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Jensen, Arthur Robert

Works: 141 works in 411 publications in 2 languages and 13,272 library holdings
Genres: Bibliography  Festschriften  Interviews  Methods (Music)  Abstracts  Biography 
Roles: Author, Editor, Other, Interviewee, Honoree, Contributor
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Publications about Arthur Robert Jensen
Publications by Arthur Robert Jensen
Publications by Arthur Robert Jensen, published posthumously.
Most widely held works about Arthur Robert Jensen
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Most widely held works by Arthur Robert Jensen
Bias in mental testing by Arthur Robert Jensen( Book )
24 editions published between 1979 and 1982 in English and Undetermined and held by 1,685 libraries worldwide
The first eight chapters of this book introduce the topic of test bias. The basic issues involved in criticisms of mental tests and arguments about test bias include: (1) variety of tests and test items; (2) scaling of scores and the form of the distribution of abilities in the population; (3) quantification of subpopulation differences; (4) meaning of iq and the psychological nature of intelligence; and (5) reliability, stability, and validity of test scores. The remaining chapters focus on the author's review of empirical research on the issue of test bias. The author concludes that the currently most widely used standardized tests of mental ability are, by and large, not biased against any native-born, English-speaking minority groups on which the amount of research evidence is sufficient for an objective determination of bias. For most nonverbal standardized tests, this generalization is not limited to English-speaking minorities. The author acknowledges that blacks have not benefited from standardized tests as other groups have but does not attribute this to test bias. The author feels that claims of bias and unfair use of tests must be objectively investigated, but before the use of tests is rejected it must be determined if alternatives would guarantee less bias. (Author/MK)
Straight talk about mental tests by Arthur Robert Jensen( Book )
16 editions published between 1973 and 1983 in English and held by 1,311 libraries worldwide
Genetics and education by Arthur Robert Jensen( Book )
24 editions published in 1972 in English and Undetermined and held by 1,251 libraries worldwide
This book is organized in nine parts, as follows. Part I, "Preface," includes an account of how the author went from the rather esoteric research on theoretical problems in serial rote learning to research on the inheritance of mental abilities and its implications for education. Part ii, "How Much Can We Boost iq and Scholastic Achievement?," Is a reprint of an article which originally appeared in the "Harvard Educational Review," 1969. 39, pp. 1-123. Part iii, "a Theory of Primary and Secondary Familial Retardation," is a reprint of an article which originally appeared in the "International Review of Research in Mental Retardation," 1970, 4, pp. 33-105. Part iv, "Estimation of the Limits of Heritability of Traits by Comparison of Monozygotic and Dizygotic Twins," originally appeared in "Proceedings of the National Academy of Science," 1967, 58, pp. 149-156. Part v, "IQs of Identical Twins Reared Apart," originally appeared in "Behavior Genetics," 1970, 1, pp. 133-148. Part vi, "Genetic Research on Human Mental Abilities: Ethical Issues," originally appeared in "The Humanist," January-February, 1972, pp. 5-6. Part vii, "a Note on Why Genetic Correlations Are Not Squared," appeared originally in "Psychological Bulletin," 1971, 75, pp. 223-224. Part viii is a bibliography of articles about "How Much Can We Boost iq and Scholastic Achievement?". Part ix is a bibliography of articles on genetics and individual differences, by Arthur R. Jensen. (Jm)
Educability and group differences by Arthur Robert Jensen( Book )
24 editions published between 1973 and 2012 in English and held by 1,178 libraries worldwide
This pivotal analysis of the genetic factor in intelligence and educability argues that those qualities which seem most closely related to educability cannot be accounted for by a traditional environmentalist hypothesis. It is more probable that they have a substantial genetic basis. Educability, as defined in this book, is the ability to learn the traditional scholastic subjects under ordinary conditions of classroom instruction. A survey of the evidence concludes that measured iq is determined for the most part by an individual's heredity. The evidence, when viewed altogether, is seen as supportive of genetics. The present system of education is presented as a system which emphasizes a relatively narrow category of human abilities--a wholly environmentalist view of the origins of individual and group differences. (St)
Social class, race, and psychological development by Martin Deutsch( Book )
11 editions published in 1968 in English and held by 997 libraries worldwide
This collection of original papers addresses itself to issues both in research and theory in the education of children. The contributions are organized in four parts. Part One, on "Biogenetic Perspectives," offers an exposition of research dealing with the traditional nature-nurture problem, particularly as it impinges upon the issues of social class and racial differences in intelligence. In Part Two, three chapters dealing with the topic of "Basic Processes in Intellectual Development" delineate various specific processes whereby the home environment influences psychological development. Social factors that influence the disadvantaged pupil's will to learn are emphasized in Part Three, entitled "Social and Psychological Perspectives." The final section of the book, Part Four, "On the Education of the Disadvantaged," describes recent contributions of psychology to education, taking into account the overturning of the concept of fixed intelligence, and consideration of the importance, reportedly, of experiential factors in cognitive development. All the chapters in this final part discuss new or recently rediscovered approaches to the education of the disadvantaged. (Rj)
The g factor : the science of mental ability by Arthur Robert Jensen( Book )
11 editions published in 1998 in English and held by 958 libraries worldwide
Arthur Jensen has systematically developed a seminal concept first discovered by Charles Spearman in the 1920s: individual and group differences in mental ability exist, and these differences can be measured by a single, general factor, g. On its surface, this concept seems innocuous. However, Jensen does not draw back from its most controversial conclusions - that the average differences in IQ and other abilities found between sexes and racial groups have a substantial hereditary component, and that these differences have important societal consequences. The culmination of his career is the most comprehensive treatment of g ever written, The g Factor. In it, Dr. Jensen not only clearly explains the psychometric, statistical, genetic, and physiological basis of g, in the process he also refutes all major challenges that have been brought against the concept of general mental ability
Educational differences by Arthur Robert Jensen( Book )
17 editions published between 1973 and 2014 in English and Undetermined and held by 634 libraries worldwide
Among particular issues discussed in this book are the problems of the cultural disadvantaged, the problems of devising psychological tests which are not biased towards any particular culture, the problems of minority groups of children in education and the relationship between heritability and teachability
The scientific study of general intelligence : tribute to Arthur R. Jensen by Helmuth Nyborg( Book )
13 editions published between 2003 and 2007 in English and held by 231 libraries worldwide
This book celebrates two triumphs in modern psychology: the successful development and application of a solid measure of general intelligence; and the personal courage and skills of the man who made this possible - Arthur R. Jensen from Berkeley University. The volume traces the history of intelligence from the early 19th century approaches, to the most recent analyses of the hierarchical structure of cognitive abilities, and documents the transition from a hopelessly confused concept of intelligence to the development of an objective measure of psychometric g. The contributions illustrate the impressive power g has with respect to predicting educational achievement, getting an attractive job, or social stratification. The book is divided into six parts as follows: Part I presents the most recent higher-stream analysis of cognitive abilities, Part II deals with biological aspects of g, such as research on brain imaging, glucose uptake, working memory, reaction time, inspection time, and other biological correlates, and concludes with the latest findings in g-related molecular genetics. Part III addresses demographic aspects of g, such as geographic-, race-, and sex-differences, and introduces differential psychological aspects as well. Part IV concentrates on the g nexus, and relates such highly diverse topics as sociology, genius, retardation, training, education, jobs, and crime to g. Part V contains chapters critical of research on g and its genetic relationship, and also presents a rejoinder. Part VI looks at one of the greatest contemporary psychologists, Professor Emeritus Arthur R. Jensen as teacher and mentor
Clocking the mind : mental chronometry and individual differences by Arthur Robert Jensen( Book )
19 editions published between 2006 and 2007 in English and Spanish and held by 189 libraries worldwide
Mental Chronometry (MC) comprises a variety of techniques for measuring the speed with which the brain processes information. First developed in mid-1800, MC was subsequently eclipsed by more complex and practically useful types of psychometric tests stemming from Alfred Binet. This class of mental tests, however, has no true metric relating the test scores to any specific properties of the brain per se. The scores merely represent an ordinal scale, only ranking individuals according to their overall performance on a variety of complex mental tasks. The resulting scores represent no more than ranks rather than being a true metrical scale of any specific dimension of brain function. Such an ordinal scale, which merely ranks individuals in some defined population, possesses no true scale properties, possessing neither a true zero or equal intervals throughout the scale. This deficiency obstructs the development of a true natural science of mental ability. The present burgeoning interest in understanding individual differences in mental abilities in terms of the natural sciences, biology and the brain sciences in particular, demands direct measures that functionally link brain and behavior. One such natural ratio scale is time itself - the time it takes the brain to perform some elementary cognitive task, measured in milliseconds. After more than 25 years researching MC, Jensen here presents results on an absolute scale showing times for intake of visual and auditory information, for accessing short-term and long-term memory, and other cognitive skills, as a function of age, at yearly intervals from 3 to 80 years. The possible uses of MC in neurological diagnosis and the monitoring of drug effects on cognition, the chronometric study of special time-sensitive talents such as musical performance, and presents a theory of general intelligence, or <IT>g</IT>, as a function of the rate of oscillation of neural action potentials as measured by chronometric methods. Finally, Jensen urges the world-wide standardization of chronometric methods as necessary for advancing MC as a crucial branch of biopsychological science. *Provides a different scale to report Mental Chronometry (MC) findings *Argues for the global adoption of an absolute scale as opposed to the traditional ordinal scale *An important contribution to MC researchers and psychologists and neuroscientists
From adolescent to adult by Percival Mallon Symonds( Book )
9 editions published between 1961 and 1975 in English and held by 110 libraries worldwide
A cognitive-skills approach to the disciplines : intelligence beyond Arthur Jensen by Arthur Whimbey( Book )
1 edition published in 1977 in English and held by 66 libraries worldwide
This report discusses the cognitive-skills approach to teaching. This approach makes explicit the mental activities engaged in by successful thinkers as they solve problems and master ideas, and it attempts to teach these "high aptitude" thinking activities to "low-aptitude" students. The report begins by illustrating and contrasting high- and low-aptitude thinking. Subsequently, it describes applications of the cognitive-skills approach to three experimental disciplinary courses in Spanish, physics, and philosophy. (Jd)
Parent and teacher attitudes toward integration and busing by Arthur Robert Jensen( Book )
3 editions published between 1970 and 1983 in English and held by 62 libraries worldwide
How much can we boost IQ and scholastic achievement? by Arthur Robert Jensen( Book )
9 editions published between 1967 and 1969 in English and held by 56 libraries worldwide
The importance and consequences of raising the average ability level (iq) of the population requires consideration of the ability level that society requires, how the relevant abilities are distributed, and the efficiency of the current educational process. Within the framework of these factors, the document discusses the determinants of mental ability and the measures commonly used, the sources of variance in iq, and the ways in which intelligence might be boosted. The latter include both genetic and non-genetic influences. Such prenatal factors as nutrition, length of pregnancy, maternal stress, and intrauterine environment have and effect on infant intelligence. Postnatal environmental influences have not been found to markedly affect iq, with the exception of extreme isolation. In relation to disadvantaged children, whose learning and ability patterns are different from those of middle-class children, it is important that these differences be recognized as a precondition to developing appropriate educational strategies. (Nh)
Individual differences in learning: interference factor by Arthur Robert Jensen( Book )
3 editions published between 1964 and 1967 in English and held by 53 libraries worldwide
An investigation was conducted (1) to devise a number of laboratory measures of individual differences in susceptibility to interference effects in learning and (2) to determine their dimensionality in a variety of interference effects. Subjects were 530 students in introductory courses in educational psychology at the university of california, berkeley. Two types of experimental learning tasks were used--(1) short-term memory (stm) and (2) serial learning. The stm included (1) immediate digit span, (3) immediate and delayed color-form memory span, (5) proactive inhibition of digit span, (6) forward and backward digit span, pre- and post-cued, and (7) repeated digit span. The serial tasks involved (1) retroactive inhibition of serial learning and (2) different amounts of intralist interference. Age, intelligence (as measured by "raven's progressive matrices"), college grade-point average, and two personality measures were included as variables. College grade-point average was most highly correlated with the factor of resistance to response competition. (Jk)
Aggression in fantasy and overt behavior by Arthur Robert Jensen( Book )
6 editions published between 1956 and 1957 in English and held by 51 libraries worldwide
Arthur Jensen, consensus and controversy by Sohan Modgil( Book )
8 editions published in 1987 in English and held by 44 libraries worldwide
During the last thirty years, Arthur Jensen's brilliant contribution to knowledgehas been well-known world-wide. From its early transmission, his work has notbeen without its critics. Naturally, criticisms persist, although his work continuesto be frequently acknowledged with great admiration in the channels ofpsychology. With such prolific work, it would seem justified to consider thediscrepancies, the omissions, together with the various interpretations whichhave been and are currently being highlighted
Race, social class, and individual differences in I.Q. by Sandra Scarr( Book )
4 editions published in 1984 in English and held by 31 libraries worldwide
Computer simulation of surface water hydrology and salinity with an application to studies of Colorado River management by Arthur Robert Jensen( Book )
12 editions published between 1976 and 1979 in English and held by 27 libraries worldwide
Intelligence, race, and genetics : conversations with Arthur R. Jensen by Arthur Robert Jensen( Book )
6 editions published between 2002 and 2004 in English and held by 18 libraries worldwide
Controversial psychologist Arthur R. Jensen gives his views on, "general intelligence, racial differences in IQ, cultural bias in IQ tests, and wheter differences in IQ are due primarily to heredity or to social factors."
Education of disadvantaged children in California : a report to the California State Committee on Public Education by Alan Bond Wilson( Book )
2 editions published in 1966 in English and held by 16 libraries worldwide
To identify the learning difficulties of disadvantaged youth and to develop policies to advance their intellectual development, educators must determine the sources and causes of this retardation. The distinction between certain irreversible biological sources of retardation, such as genetic defect or brain damage, and social sources which stem from the individual's environment has now become clear. The disadvantaged child, reared by parents who do little to encourage his cognitive development, lacks certain perceptual, motivational, and verbal abilities. Thus educators must emphasize early childhood training to overcome these linguistic-cognitive deficiencies which hinder academic achievement. However levels of academic achievement vary among different social classes and races, and a student's achievement is influenced by the quality and sociocultural characteristics of the school he attends. Thus educational programs must be designed to reliably identify and evaluate the variables which contribute to a program's success or failure. Educational parks which include research and development centers may be particularly effective because they provide educators with an opportunity to explore the components of effective instruction and supply students with quality, integrated education. Some ongoing preschool programs are specifically examined. (Lb)
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Alternative Names
Arthur Jensen Amerikaans psycholoog (1923-2012)
Arthur Jensen psicologo statunitense
Arthur Jensen psychologue américain
Arthur Jensen (psykolog)
Arthur Jensen US-amerikanischer Psychologe
Jensen, Arthur
Jensen, Arthur R.
Jensen, Arthur R. 1923-
Jensen, Arthur R. (Arthur Robert)
Jensen, Arthur Robert
Дженсен, Артур
آرتور جنسن
آرتور ینسن
English (269)
Spanish (2)
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