The possibility that Spearman's Hypothesis is a statistical artifact is assessed in a review of six studies of deaf children's intelligence. Results clearly refute the proposal that the positive relationship between Black-White differences and "g" loadings is a statistical artifact and provide evidence of divergent validity for…

Results from a battery of 17 diverse tests completed by 877 white and 855 black students in grades 3 through 8 support Spearman's hypothesis that the white-black difference in test performance is predominantly a general intelligence ("g") difference rather than a unitary developmental difference affecting all factors in test performance.…

The nature of differences in performance on the third revision of the Stanford-Binet Intelligence Scale (Form L-M) was assessed for two independent samples of Black (n=86) and White (n=86) preschoolers matched for parental education, age, and sex. Large differences, favoring White children, were found. Test bias is discussed. (TJH)

Borkowski and Krause (1983) concluded that the locus of black-white intelligence differences lies in metaprocesses not elementary cognitive processes. However, some variables were difference scores with unacceptably low reliability. Magnitude comparisons of racial differences give a different picture of results; comparable differences in measures…

Jensen (1985) caused us to reexamine earlier findings. After correcting perceptual efficiency and executive systems measures for unreliability, original conclusions remain tenable. Control processes are factors in understanding race-related differences in intelligence. We do not deny the association of "speediness" but argue for a multidimensional…

Raw scores on WISC-R subtests and the verbal, performance, and full scale IQ scales were correlated with age separately for White and Black males and females. The relationship between age and intelligence test performance was constant across race and sex and supports the construct validity of the WISC-R. (Author/RD)

Genetic influence was estimated on Wechsler Intelligence Scale for Children subtests from inbreeding depression scores calculated on cousin marriages in Japan (n=1,854 children) and correlated with American Black-White racial differences. The genetic contribution of racial differences in cognitive performance may be more robust than was previously…

Two studies with 658 white and 353 African-American elementary school children performing reaction time tasks are offered in support of Spearman's hypothesis about the relative size of the mean African-American-white differences on mental tests as a function of the tests' loadings on psychometric "g." (SLD)

This study examines cultural bias in the Wechsler Intelligence Scale for Children. Results indicated no evidence of specific factors peculiar to Blacks v Whites, and rank order of item difficulties was similar in both groups. Race differences were due to differences in mental maturity rather than to test bias. (Author/RD)

Relationship between ability tests and race and issues of famous lawsuits concerning possible bias in intelligence tests are summarized. Reasons for the origins of ethnic and racial differences in general intellectual ability are considered. Prospects for the reduction of group differences and conflicts are discussed. (SLD)

Race and ethnic differences in measures of achievement, information, and award of educational credentials since the early 1960's are reviewed. Minorities discussed include Blacks, Mexican Americans, Puerto Ricans, American Indians, and Asian Americans. An inadequate learning syndrome is suggested as a theoretical cause of low academic achievement.…