The Stability of Mental Test Performance Between two and Eighteen Years

Honzik, Marjorie P.; Macfarlane, Jean Walker; Allen, Lucy

doi:10.1080/00220973.1948.11010388

Cited by 178 publications

(82 citation statements)

References 4 publications

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“…Evidence comes from several domains. It has been known for some time that correlations between juvenile and adult IQ increase throughout childhood (Anderson, 1939;Honzik, McFarlane & Allen, 1948), as do correlations between child and parent IQ (Honzik, 1957) and between consecutive testings in childhood (Humphreys & Davey, 1988;Wilson, 1987). Whether increases in the stability of intelligence continue throughout adulthood has been studied less intensively, but the trend does seem to continue, albeit at a decelerated pace (Schuerger & Witt, 1989).…”

Section: The Canalization Of Human Behavior: Intelligencementioning

confidence: 99%

Individual differences and the canalization of human behavior.

Turkheimer¹,

Gottesman²

1991

Developmental Psychology

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Gottlieb (1991) suggests that behavior geneticists and developmental psychologists have underestimated the importance of environmental regulation of species-typical behavior, outlines a theory of how environments and genes interact dynamically as behavior develops, and provides supporting examples from his own and others' laboratories. Although oversimplified explanations of development have occasionally gained currency, we contend that the complexities of genotype-environment relations have been addressed in psychology, with still greater difficulties arising from psychologists 1 interest in individual differences in behavior. The complexities of studying genetic and environmental determination of the development of individual differences are explored, using intelligence as an example. Finally, we outline a research program in the spirit of Gottlieb's contribution.

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Section: The Canalization Of Human Behavior: Intelligencementioning

confidence: 99%

Individual differences and the canalization of human behavior.

Turkheimer¹,

Gottesman²

1991

Developmental Psychology

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“…First, the reduction in degrees of freedom was sizable in the IQ analyses, reducing the power to detect differences; in addition, the Early Single group was reduced by six subjects, or by 18%. Second, IQ scores have demonstrated situation effects in other research (e.g., Honzik, MacFarlane, & Allen, 1948). Because the IQ data were obtained after a school change for the Double and Early Single groups, any effects suppressing functioning may have also affected IQ test performance.…”

Section: School Transitions and Adjustment During Early Adolescence 203mentioning

confidence: 99%

School Transitions and Adjustment During Early Adolescence

Crockett

Petersen

Graber

et al. 1989

The Journal of Early Adolescence

125

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The aim of this investigation was to determine the impact of the timing and number of school transitions on young adolescents' subsequent adjustment. Three groups of adolescents (total N = 253) were compared: those making a single early school transition prior to sixth grade, those making a single later transition prior to seventh grade, and those making a double transition prior to both sixth and seventh grades. Adjustment was assessed in terms of course grades and self-image. Negative effects were found for both early and repeated school transitions, with the double transition being especially debilitating. In addition, effects were seen primarily with course grades. Few gender differences were observed in the response to early and double transitions, but those that emerged suggest that girls may be more adversely affected than boys.

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“…IQ measures are often regarded as meeting this requirement. However, Honzik, Macfarlane, and Allen (1948), in a study which repeatedly tested children between the ages of 6 and 18, found that over half the children showed IQ variation of 15 or more points. More recently, Rosenbaum (1976) reports considerable changes in IQ for some students during the high school years.…”

Section: Meritocratic Ideologymentioning

confidence: 94%

Social class discrimination in the schooling process: Myth and reality

Amato¹

1980

Urban Rev

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A recurrent finding is that student's social class is related to school performance (EeUs et al., 1951 ;Heimann and Schenk, 1954;Deutsch, 1960;Coleman et aL, 1966; Fleishmann Report, 1972) and to educational attainment (Folger and Nam, 1967;Spady, 1967;SeweU, 1971, U_S. Bureau of the Census, 1973 Treiman and TerreU, 1975). A variety of causative factors have been suggested. This paper will explore only two: social class bias of school personnel and the relationship of the meritocratic ideology of the schools to the opportunity structure of the American society. Studies of teachers" classroom behavior and the assignment of students to ability and curriculum tracks will be reviewed in an attempt to demonstrate that social class discrimination in the schooling process is both myth and reality. It will be argued that the lower class student suffers at several key points in the schooling process, not because of criteria applied in a biased manner, but because of the nature of the criteria used to make decisions and the negative consequences that disproportionately affect lower class individuals when they are applied. These class-related criteria are discussed as affecting lower class students' opportunities during their school careers and as extending beyond the school to limit their opportunities for postsecondary education and their rewards in the labor market. Meritocratic criteria are then discussed in terms of their role in perpetuating, rather than reducing, educational and economic inequality. SOCIAL CLASS BIAS IN THE SCHOOLSLooking first at classroom behavior studies, differential classroom treatment by social class has been studied for some time. Davis and Dollard (1940) reported that lower class children received a majority of teacher criticisms, whereas more teacher rewards went to upper status children. Clifton (I 944) noted that teachers in areas of high status had slightly more "highly integrative" contacts and slightly fewer conflict contacts with their pupils than teachers in other areas. More recently, Friedman and Friedman (1973) found that significantly more total reinforcement went to middle class than to lower class children in the fifth-and sixthgrade classes observed.

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The Stability of Mental Test Performance Between two and Eighteen Years

Cited by 178 publications

References 4 publications

Individual differences and the canalization of human behavior.

Individual differences and the canalization of human behavior.

School Transitions and Adjustment During Early Adolescence

Social class discrimination in the schooling process: Myth and reality

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