Arthur Jensen: Consensus And Controversy

Sohan Modgil, Ph.D. Reader in Educational Research and Development Brighton Polytechnic; Celia Modgil, Ph.D. Senior Lecturer in Educational Psychology London University

• I INTRODUCTION 1 Arthur Jensen: Consensus and Controversy II INTRODUCTORY CHAPTER 2 Introductory Chapter III HUMAN LEARNING: LEVEL I/II THEORY 3 Level I and Level II Revisited 4 Level I/Level II: A Theory Ready to Be Archived IV GENETICS OF HUMAN ABILITIES 5 Genetics of Intelligence 6 The Hereditarian Research Program: Triumphs and Tribulations V TEST BIAS: PSYCHOLOGICAL 7 Jensen’s Contributions Concerning Test Bias: A Contextual View 8 An Argument Opposing Jensen on Test Bias: The Psychological Aspects VI TEST BIAS: EDUCATIONAL 9 The Case for Bias in Tests of Achievement and Scholastic Aptitude 10 Psychometric Validity for Test Bias in the Work of Arthur Jensen VII SOCIAL-CLASS AND RACE DIFFERENCES 11 Racial Differences in Intelligence 12 Race and IQ; Jensen’s Case Refuted VIII INTELLIGENCE: AN OVERVIEW 13 ‘Gee, There’s More Than g!’ A Critique of Arthur Jensen’s Views on Intelligence IX INTELLIGENCE 14 The Importance of General Intelligence 15 Measuring Versus Understanding Individual Differences in Cognitive Abilities X INTELLIGENCE: MENTAL CHRONOMETRY 16 Intelligence and Reaction Time: The Contribution of Arthur Jensen 17 Jensen’s Mental Chronometry: Some Comments and Questions XI INTELLIGENCE: DEFINING THROUGH FACTOR ANALYSIS 18 Jensen’s g: Outmoded Theories and Unconquered Frontiers XII EDUCATIONAL AND SOCIAL IMPLICATIONS 19 Jensen and Educational Differences 20 Educational and Social Implications XIII CONCLUDING CHAPTER 21 Differential Psychology: Towards Consensus