Arthur Jensen: Most

“In his references to my own work, Gould includes at least nine citations that involve more than just an expression of Gould's opinion; in these citations Gould purportedly paraphrases my views. Yet in eight of the nine cases, Gould's representation of these views is false, misleading, or grossly caricatured. Nonspecialists could have no way of knowing any of this without reading the cited sources. While an author can occasionally make an inadvertent mistake in paraphrasing another, it appears Gould's paraphrases are consistently slanted to serve his own message…
Of all the book's references, a full 27 percent precede 1900. Another 44 percent fall between 1900 and 1950 (60 percent of those are before 1925); and only 29 percent are more recent than 1950. From the total literature spanning more than a century, the few "bad apples" have been hand-picked most aptly to serve Gould's purpose.”

Arthur Jensen

Arthur Jensen, "The Debunking of Scientific Fossils and Straw Persons" http://www.mugu.com/cgi-bin/Upstream/jensen-gould-fossils Contemporary Education Review 1:2, 1982

Books , Way , Literature , Appearance

“It was little consolation that I had been ‘in good company’ in my ignorance of genetics; in fact, that aspect of the situation seemed even more alarming to me. I was overwhelmed by the realization of the almost Herculean job that would be needed to get the majority of psychologists and educators fully to recognize the importance of genetics for the understanding of variation in psychological traits. Hence, rather than attempting at first to add small increments of original empirical research to the body of knowledge on the genetics of human abilities, I thought my most useful role at that point was a primarily didactic one.”

Arthur Jensen

Source: Differential Psychology: Towards Consensus (1987), p. 424

Education , Understanding , Knowledge

“The validity of g is most conspicuous in scholastic performance, not because g-loaded tests measure specifically what is taught in school, but because g is intrinsic to learning novel material, grasping concepts, distinctions, and meanings… The most critical tool for scholastic learning beyond the primary grades— reading comprehension—is probably the most highly g-loaded attainment in the course of elementary education.”

Arthur Jensen

Source: The g factor: The science of mental ability (1998), p. 270; As cited in: Melissa A. Bray, Thomas J. Kehle (2011) The Oxford Handbook of School Psychology. p. 65

Education , School , Learning , Reading

“The study of race differences in intelligence is an acid test case for psychology. Can behavioral scientists research this subject with the same freedom, objectivity, thoroughness, and scientific integrity with which they go about investigating other psychological phenomena? In short, can psychology be scientific when it confronts an issue that is steeped in social ideologies? In my attempts at self- analysis this question seems to me to be one of the most basic motivating elements in my involvement with research on the nature of the observed psychological differences among racial groups. In a recent article (Jensen, 1985b) I stated:I make no apology for my choice of research topics. I think that my own nominal fields of expertise (educational and differential psychology) would be remiss if they shunned efforts to describe and understand more accurately one of the most perplexing and critical of current problems. Of all the myriad subjects being investigated in the behavioral and social sciences, it seems to me that one of the most easily justified is the black- white statistical disparity in cognitive abilities, with its far reaching educational, economic, and social consequences. Should we not apply the tools of our science to such socially important issues as best we can? The success of such efforts will demonstrate that psychology can actually behave as a science in dealing with socially sensitive issues, rather than merely rationalize popular prejudice and social ideology.”

Arthur Jensen

p. 258
Source: Differential Psychology: Towards Consensus (1987), pp. 438-9

Education , Behavior , Intelligence , Motivation

“The study of inbreeding depression seems to me especially important in the study of human abilities, because inbreeding depression indicates genetic dominance, and the presence and degree of dominance are related to natural selection for the trait in the course of its biological evolution. It was of great interest to me to discover, for example, that of the several ability factors that can be extracted from the various subtests of the Wechsler Intelligence Scale for Children, the one that shows the greatest susceptibility to inbreeding depression is the g factor (Jensen, 1983b). This finding indicates that one of our most widely used standard psychometric tests of intelligence yields scores that reflect some part of the variance in the biological intelligence that has developed in the course of human evolution.”

Arthur Jensen

Source: Differential Psychology: Towards Consensus (1987), p. 424

Children , Intelligence , Nature , Study