By Sohan Modgil, Celia Modgil
First released in 1987. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Additional info for Arthur Jensen: Consensus And Controversy
Jensen (1982) has said as much. If group differences exist mostly on the general factor (and far more data than we now have are needed to support such a claim), one should not abandon other factors in favor of it. In sifting through the nuances of Jensen’s thinking, I have encountered several inconsistencies. He has used correlated factor scores for comparing groups but argues that ‘…group mean profiles of abilities based on correlated tests (or oblique factor scores) are virtually meaningless and can only obscure the analysis of population differences’ (Jensen, 1982).
In the extreme it demands that we explore all possible group differences including sex, age, culture, education, birth order, lateralization and many, many others on a large number of variables. It is conceivable that, if such a strategy were adopted, we would arrive at Level III, Level IV, etc. abilities also. SUBSTANTIVE INTERPRETATIONS OF LEVEL I AND LEVEL II Tests of the two types of abilities call for quite different cognitive processes. The major distinguishing feature between them is the amount of stimulus transformation or mental manipulation involved.
R. R. (1982) ‘Race, social class and ability patterns on the WISC-R’, Personality and Individual Differences, 3, pp. 423–38. W. (1974) Patterns of Cognitive Abilities of High and Low Achieving School Children, unpublished doctoral dissertation, University of Alberta. E. (1978) ‘Level I-Level II abilities as they affect performance of three races in the college classroom’, Journal of Educational Psychology, 70, pp. 289–97. N. R. (1973) ‘Associative and conceptual learning in disadvantaged and middle-class children’, Journal of Educational Psychology, 65, pp.