Abstract There are signs that the debate over racial and gender differences in intelligence is about to begin again. In this article we will be concerned primarily with racial differences but will make remarks about gender differences where applicable. Previously there have been bitter arguments over whether or not races exist, over whether it is either important or proper to study racial and gender differences in intelligence, and over the conclusions that have been drawn about environmental and genetic causes as determinants of these differences. We argue that races do, indeed, exist and that studying differences in cognitive competence between groups is a reasonable thing to do. We also point out that past research on both racial and gender differences in intelligence has been marked by methodological errors and overgeneralizations by researchers on all sides of the issue. We propose ten principles of design, analysis, and reporting that ought to be considered carefully when doing or evaluating research in this area. Show
Journal Information Perspectives on Psychological Science publishes an eclectic mix of provocative reports and articles, including broad integrative reviews, overviews of research programs, meta-analyses, theoretical statements, book reviews, and articles on topics such as the philosophy of science, opinion pieces about major issues in the field, autobiographical reflections of senior members of the field, and even occasional humorous essays and sketches. Perspectives contains both invited and submitted articles. Publisher Information Sara Miller McCune founded SAGE Publishing in 1965 to support the dissemination of usable knowledge and educate a global community. SAGE is a leading international provider of innovative, high-quality content publishing more than 900 journals and over 800 new books each year, spanning a wide range of subject areas. A growing selection of library products includes archives, data, case studies and video. 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Why does the predictive validity of general aptitude tests decrease as the educational experience of the students who take them increases?Why does the predictive validity of general aptitude tests decrease as the educational experience of the students who take them increases? a. More educated students have taken aptitude tests so frequently that for them such tests are no longer pure measures of aptitude.
On which of the following tasks are males most likely to outperform females?On which of the following tasks are males most likely to outperform females? mentally rotating three-dimensional objects.
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