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Arthur Robert Jensen was an American psychologist and writer. He was a professor of educational psychology at the University of California, Berkeley. Jensen was known for his work in psychometrics and differential psychology, the study of how and why individuals differ behaviorally from one another.
Genius is a characteristic of original and exceptional insight in the performance of some art or endeavor that surpasses expectations, sets new standards for the future, establishes better methods of operation, or remains outside the capabilities of competitors. Genius is associated with intellectual ability and creative productivity, and may refer to a polymath who excels across many subjects.
An intelligence quotient (IQ) is a total score derived from a set of standardised tests or subtests designed to assess human intelligence. The abbreviation "IQ" was coined by the psychologist William Stern for the German term Intelligenzquotient, his term for a scoring method for intelligence tests at University of Breslau he advocated in a 1912 book.
Discussions of race and intelligence – specifically, claims of differences in intelligence along racial lines – have appeared in both popular science and academic research since the modern concept of race was first introduced. With the inception of IQ testing in the early 20th century, differences in average test performance between racial groups were observed, though these differences have fluctuated and in many cases steadily decreased over time. Further complicating the issue, modern science has shown race to be a social construct rather than a biological reality, and intelligence has no undisputed definition. The validity of IQ testing as a metric for human intelligence is itself disputed. Today, the scientific consensus is that genetics does not explain differences in IQ test performance between groups, and that observed differences are environmental in origin.
The Stanford–Binet Intelligence Scales is an individually administered intelligence test that was revised from the original Binet–Simon Scale by Alfred Binet and Théodore Simon. The Stanford–Binet Intelligence Scale is now in its fifth edition (SB5), which was released in 2003. It is a cognitive-ability and intelligence test that is used to diagnose developmental or intellectual deficiencies in young children. The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning.
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is, IQs above 130. Definitions of giftedness also vary across cultures.
Lewis Madison Terman was an American psychologist and author. He was noted as a pioneer in educational psychology in the early 20th century at the Stanford Graduate School of Education. He is best known for his revision of the Stanford–Binet Intelligence Scales and for initiating the longitudinal study of children with high IQs called the Genetic Studies of Genius. He was a prominent eugenicist and was a member of the Human Betterment Foundation. He also served as president of the American Psychological Association. A Review of General Psychology survey, published in 2002, ranked Terman as the 72nd most cited psychologist of the 20th century, in a tie with G. Stanley Hall.
A large body of research indicates that intelligence measures such as intelligence quotient (IQ) varies between individuals and between certain groups, and that they correlate with socially important outcomes such as educational achievement, employment, crime, poverty and socioeconomic status.
Research on the heritability of IQ inquires into the degree of variation in IQ within a population that is due to genetic variation between individuals in that population. There has been significant controversy in the academic community about the heritability of IQ since research on the issue began in the late nineteenth century. Intelligence in the normal range is a polygenic trait, meaning that it is influenced by more than one gene, and in the case of intelligence at least 500 genes. Further, explaining the similarity in IQ of closely related persons requires careful study because environmental factors may be correlated with genetic factors.
Intelligence: Knowns and Unknowns is a report issued in 1995 by a task force created by the Board of Scientific Affairs of the American Psychological Association (APA). It was subsequently published in the February 1996 issue of the peer-reviewed journal American Psychologist.
The Carolina Abecedarian Project was a controlled experiment that was conducted in 1972 in North Carolina, United States, by the Frank Porter Graham Child Development Institute to study the potential benefits of early childhood education for poor children to enhance school readiness. It has been found that in their earliest school years, poor children lag behind others, suggesting they were ill-prepared for schooling. The Abecedarian project was inspired by the fact that few other early childhood programs could provide a sufficiently well-controlled environment to determine the effectiveness of early childhood training.
IQ and Global Inequality is a 2006 book by psychologist Richard Lynn and political scientist Tatu Vanhanen. IQ and Global Inequality is follow-up to their 2002 book IQ and the Wealth of Nations, an expansion of the argument that international differences in current economic development are due in part to differences in average national intelligence as indicated by national IQ estimates, and a response to critics. The book was published by Washington Summit Publishers, a white nationalist and eugenicist publishing group.
Mendota Mental Health Institute (MMHI) is a public psychiatric hospital in Madison, Wisconsin, United States, operated by the Wisconsin Department of Health Services. The hospital is accredited by the Joint Commission. Portions of the facility are included in the Wisconsin Memorial Hospital Historic District, District #88002183. The Mendota State Hospital Mound Group and Farwell's Point Mound Group are also located at the facility.
IQ classification is the practice by Intelligence quotient (IQ) test publishers of labeling IQ score ranges with category names such as "superior" or "average".
Intellectual disability (ID), also known as general learning disability in the United Kingdom and formerly mental retardation, is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in two or more adaptive behaviors that affect everyday, general living. Intellectual functions are defined under DSM-V as reasoning, problem‑solving, planning, abstract thinking, judgment, academic learning, and learning from instruction and experience, and practical understanding confirmed by both clinical assessment and standardized tests. Adaptive behavior is defined in terms of conceptual, social, and practical skills involving tasks performed by people in their everyday lives.
The history of the race and intelligence controversy concerns the historical development of a debate about possible explanations of group differences encountered in the study of race and intelligence. Since the beginning of IQ testing around the time of World War I, there have been observed differences between the average scores of different population groups, and there have been debates over whether this is mainly due to environmental and cultural factors, or mainly due to some as yet undiscovered genetic factor, or whether such a dichotomy between environmental and genetic factors is the appropriate framing of the debate. Today, the scientific consensus is that genetics does not explain differences in IQ test performance between racial groups.
The Eyferth study is the name often given to a study conducted by psychologist Klaus Eyferth concerning the IQs of white and racially mixed children raised by single mothers in post-Second World War West Germany. The mothers of the children studied were white German women, while their fathers were white and African-American members of the US occupation forces. In contrast to results obtained in many American studies, the average IQs of the children studied were roughly similar across racial groups, making the study an oft-cited piece of evidence in the debate about race and intelligence.
"How Much Can We Boost IQ and Achievement?" is a 1969 article by Arthur Jensen published in the Harvard Educational Review. It is among the most controversial in American psychology, and was largely responsible for initiating the current debate over race and intelligence.
Eloísa García Etchegoyhen (1921-1996) was a pioneering Uruguayan educator and disability rights activist. She not only created the first educational facilities in Uruguay to teach those with disabilities, but she developed job placement programs and parent support groups to help children integrate into the larger society. She spearheaded training for teachers and psychologists leading to the creation of research programs into the cause of intellectual disability and led a public awareness campaign to encourage acceptance of disabled people by their families and communities. She began the first school for students with multiple disabilities and began the first pre-school for early assessment and intervention for disabled children in Uruguay. She brought the Special Olympics to Uruguay and worked throughout Latin America and the Caribbean for inclusive policies for disabled citizens.
Richard Franz Heber is an American educational psychologist and expert on mental retardation. He is known for his work on the Milwaukee Project, and for his subsequent conviction on charges of fraud and misuse of federal funds. As a result of this conviction, Heber was sentenced to a three-year term in a federal prison in Bastrop, Texas.
References
- Garber, Howard L. (1988). The Milwaukee Project: Preventing Mental Retardation in Children At Risk . Washington, DC: American Association on Mental Retardation. ISBN 978-0-940898-16-5. LCCN 87026970. OCLC 16758049.
- Heber, R., Garber, H., Harrington, S., Hoffman, C., and Falender, C. (December 1972). Rehabilitation of Families At Risk for Mental Retardation. Madison, WI: University of Wisconsin Madison: Rehabilitation Research and Training Center in Mental Retardation. OCLC 16892998.
{{cite book}}: CS1 maint: multiple names: authors list (link) - Jensen, Arthur Robert (1998). The g factor: The Science on Mental Ability. Westport, CT: Praeger Publishers. ISBN 978-0-275-96103-9. LCCN 97022815. OCLC 37024184.
- Cecil R. Reynolds; Elaine Fletcher-Janzen, eds. (January 2002). Concise Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (2nd ed.). John Wiley & Sons. ISBN 978-0-471-39261-3. LCCN 2001026647. OCLC 491121153.
- Sommer, Robert; Sommer, Barbara A. (September 1983). "Mystery in Milwaukee: Early intervention, IQ, and psychology textbooks". American Psychologist . 38 (9): 982–985. doi:10.1037/0003-066X.38.9.982. ISSN 0003-066X. PMID 6638665.