The Bell Curve: Intelligence and Class Structure in American Life
Page 103
U.S.-born, 668
welfare dependency of, 331-332
Law school, affirmative action and, 455-456
Law School Aptitude Test (LSAT), 450, 455-456, 657-658
Lazar, Irving, 405
Ledeen, Michael, 553
Lewontin, Richard, 304
Lindzey, G., 310
Lippmann, Walter, 5, 17-18
L.L. Thurstone Psychometric Laboratory, 559
Locke, John, 529-530
Locurto, Charles, 408, 411
Loehlin, J. C., 310
Logistic regression analysis, 122-126, 570, 591, 617-647, 669-677
Low-birth-weight infants
child maltreatment and, 210
ethnic differences in, 332, 333
low-IQ prevalence and, 381-382, 573
maternal IQ and, 214-217
Lynn, Richard, 272-274, 289, 359, 565, 566
Madison, James, 531, 532
Maguire, Timothy, 450, 455
Malinowski, Bronislaw, 177
Malparenting, 207-210
parental IQ and, 211-213
socioeconomic status and, 207-210
Mare, Robert, 111
Marriage, 168-172; See also Divorce
age at, 169-171
assortive mating, 110-113
rates of
educational attainment and, 171-172
ethnic differences in, 329, 330
IQ and, 169-172
socioeconomic status and, 170-172
trends in, 168-169
Massachusetts Institute of Technology (MIT), 43, 454, 473-475
Math skills, 422-423, 425-429, 431-433
Mating, assortative, 110-113
McGurk, Frank, 655
Media, 562
Median overlap, 48-49
Medical College Admissions Test (MCAT), 456, 457, 657-658
Medical schools, affirmative action and, 456-457
Mental retardation, intensive interventions for children at risk of, 406-409
Mercer, Jane, 304-306
Meritocracy, 511-512
Messick, Samuel, 401
Meta-analysis, 71-73
Middle-Class Values (MCV) Index, 263-266, 339-340, 385
Military jobs, 73-77, 80
Mills, C. Wright, 58
Milwaukee Project, 408-409, 574
Minnesota Multiphasic Personality Inventory (MMPI), 7
Multicollinearity, 124
Multiculturalism in curriculum, 433
Multiple intelligence, theory of, 17-21
Multiple regression analysis, 569, 590-591
Murchison, Carl, 241
Murray, Charles, 556, 574
Murphy, Kevin, 94
National Academy of Sciences, 74
National Assessment of Educational Progress (NAEP), 290-291, 292, 294, 420, 422
National Longitudinal Survey of Youth (NLSY), description of, 36, 49, 56, 98, 113, 118-120, 124, 347, 567, 593-601, 667-668
Neglect: see Child abuse and neglect
Neighborhoods, 537-540
Neuman, Russell, 261-262
Neumark, David, 97
Nie, Norman, 259, 260
Nisbett, Richard, 572-573
Normal distribution, 44, 580-582
Novak, Michael, 555-556, 572
Nutrition, 391-393, 407, 414, 514
Occupational status
affirmative action and, 485-486, 488-492
ethnic differences in, 320-322
IQ and, 571
voting behavior and, 259-260
Occupational stratification, 51-61
assortative mating and, 112-113
business executives and, 57-60
childhood intelligence and adult outcomes and, 53
educational attainment and, 52, 57-60, 64
educational credentials and, 64-65
family resemblance in status and, 53-54
growth of high-IQ professions and, 54-57
income stratification and, 97, 98, 100-101
Ogbu, John, 307
Osborn, Frederick, 346
Out-of-wedlock births: see Illegitimacy
Owen, Kenneth, 565, 566
Panel Study of Income Dynamics, 119
Parenting, 203-233
abuse and neglect
parental IQ and, 211-213, 567
socioeconomic status and, 207-210
educational attainment and
cognitive outcomes, 232
developmental problems and, 229
home environment for child development, 225
low-birth-weight infants, 217
poverty throughout childhood, 220
“good,” 204-205
maternal IQ
child development and: see Child development
cognitive outcomes and, 230-232, 337-338
ethnic differences in, 334-338
low-IQ prevalence, 377-384
well-being of infants and, 213-218; See also Low-birth-weight infants, 332-333, 334
poverty and, 137-141
single mothers: see Single mothers
socioeconomic status and
abuse and neglect, 207-210
cognitive outcomes, 230-232
developmental problems, 228
home environment for child development, 222-223
parenting style, 205-207
poverty throughout childhood, 218-220
Partitioning, cognitive: see Cognitive classes and social behavior; Cognitive elite
Payner, Brook, 485
Peabody Picture Vocabulary Test (PPVT), 230-231, 337-338, 355
Pearson, Karl, 2-3, 15
Peckham, Robert, 11
Pelton, Leroy, 210
Percentiles, 582-583
Perkins, Frances, 192
Perry Preschool Program, 404-405
Physical disability, 161-163, 365, 367
Piaget, Jean, 16
Pioneer Fund, 564
Polansky, Norman, 212
Policy agenda, 527-552
for affirmative action
in higher education, 475-477
in the workplace, 498-508
demography issues, 548-549
for education, 435-445
realism about how federal reforms will work, 439-442
realism about limits of general improvements, 436-439
restoring concept of “educated person,” 442-445
equality as an ideal, 528-535
income distribution, 547-548
race and, 554
raising IQ, 413-416, 572
rule simplification, 541-552
“valued places” in society, 535-540
Political participation, 255-263
development in children, 256-258
voting behavior, 258-263
educational attainment and, 259-261
IQ and, 261-262
socioeconomic status and, 258-259
Postindustrial economy, 575
Poverty, 127-142, 567
child abuse and, 209
educational attainment and, 135-137, 220
ethnic differences in, 326-327, 333, 334
history of, 128-129
low-birth-weight infants and, 216-217
low-IQ prevalence and, 370-371, 567
parenting and
cognitive outcomes, 232
developmental problems, 229
throughout early childhood, 218-220, 333-334, 365, 367
home environment for child development, 223-224
illegitimacy, 187-190, 567
low-IQ prevalence, 382-383, 567
maternal IQ, 138-139, 218-220
maternal socioeconomic status, 139-141
welfare: see Welfare dependency
socioeconomic status and
vs. IQ, 130-137, 141-142
of single mothers, 139-140
Predictive validity: see Validity, test
Preliminary Scholastic Aptitude Test (PSAT), 422
Prenatal care, 214
Pre-school programs, 40
3-410, 414-415
Project Intelligence, 410
Psychometrics, 1-24, 558, 559, 560, 561
controversies in, 8-14, 560
history of, 1-14
schools of, 14-24
Quay, L. C., 660
Race, 554, 562-566
Race norming, 453, 503-504
Racism, 6, 9-10, 328, 358, 453, 525-526
Ramey, Craig, 407
Ravens Standard Progressive Matrices (SPM), 273, 290, 306, 565, 566
Rawlsian state, 554
Reaction time, 283-284, 303
Ree, Malcolm, 76
Regression analysis, 568, 569, 589-591, 617-647
logistic, 591
cognitive classes and social behavior, 122-126, 617-647
ethnic inequalities in relation to IQ, 669-677
multiple, 590-591
regression coefficients, 569, 589-590
Regression to the mean, 357
Reich, Robert, 517, 555
Retherford, Robert, 169
Reynolds, Cyril, 302
Roberts, Gwilym, 392
Roper Organization, 515
Rose, Steven, 313
Rosenstone, Steven, 259
Rothman, Stanley, 295, 558
Rushton, J. Philippe, 563-564, 666-667
Scarr, Sandra, 309-310
Scatter, diagrams, 584-585
Schiff, Michel, 411
Schmidt, Frank, 71
Scholastic Aptitude Test (SAT), 11, 12
bias against blacks and, 280-282
black and white differences in scores
affirmative action and, 451-458
narrowing gap in, 292, 294-295, 662-664
coaching and, 400-402, 657-659
conversion into IQ scores, 38-39
decline in scores
average high school students and, 422-423
of college-bound students, 425-427
verbal, of gifted students, 428-429
distribution for all high school seniors: 1961, 40
East Asians and, 301
elite colleges and, 39-40, 43, 49
Harvard University: 1952 and 1960, 29
as predictor of life success, 66, 80
School dropouts, 143-151, 153-154
by cognitive class, 146-147
crime and, 250
IQ of, 145-146, 567
low-IQ prevalence and, 371-372
socioeconomic status vs. IQ and, 147-151
welfare dependency and, 199
Schorr, Lisbeth, 574
Separated mothers: see Single mothers
Shockley, William, 10
Silverberg, Eugene, 496, 497
Single mothers
divorced: see Divorce
divorce probabilities of children and, 176
illegitimacy: see Illegitimacy
poverty and
among children, 137-141
illegitimacy, 187-190
welfare dependency: see Welfare dependency
Skinner, B. F., 8
Snyderman, Mark, 295
Social problems: see Cognitive classes and social problems; Ethnic differences: on indicators of social problems; Low cognitive ability: social problems and prevalence of
Socioeconomic status (SES)
black and white differences and
in income, 324-325
in IQ, 286-288
college graduates and, 151-153
crime and, 248-250
divorce probability and, 174-175
educational attainment: see Educational attainment
employment problems and, 158-166
ethnic differences in, 274-275
illegitimacy and, 182-183, 186, 188-189
IQ and, 567, 570-572, 668
low-birth-weight infants and, 215, 216
marriage and, 112, 172-174
parenting and, 205-210, 222-223, 229-232, 230-232
political socialization of children and, 257
poverty and, 130-137, 139-142, 218-220
school dropouts and, 147-151
voting behavior and, 258-259
welfare dependency and, 195-201
Socioeconomic stratification
educational stratification and, 30
heritability of IQ and, 105-110, 568, 572
Herrnstein’s syllogism and, 10, 105, 108-110
residential segregation and, 104-105
Sowell, Thomas, 363, 430, 555, 556
Spearman, Charles, 2-4, 14, 15, 559
Spearman’s hypothesis, 301-304, 655, 660
Spuhler, J. N., 310
Standard deviations
computation of, 579-580
defined, 44, 581-582
normal distribution and, 44, 580-582
Standard scores, 579-580
Stanford-Binet IQ test, 5, 7, 290, 308
Statistics, 567-568, 570, 577-591
correlation coefficient, 2-3, 67-69, 585-588
dependent variable, 122
factor analysis, 3-4, 18-19, 704-707
frequency distributions, 577-579
independent variable, 122
median overlap, 48-49
meta-analysis, 71-73
normal distribution, 44, 580-582
regression analysis: see Regression analysis
regression to the mean, 357
restriction of range, 68-69
standard deviations: see Standard deviations
validity, 72-75, 81, 84-87, 557, 567-572
Sternberg, Robert, 16, 17
Stevenson, Harold, 274, 300, 437
Sutherland, Edwin, 241
System of Multicultural Pluralistic Assessment (SOMPA), 304-306
TALENT, 118-119, 146, 423
Teacher competency examinations, 493-494
Terman, Lewis, 5, 7, 57, 162
Test bias, 12, 280-286, 649-661
external evidence of, 280-281, 483-484, 649-654
internal evidence of, 281-282
item bias, 654-657
situational
coaching, 657-659
examiner bias, 659
language difficulties, 282, 660, 661
motivation to try, 282-284
practice effects, 657-659
test anxiety, 659
“uniform background,” 285-286
Test validity: see Validity, test
Thurstone, Louis, 15, 539
Transracial adoption study, 309-310
Underclass
attitudes of cognitive elite toward, 521, 523
custodial state scenario and, 523-526
spatial concentration and, 522, 524
white, emerging, 520-521
Unemployment, 163-165
educational attainment and, 164-165
ethnic differences in, 327-329
low-IQ prevalence and, 374-375, 568, 574
socioeconomic status vs. IQ and, 163-165
Uniform Guidelines on Employee Selection Procedures, 485, 486, 490, 684-686
University of California at Berkeley, 43, 453-455
University of Virginia, 453-454
Validity, test
correlation of results, 559
job productivity and, 72-75, 81, 84-87, 560, 682, 684, 685
test bias and, 280-281, 483-484, 573, 649-654
Valued places in society, 535-540
Van Court, Marian, 347
Variables, 122, 569
Verba, Sidney, 259, 260
Verbal skills, 300-301, 422-423, 425-429, 431, 433, 443
Vernon, Philip, 15, 273, 300-301
Vincent, Ken, 290
Vining, Daniel, Jr., 347
Voss, Harwin, 250
Voting behavior, 255, 258-263
educational attainment and, 259-261
IQ and, 261-262
socioeconomic status and, 258-259
Wages: see Income
Wards Cove Packing Co., Inc. v. Atonio (1989), 686-687
Washington, George, 531
Wechsler, David, 6-7
; Wechsler Adult Intelligence Scale, (WAIS), 7, 151-152, 290
Wechsler Intelligence Scale for Children (WISC), 7, 275, 302, 303, 566
Weikart, David, 404
Weinberg, Richard, 309-310
Welfare dependency, 191-201
child abuse and, 209