaluation Under the New Laws

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