Some Differential Abilities of Northern Canadian Native Youth1

MacArthur, R.S.

doi:10.1080/00207596808246642

Cited by 35 publications

(13 citation statements)

References 11 publications

(1 reference statement)

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“…This appeal to face validity gains credence from the fact that groups who obtain lower average scores also seem to be less well exposed to the majority culture. Critics of this position can point to certain exceptions, such as Eskimos, who do not score low (MacArthur, 1968), and American Indians, who score higher than blacks on the average, in spite of seemingly greater cultural isolation (Coleman et al, 1966).…”

Section: Cultural Bias Of Intelligence Testsmentioning

confidence: 97%

Policy Implications of the IQ Controversy

Nichols¹

1978

Review of Research in Education

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Section: Cultural Bias Of Intelligence Testsmentioning

confidence: 97%

Policy Implications of the IQ Controversy

Nichols¹

1978

Review of Research in Education

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“…Moreover, other studies found that American Indians and East Asians averaged higher in IQ than Blacks, even though they averaged lower on these proposed causal factors (Coleman et al, 1966, p. 20). Another example comes from the Inuit, who live above the Arctic Circle and have higher average IQs than do either American or Jamaican Blacks (Berry, 1966;MacArthur, 1968) even though their socioeconomic conditions are extremely poor and unemployment is high (P. E. Vernon, 1965Vernon, , 1979.…”

Section: Section 11: Mean Race-iq Differences and Human Originsmentioning

confidence: 99%

Thirty years of research on race differences in cognitive ability.

Rushton¹,

Jensen²

2005

Psychology, Public Policy, and Law

375

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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“…This is particularly evident in comparisons between traditional and transitional groups. In comparing the intellectual performance of white Canadian children with transitional Eskimo and Indian Metis school children, MacArthur (1968) found that non-verbal tests, such as EFT, have "practical value ... in assessing the general intellectual potential ... to develop abilities likely to be used in adapting to a more school-based technological way of life". In an industrial training experiment, Dawson (1967a) found that some tribesmen working in Sierra Leone mines could be taught unfamiliar three-dimensional perceptual skills and that rate of improvement was correlated with field articulation.…”

Section: The Behavioral Referents Of Field Articulate Cognitive Stylementioning

confidence: 99%

A Cross-National Study of Cognitive Style Among Managers and Technicians

Gruenfeld

MacEachron

1975

International Journal of Psychology

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This study explains differences among managers and technicians in twenty‐two non‐western countries in terms of the field articulation cognitive style. A review of the behavioral referents of the field articulate cognitive style suggested that this variable is appropriately related to occupational interests and tasks and adaptability to industrial technique. Previous studies also suggested the hypothesis that socioeconomic status variables are related to both cognitive style and national or cultural differences. This hypothesis was confirmed using both the EFT and the RFT as measures of field articulation in a group of three hundred twenty‐nine managers and technicians representing twenty‐two non‐western developing countries. Several explanations of these findings are discussed in terms of functional requirements for adult roles in a society and in terms of the relative affluence or level of poverty.

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Some Differential Abilities of Northern Canadian Native Youth1

Abstract: Capacitis diffirentielles des jeunes indigines nord-canadiens. -L'A. pense 207-229.of Education, 1962, 337-352.

Cited by 35 publications

References 11 publications

Policy Implications of the IQ Controversy

Policy Implications of the IQ Controversy

Thirty years of research on race differences in cognitive ability.

A Cross-National Study of Cognitive Style Among Managers and Technicians

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