ACT, Inc. (2017). ACT technical manual. Iowa City, IA: Author. Retrieved from www.act.org/content/dam/act/unsecured/documents/ACT_Technical_Manual.pdfGoogle Scholar

ACT, Inc. (2018). The ACT profile report – national. Graduating class of 2018. Retrieved from www.act.org/content/dam/act/unsecured/documents/cccr2018/P_99_999999_N_S_N00_ACT-GCPR_National.pdfGoogle Scholar

Adhikari, K., Chacón-Duque, J. C., Mendoza-Revilla, J., Fuentes-Guajardo, M., & Ruiz-Linares, A. (2017). The genetic diversity of the Americas. Annual Review of Genomics and Human Genetics, 18, 277–296. doi:10.1146/annurev-genom-083115-022331CrossRefGoogle ScholarPubMed

Aguinis, H., Culpepper, S. A., & Pierce, C. A. (2010). Revival of test bias research in preemployment testing. Journal of Applied Psychology, 95, 648–680. doi:10.1037/a0018714Google Scholar

Akresh, R., & Akresh, I. R. (2011). Using achievement tests to measure language assimilation and language bias among the children of immigrants. Journal of Human Resources, 46, 647–667. doi:10.3368/jhr.46.3.647CrossRefGoogle Scholar

Allen, M. J., & Yen, W. M. (1979). Introduction to measurement theory. Long Grove, IL: Waveland Press.Google Scholar

Allik, J., & Realo, A. (2017). Universal and specific in the five factor model of personality. In Widiger, T. A. (ed.), The Oxford handbook of the five factor model (pp. 173–190). New York, NY: Oxford University Press.Google Scholar

Almeida, L. S., Prieto, L. P., Ferrando, M., Oliveira, E., & Ferrándiz, C. (2008). Torrance Test of Creative Thinking: The question of its construct validity. Thinking Skills and Creativity, 3, 53–58. doi:10.1016/j.tsc.2008.03.003CrossRefGoogle Scholar

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.Google Scholar

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.Google Scholar

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.Google Scholar

Anderson, B. (1993). Evidence from the rat for a general factor that underlies cognitive performance and that relates to brain size: Intelligence? Neuroscience Letters, 153, 98–102. doi:10.1016/0304-3940(93)90086-ZCrossRefGoogle ScholarPubMed

Anderson, M. (2019, May 2). For black Americans, experiences of racial discrimination vary by education level, gender. Pew Research Center Factank. Retrieved from www.pewresearch.org/fact-tank/2019/05/02/for-black-americans-experiences-of-racial-discrimination-vary-by-education-level-gender/Google Scholar

Ángeles Quiroga, M., Escorial, S., Román, F. J., Morillo, D., Jarabo, A., Privado, J., …& Colom, R. (2015). Can we reliably measure the general factor of intelligence (g) through commercial video games? Yes, we can! Intelligence, 53, 1–7. doi:10.1016/j.intell.2015.08.004CrossRefGoogle Scholar

Anomaly, J., & Winegard, B. (2019). The egalitarian fallacy: Are group differences compatible with political liberalism? Philosophia. Advance online publication. doi:10.1007/s11406-019-00129-wCrossRefGoogle Scholar

Apolinario, D., Mansur, L. L., Carthery-Goulart, M. T., Bruck, S. M. D., & Nitrini, R. (2014). Cognitive predictors of limited literacy in adults with heterogeneous socioeconomic backgrounds. Journal of Health Psychology, 20, 1613–1625. doi:10.1177/1359105313520337CrossRefGoogle ScholarPubMed

Arden, R. (2019). Cognitive abilities in other animals: An introduction to this special issue. Intelligence, 74, 1–2. doi:10.1016/j.intell.2019.04.003Google Scholar

Arden, R., & Adams, M. J. (2016). A general intelligence factor in dogs. Intelligence, 55, 79–85. doi:10.1016/j.intell.2016.01.008CrossRefGoogle Scholar

Arden, R., Luciano, M., Deary, I. J., Reynolds, C. A., Pedersen, N. L., Plassman, B. L., … & Visscher, P. M. (2016). The association between intelligence and lifespan is mostly genetic. International Journal of Epidemiology, 45, 178–185. doi:10.1093/ije/dyv112CrossRefGoogle ScholarPubMed

Armstrong, E. L., & Woodley, M. A. (2014). The rule-dependence model explains the commonalities between the Flynn effect and IQ gains via retesting. Learning and Individual Differences, 29, 41–49. doi:10.1016/j.lindif.2013.10.009Google Scholar

Asbury, K. (2015). Can genetics research benefit educational interventions for all? The Hastings Center Report, 45, S39-S42. doi:10.1002/hast.497CrossRefGoogle ScholarPubMed

Asbury, K., Moran, N., & Plomin, R. (2016). Nonshared environmental influences on academic achievement at age 16: A qualitative hypothesis-generating monozygotic-twin differences study. AERA Open, 2(4). doi:10.1177/2332858416673596CrossRefGoogle Scholar

Ashton, M. C., & Lee, K. (2005). Problems with the method of correlated vectors. Intelligence, 33, 431–444. doi:10.1016/j.intell.2004.12.004CrossRefGoogle Scholar

Ashton, M. C., Lee, K., & Visser, B. A. (2014). Higher-order g versus blended variable models of mental ability: Comment on Hampshire, Highfield, Parkin, and Owen (2012). Personality and Individual Differences, 60, 3–7. doi:10.1016/j.paid.2013.09.024CrossRefGoogle Scholar

Assouline, S. G., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (eds.). (2015). A nation empowered: Evidence trumps the excuses holding back America’s brightest students (Vol. 2). Iowa City, IA: Belin-Blank Center.Google Scholar

Assouline, S. G., Colangelo, N., VanTassel-Baska, J., & Sharp, M. (2015). A nation empowered: Evidence trumps the excuses holding back America’s brightest students (Vol. 1). Iowa City, IA: Belin-Blank Center.Google Scholar

Atkins v. Virginia, 536 U.S. 304 (2002).Google Scholar

Atkinson, R. C. (2001). Achievement versus aptitude in college admissions. Issues in Science & Technology, 18(2), 31–36.Google Scholar

Au, W. (2018, April 14). The socialist case against the SAT. Jacobin. Retrieved from www.jacobinmag.com/2018/04/against-the-sat-testing-meritocracy-race-classGoogle Scholar

Axt, J. R. (2017). An unintentional pro-Black bias in judgement among educators. British Journal of Educational Psychology, 87, 408–421. doi:10.1111/bjep.12156CrossRefGoogle ScholarPubMed

Baddeley, A. (1992). Working memory. Science, 255, 556–559. doi:10.1126/science.1736359CrossRefGoogle ScholarPubMed

Bahník, Š., & Vranka, M. A. (2017). Growth mindset is not associated with scholastic aptitude in a large sample of university applicants. Personality and Individual Differences, 117, 139–143. doi:10.1016/j.paid.2017.05.046CrossRefGoogle Scholar

Baldwin, B. T., & Stecher, L. I. (1922). Mental growth curve of normal and superior children studied by means of consecutive intelligence examinations. University of Iowa Studies in Child Welfare, 2(1), 1–61, S61–S67.Google Scholar

Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87, 611–623. doi:10.1037/0022-0663.87.4.611CrossRefGoogle Scholar

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191Google Scholar

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi:10.1037/0003-066X.37.2.122Google Scholar

Barnes, E., & Puccioni, J. (2017). Shared book reading and preschool children’s academic achievement: Evidence from the Early Childhood Longitudinal Study – Birth cohort. Infant and Child Development, 26, e2035. doi:10.1005/icd.2035Google Scholar

Bassok, D., & Latham, S. (2017). Kids today: The rise in children’s academic skills at kindergarten entry. Educational Researcher, 46, 7–20. doi:10.3102/0013189X17694161CrossRefGoogle Scholar

Bates, T. C. (2007). Fluctuating asymmetry and intelligence. Intelligence, 35, 41–46. doi:10.1016/j.intell.2006.03.013CrossRefGoogle Scholar

Beaujean, A. A., & Benson, N. F. (2019). The one and the many: Enduring legacies of Spearman and Thurstone on intelligence test score interpretation. Applied Measurement in Education, 32, 198–215. doi:10.1080/08957347.2019.1619560Google Scholar

Beaujean, A. A., McGlaughlin, S. M., & Margulies, A. S. (2009). Factorial validity of the Reynolds Intellectual Assessment Scales for referred students. Psychology in the Schools, 46, 932–950. doi:10.1002/pits.20435Google Scholar

Beaver, K. M., Nedelec, J. L., da Silva Costa, C., & Vidal, M. M. (2015). The future of biosocial criminology. Criminal Justice Studies, 28, 6–17. doi:10.1080/1478601x.2014.1000002CrossRefGoogle Scholar

Belasco, A. S., Rosinger, K. O., & Hearn, J. C. (2015). The test-optional movement at America’s selective liberal arts colleges: A boon for equity or something else? Educational Evaluation and Policy Analysis, 37, 206–223. doi:10.3102/0162373714537350CrossRefGoogle Scholar

Belsky, D. W., & Harden, K. P. (2019). Phenotypic annotation: Using polygenic scores to translate discoveries from genome-wide association studies from the top down. Current Directions in Psychological Science, 28, 82–90. doi:10.1177/0963721418807729CrossRefGoogle Scholar

Belsky, D. W., Moffitt, T. E., Corcoran, D. L., Domingue, B., Harrington, H., Hogan, S., … & Caspi, A. (2016). The genetics of success: How single-nucleotide polymorphisms associated with educational attainment relate to life-course development. Psychological Science, 27, 957–972. doi:10.1177/0956797616643070CrossRefGoogle ScholarPubMed

Benbow, C. P., & Stanley, J. C. (1996). Inequity in equity: How “equity” can lead to inequity for high-potential students. Psychology, Public Policy, and Law, 2, 249–292. doi:10.1037/1076-8971.2.2.249Google Scholar

Bereiter, C. (1976). IQ and elitism. Interchange, 7(3), 36–44. doi:10.1007/bf02142630CrossRefGoogle Scholar

Berry, J. W. (1974). Radical cultural relativism and the concept of intelligence. In Berry, J. W. & Dasen, P. R. (eds.), Culture and cognition: Readings in cross-cultural psychology (pp. 225–229). London: Methuen.Google Scholar

Berry, J. W., & Bennett, J. A. (1992). Cree conceptions of cognitive competence. International Journal of Psychology, 27, 73–88. doi:10.1080/00207599208246867Google Scholar

Bielby, R., Posselt, J. R., Jaquette, O., & Bastedo, M. N. (2014). Why are women underrepresented in elite colleges and universities? A non-linear decomposition analysis. Research in Higher Education, 55, 735–760. doi:10.1007/s11162-014-9334-yCrossRefGoogle Scholar

Biemiller, A. (1993). Lake Wobegon revisited: On diversity and education. Educational Researcher, 22(9), 7–12. doi:10.3102/0013189X022009007Google Scholar

Binet, A. (1911/1916). New investigations upon the measure of the intellectual level among school children (E. S. Kite, Trans.). In Binet, A. & Simon, T., The development of intelligence in children (the Binet-Simon Scale) (pp. 274–329). Baltimore, MD: Williams & Wilkins.Google Scholar

Binet, A., & Simon, T. (1905/1916). New methods for the diagnosis of the intellectual level of subnormals (E. S. Kite, Trans.). In Binet, A. & Simon, T., The development of intelligence in children (the Binet-Simon Scale) (pp. 9–36). Baltimore, MD: Williams & Wilkins.CrossRefGoogle Scholar

Binet, A., & Simon, T. (1908/1916). The development of intelligence in the child (Kite, E. S., Trans.). In Binet, A. & Simon, T., The development of intelligence in children (the Binet-Simon Scale) (pp. 182–273). Baltimore, MD: Williams & Wilkins.Google Scholar

Blagaich, P. (1999). Advanced placement courses are not for everyone. The History Teacher, 32, 259–262. doi:10.2307/494445CrossRefGoogle Scholar

Blatt, B., & Hess, A. (2014, March 5). Do men wager more than women in Jeopardy? A Slate investigation. Slate. Retrieved from https://slate.com/human-interest/2014/03/gender-differences-in-jeopardy-alex-trebek-says-women-wager-less-in-daily-double-bets.htmlGoogle Scholar

Boake, C. (2002). From the Binet-Simon to the Wechsler-Bellevue: Tracing the history of intelligence testing. Journal of Clinical and Experimental Neuropsychology, 24, 383–405. doi:10.1076/jcen.24.3.383.981Google Scholar

Bonner, S. M. (2006). A think-aloud approach to understanding performance on the Multistate Bar Examination. The Bar Examiner, 1(6), 6–15.Google Scholar

Bonner, S. M., & D’Agostino, J. V. (2012). A substantive process analysis of responses to items from the Multistate Bar Examination. Applied Measurement in Education, 25, 1–26. doi:10.1080/08957347.2012.635472CrossRefGoogle Scholar

Bouchard, T. J. Jr. (1984). Review of Frames of mind: The theory of multiple intelligences. American Journal of Orthopsychiatry, 54, 506–508. doi:10.1111/j.1939-0025.1984.tb01522.xCrossRefGoogle Scholar

Bouchard, T. J. Jr. (1997). Genetic influence on mental abilities, personality, vocational interests, and work attitudes. In Cooper, C. L. & Robertson, I. T. (eds.), International review of industrial and organizational psychology (Vol. 12, pp. 373–395). Hoboken, NJ: John Wiley & Sons.Google Scholar

Bouchard, T. J. Jr. (2004). Genetic influence on human psychological traits: A survey. Current Directions in Psychological Science, 13, 148–151. doi:10.1111/j.0963-7214.2004.00295.xCrossRefGoogle Scholar

Bouchard, T. J. Jr. (2014). Genes, evolution and intelligence. Behavior Genetics, 44, 549–577. doi:10.1007/s10519-014-9646-xCrossRefGoogle ScholarPubMed

Bouchard, T. J. Jr., & McGue, M. (1981). Familial studies of intelligence: A review. Science, 212, 1055–1059. doi:10.1126/science.7195071CrossRefGoogle ScholarPubMed

Bouchard, T. J. Jr., Lykken, D. T., Tellegen, A., & McGue, M. (1996). Genes, drives, environment, and experience: EPD theory revised. In Benbow, C. P. (ed.), Intellectual talent: Psychometric and social issues (pp. 5–43). Baltimore, MD: Johns Hopkins University Press.Google Scholar

Bowie, L. (2013, August 16). Maryland schools have been leader in Advanced Placement, but results are mixed. Capital Gazette. Retrieved from www.capitalgazette.com/bal-maryland-schools-have-been-leader-in-advanced-placement-but-results-are-mixed-20140930-story.htmlGoogle Scholar

Bratsberg, B., & Rogeberg, O. (2017). Childhood socioeconomic status does not explain the IQ-mortality gradient. Intelligence, 62, 148–154. doi:10.1016/j.intell.2017.04.002CrossRefGoogle Scholar

Bratsberg, B., & Rogeberg, O. (2018). Flynn effect and its reversal are both environmentally caused. Proceedings of the National Academy of Sciences, 115, 6674-6678. doi:10.1073/pnas.1718793115CrossRefGoogle ScholarPubMed

Breland, K., & Breland, M. (1961). The misbehavior of organisms. American Psychologist, 16, 681–684. doi:10.1037/h0040090CrossRefGoogle Scholar

Bridgett, D. J., & Walker, M. E. (2006). Intellectual functioning in adults with ADHD: A meta-analytic examination of full scale IQ differences between adults with and without ADHD. Psychological Assessment, 18, 1–14. doi:10.1037/1040-3590.18.1.1Google Scholar

Briley, D. A., & Tucker-Drob, E. M. (2017). Comparing the developmental genetics of cognition and personality over the life span. Journal of Personality, 85, 51–64. doi:10.1111/jopy.12186CrossRefGoogle ScholarPubMed

Broberg, G., & Roll-Hansen, N. (eds.). (2005). Eugenics and the welfare state: Norway, Sweden, Denmark, and Finland. East Lansing, MI: Michigan State University Press.Google Scholar

Broberg, G., & Tydén, M. (2005). Eugenics in Sweden: Efficient care. In Broberg, G. & Roll-Hansen, N. (eds.), Eugenics and the welfare state: Norway, Sweden, Denmark, and Finland (pp. 77–149). East Lansing, MI: Michigan State University Press.Google Scholar

Brody, L. (2018, October 3). Some parents pay up to $400 an hour to prep 4-year-olds for NYC’s gifted test. Wall Street Journal. Retrieved from www.wsj.com/articles/some-parents-pay-up-to-400-an-hour-to-prep-4-year-olds-for-nycs-gifted-test-1538568001Google Scholar

Brody, N. (2003). Construct validation of the Sternberg Triarchic Abilities Test: Comment and reanalysis. Intelligence, 31, 319–329. doi:10.1016/S0160-2896(01)00087-3Google Scholar

Brody, N. (2004). What cognitive intelligence is and what emotional intelligence is not. Psychological Inquiry, 15, 234–238.Google Scholar

Brody, N. (2008). Does education influence intelligence? In Kyllonen, P. C., Roberts, R. D., & Stankov, L. (eds.), Extending intelligence: Enhancement and new constructs (pp. 85–92). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Brogden, H. E. (1946). On the interpretation of the correlation coefficient as a measure of predictive efficiency. Journal of Educational Psychology, 37, 65–76. doi:10.1037/h0061548CrossRefGoogle ScholarPubMed

Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55–71. doi:10.2307/1602387CrossRefGoogle ScholarPubMed

Brown, W. (1910). Some experimental results in the correlation of mental abilities. British Journal of Psychology, 3, 296–322. doi:10.1111/j.2044-8295-1910.tb00207.xGoogle Scholar

Bryc, K., Durand, E. Y., Macpherson, J. M., Reich, D., & Mountain, J. L. (2015). The genetic ancestry of African Americans, Latinos, and European Americans across the United States. American Journal of Human Genetics, 96, 37–53. doi:10.1016/j.ajhg.2014.11.010CrossRefGoogle ScholarPubMed

Brydges, C. R., Reid, C. L., Fox, A. M., & Anderson, M. (2012). A unitary executive function predicts intelligence in children. Intelligence, 40, 458–469. doi:10.1016/j.intell.2012.05.006CrossRefGoogle Scholar

Buck v. Bell, 274 U.S. 200 (1927)Google Scholar

Buckendahl, C. W., & Hunt, R. (2005). Whose rules? The relation between the “rules” and “law” of testing. In Phelps, R. P. (ed.), Defending standardized testing (pp. 147–158). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2003). Characteristics of resilient youths living in poverty: The role of self-regulatory processes. Development and Psychopathology, 15, 139–162. doi:10.1017/S0954579403000087CrossRefGoogle ScholarPubMed

Bureau of Labor Statistics. (2018, April 13). Occupational outlook handbook: Preschool teachers. Retrieved from www.bls.gov/ooh/education-training-and-library/preschool-teachers.htmGoogle Scholar

Burgdorf, R. L. Jr., & Burgdorf, M. P. (1977). The wicked witch is almost dead: Buck v. Bell and the sterilization of handicapped persons. Temple Law Quarterly, 50, 995–1033.Google Scholar

Burgoyne, A. P., Hambrick, D. Z., & Macnamara, B. N. (2020). How firm are the foundations of mind-set theory? The claims appear stronger than the evidence. Psychological Science, 31, 258-267. doi:10.1177/0956797619897588CrossRefGoogle ScholarPubMed

Burks, B. S. (1928/1973). The relative influence of nature and nurture upon mental development; a comparative study of foster parent–foster child resemblance and true parent–true child resemblance. In Eysenck, H. J. (ed.), The measurement of intelligence (pp. 325–357). Dordrecht: Springer. (Original work published in 1928)Google Scholar

Burks, B. S., Jensen, D. W., & Terman, L. M. (1930). Genetic studies of genius, Vol. III: The promise of youth: Follow-up studies of a thousand gifted children. Stanford, CA: Stanford University Press.Google Scholar

Burris, C. C., & Welner, K. G. (2005). Closing the achievement gap by detracking. Phi Delta Kappan, 86, 594–598. doi:10.1177/003172170508600808Google Scholar

Burt, C. (1917). The distribution and relations of educational abilities. London: P. S. King.Google Scholar

Burton, J. Z., & Warne, R. T. (2020). The neglected intelligence course: Needs and suggested solutions. Teaching of Psychology, 47, 130-140. doi.org/10.1177/0098628320901381Google Scholar

Calvin, A. (2000). Use of standardized tests in admissions in postsecondary institutions of higher education. Psychology, Public Policy, and Law, 6, 20–32. doi:10.1037/1076-8971.6.1.20CrossRefGoogle Scholar

Calvin, C. M., Deary, I. J., Fenton, C., Roberts, B. A., Der, G., Leckenby, N., & Batty, G. D. (2011). Intelligence in youth and all-cause-mortality: Systematic review with meta-analysis. International Journal of Epidemiology, 40, 626–644. doi:10.1093/ije/dyq190Google Scholar

Calvin, C. M., Fernandes, C., Smith, P., Visscher, P. M., & Deary, I. J. (2010). Sex, intelligence and educational achievement in a national cohort of over 175,000 11-year-old schoolchildren in England. Intelligence, 38, 424–432. doi:10.1016/j.intell.2010.04.005CrossRefGoogle Scholar

Camara, W. J. (2009). College admission testing: Myths and realities in an age of admissions hype. In Phelps, R. P. (ed.), Correcting fallacies about educational and psychological testing (pp. 147–180). Washington, DC: American Psychological Association.CrossRefGoogle Scholar

Camerer, C. F., Dreber, A., Holzmeister, F., Ho, T.-H., Huber, J., Johannesson, M., … & Wu, H. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2, 637–644. doi:10.1038/s41562-018-0399-zGoogle Scholar

Camilli, G. (2006). Test fairness. In Brennan, R. L. (ed.), Educational measurement (4th ed., pp. 221–256). Westport, CT: Praeger.Google Scholar

Canivez, G. L., & Youngstrom, E. A. (2019). Challenges to the Cattell-Horn-Carroll theory: Empirical, clinical, and policy implications. Applied Measurement in Education, 32, 232–248. doi:10.1080/08957347.2019.1619562CrossRefGoogle Scholar

Carl, N. (2018). How stifling debate around race, genes and IQ can do harm. Evolutionary Psychological Science, 4, 399–407. doi:10.1007/s40806-018-0152-xGoogle Scholar

Carl, N. (2019). The fallacy of equating the hereditarian hypothesis with racism. Psych, 1, 262–278. doi:10.3390/psych1010018CrossRefGoogle Scholar

Carl, N., & Woodley of Menie, M. A. (2019). A scientometric analysis of controversies in the field of intelligence research. Intelligence, 77, 101397. doi:10.1016/j.intell.2019.101397CrossRefGoogle Scholar

Carman, C. A., & Taylor, D. K. (2010). Socioeconomic status effects on using the Naglieri Nonverbal Ability Test (NNAT) to identify the gifted/talented. Gifted Child Quarterly, 54, 75–84. doi:10.1177/0016986209355976Google Scholar

Carman, C. A., Walther, C. A. P., & Bartsch, R. A. (2018). Using the Cognitive Abilities Test (CogAT) 7 nonverbal battery to identify the gifted/talented: An investigation of demographic effects and norming plans. Gifted Child Quarterly, 62, 193–209. doi:10.1177/0016986217752097Google Scholar

Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York, NY: Cambridge University Press.CrossRefGoogle Scholar

Carson, J. (1993). Army Alpha, army brass, and the search for army intelligence. Isis, 84, 278–309. doi:10.1086/356463Google Scholar

Carter, R. T., & Goodwin, A. L. (1994). Racial identity and education. Review of Research in Education, 20, 291–336. doi:10.2307/1167387Google Scholar

Caspi, A., Houts, R. M., Belsky, D. W., Harrington, H., Hogan, S., Ramrakha, S., … & Moffitt, T. E. (2016). Childhood forecasting of a small segment of the population with large economic burden. Nature Human Behaviour, 1, Article 0005. doi:10.1038/s41562-016-0005Google Scholar

Cassidy, S., Roche, B., Colbert, D., Stewart, I., & Grey, I. M. (2016). A relational frame skills training intervention to increase general intelligence and scholastic aptitude. Learning and Individual Differences, 47, 222–235. doi:10.1016/j.lindif.2016.03.001CrossRefGoogle Scholar

Castejon, J. L., Perez, A. M., & Gilar, R. (2010). Confirmatory factor analysis of Project Spectrum activities: A second-order g factor or multiple intelligences? Intelligence, 38, 481–496. doi:10.1016/j.intell.2010.07.002Google Scholar

Ceci, J. (1991). How much does schooling influence general intelligence and its cognitive components? A reassessment of evidence. Developmental Psychology, 27, 703–722. doi:10.1037/0012-1649.27.5.703CrossRefGoogle Scholar

Ceci, S. J., & Papierno, P. B. (2005). The rhetoric and reality of gap closing: When the “have-nots” gain but the “haves” gain even more. American Psychologist, 60, 149–160. doi:10.1037/0003-066x.60.2.149CrossRefGoogle ScholarPubMed

Ceci, S., & Williams, W. M. (2009). Should scientists study race and IQ? Yes: The scientific truth must be pursued. Nature, 457, 788–789. doi:10.1038/457788aGoogle Scholar

Centers for Disease Control. (2018). Tested and confirmed elevated blood lead levels by state, year, and blood lead level group for children < 72 months of age. Retrieved from www.cdc.gov/nceh/lead/data/national.htmGoogle Scholar

Chabris, C. F., Heck, P. R., Mandart, J., Benjamin, D. J., & Simons, D. J. (2019). No evidence that experiencing physical warmth promotes interpersonal warmth: Two failures to replicate Williams and Bargh (2008). Social Psychology, 50, 127–132. doi:10.1027/1864-9335/a000361CrossRefGoogle Scholar

Chambers, J. G., Shkonik, , & Pérez, M. (2003). Total expenditures for students with disabilities, 1999–2000: Spending variation by disability. Retrieved from www.air.org/sites/default/files/SEEP5-Total-Expenditures.pdfGoogle Scholar

Chapman, P. D. (1988). School as sorters: Lewis M. Terman, applied psychology, and the intelligence testing movement, 1890–1930. New York, NY: New York University Press.Google Scholar

Check Hayden, E. (2013). Ethics: Taboo genetics. Nature, 502, 26–28. doi:10.1038/502026aGoogle Scholar

The Chimpanzee Sequencing and Analysis Consortium. (2005). Initial sequence of the chimpanzee genome and comparison with the human genome. Nature, 437, 69–87. doi:10.1038/nature04072Google Scholar

Chodosh, S. (2018). IQ ≠ intelligence. Popular Science, 290(2), 9.Google Scholar

Christensen, G. T., Mortensen, E. L., Christensen, K., & Osler, M. (2016). Intelligence in young adulthood and cause-specific mortality in the Danish Conscription Database – a cohort study of 728,160 men. Intelligence, 59, 64–71. doi:10.1016/j.intell.2016.08.001CrossRefGoogle Scholar

Church, M. S. (1995). Determination of race from the skeleton through forensic anthropological methods. Forensic Science Review, 7, 1–39.Google Scholar

Ciarrochi, J., Scott, G., Deane, F. P., & Heaven, P. C. L. (2003). Relations between social and emotional competence and mental health: A construct validation study. Personality and Individual Differences, 35, 1947–1963. doi:10.1016/S0191-8869(03)00043-6Google Scholar

Cicirelli, V. G. (1965). Form of the relationship between creativity, IQ, and academic achievement. Journal of Educational Psychology, 56, 303–308. doi:10.1037/h0022792Google Scholar

Clarizio, H. F. (1979). In defense of the IQ test. School Psychology Digest, 8, 79–88.Google Scholar

Cleary, T. A. (1968). Test bias: Prediction of grades of Negro and White students in integrated colleges. Journal of Educational Measurement, 5, 115–124. doi:10.1111/j.1745-3984.1968.tb00613.xGoogle Scholar

Cleary, T. A., & Hilton, T. L. (1968). An investigation of item bias. Educational and Psychological Measurement, 28, 61–75. doi:10.1177/001316446802800106Google Scholar

Cleary, T. A., Humphreys, L. G., Kendrick, S. A., & Wesman, A. (1975). Educational uses of tests with disadvantaged students. American Psychologist, 30, 15–41. doi:10.1037/0003-066x.30.1.15CrossRefGoogle Scholar

Cleveland, H. H., Jacobson, K. C., Lipinski, J. J., & Rowe, D. C. (2000). Genetic and shared environmental contributions to the relationship between the HOME environment and child and adolescent achievement. Intelligence, 28, 69–86. doi:10.1016/s0160-2896(99)00029-xGoogle Scholar

Clinedinst, M., & Patel, P. (2018). 2018 state of college admission. Arlington, VA: National Association for College Admission Counseling. Retrieved from www.nacacnet.org/globalassets/documents/publications/research/2018_soca/soca18.pdfGoogle Scholar

Cochran, G., Hardy, J., & Harpending, H. (2006). Natural history of Ashkenazi intelligence. Journal of Biosocial Science, 38, 659–693. doi:10.1017/S0021932005027069Google Scholar

Cochran, G., & Harpending, H. (2009). The 10,000 year explosion: How civilization accelerated human evolution. New York, NY: Basic Books.Google Scholar

Cofnas, N. (2016). Science is not always “self-correcting”: Fact–value conflation and the study of intelligence. Foundations of Science, 21, 477–492. doi:10.1007/s10699-015-9421-3Google Scholar

Cofnas, N. (2020). Coercive paternalism and the intelligence continuum. Behavioural Public Policy, 4, 88–107. doi:10.1017/bpp.2018.4CrossRefGoogle Scholar

Coleman, J. S. (1991). The Sidney Hook Memorial Award address: On the self-suppression of academic freedom. Academic Questions, 4(1), 17–22. doi:10.1007/BF02682943Google Scholar

College Board. (2017). SAT suite of assessments technical manual appendixes. New York, NY: Author. Retrieved from https://collegereadiness.collegeboard.org/pdf/sat-suite-assessments-technical-manual-appendix-pt-1.pdfGoogle Scholar

College Board. (2018). 2018 SAT suite of assessments annual report. Retrieved from https://reports.collegeboard.org/pdf/2018-total-group-sat-suite-assessments-annual-report.pdfGoogle Scholar

Collins, R. (1979). The credential society: An historical sociology of education and stratification. New York, NY: Columbia University Press.Google Scholar

Conn, L. K., Edwards, C. N., Rosenthal, R., & Crowne, D. (1968). Perception of emotion and response to teachers’ expectancy by elementary school children. Psychological Reports, 22, 27–34. doi:10.2466/pr0.1968.22.1.27Google Scholar

Conrad, H. S., Jones, H. E., & Hsiao, H. H. (1933). Sex differences in mental growth and decline. Journal of Educational Psychology, 24, 161–169. doi:10.1037/h0073913Google Scholar

Conti, G., Heckman, J. J., & Pinto, R. (2016). The effects of two influential early childhood interventions on health and healthy behaviour. Economic Journal, 126(596), F28–F65. doi:10.1111/ecoj.12420Google Scholar

Conway, A. R. A., & Kovacs, K. (2018). The nature of the general factor of intelligence. In Sternberg, R. J. (ed.), The nature of human intelligence (pp. 49–63). New York, NY: Cambridge University Press.Google Scholar

Cook, C. R., Low, S., Buntain-Ricklefs, J., Whitaker, K., Pullmann, M. D., & Lally, J. (2018). Evaluation of second step on early elementary students’ academic outcomes: A randomized controlled trial. School Psychology Quarterly, 33, 561–572. doi:10.1037/spq0000233Google Scholar

Coon, D., & Mitterer, J. O. (2016). Introduction to psychology: Gateways to mind and behavior (14th ed.). Boston, MA: Cengage Learning.Google Scholar

Corley, J., Crang, J. A., & Deary, I. J. (2009). Childhood IQ and in-service mortality in Scottish Army personnel during World War II. Intelligence, 37, 238–242. doi:10.1016/j.intell.2008.11.003Google Scholar

Cornell, E. L. (1928). Why are more boys than girls retarded in school? I. Elementary School Journal, 29, 96–105. doi:10.2307/995446Google Scholar

Corno, L., Cronbach, L. J., Kupermintz, H., Lohman, D. F., Mandinach, E. B., Porteus, A. W., & Talbert, J. E. (2002). Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Costa, P. T., & McCrae, R. R. (2010). NEO personality inventory-3. Lutz, FL: Psychological Assessment Resources.Google Scholar

Cox, S. R., Ritchie, S. J., Fawns-Ritchie, C., Tucker-Drob, E. M., & Deary, I. J. (2019). Structural brain imaging correlates of general intelligence in UK Biobank. Intelligence, 76, Article 101376. doi:10.1016/j.intell.2019.101376Google Scholar

Coyle, T. R. (2015). Relations among general intelligence (g), aptitude tests, and GPA: Linear effects dominate. Intelligence, 53, 16–22. doi:10.1016/j.intell.2015.08.005Google Scholar

Coyle, T. R., Elpers, K. E., Gonzalez, M. C., Freeman, J., & Baggio, J. A. (2018). General intelligence (g), ACT scores, and theory of mind: (ACT)g predicts limited variance among theory of mind tests. Intelligence, 71, 85–91. doi:10.1016/j.intell.2018.10.006Google Scholar

Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report on the 40-year follow-up of the Torrance Tests of Creative Thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49, 283–291. doi:10.1177/001698620504900402Google Scholar

Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113, 492–511. doi:10.1037/pspp0000102Google Scholar

Crocker, L. (2005). Teaching for the test: How and why test preparation is appropriate. In Phelps, R. P. (ed.), Defending standardized testing (pp. 159–174). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Cronbach, L. J. (1957). The two disciplines of scientific psychology. American Psychologist, 12, 671–684. doi:10.1037/h0043943Google Scholar

Cronbach, L. J. (1975). Five decades of public controversy over mental testing. American Psychologist, 30, 1–14. doi:10.1037/0003-066X.30.1.1Google Scholar

Crowe, R. R., & Colbach, E. M. (1971). A psychiatric experience with Project 100,000. Military Medicine, 136, 271–273.Google Scholar

Cucina, J. M., & Howardson, G. N. (2017). Woodcock–Johnson–III, Kaufman Adolescent and Adult Intelligence Test (KAIT), Kaufman Assessment Battery for Children (KABC), and Differential Ability Scales (DAS) support Carroll but not Cattell–Horn. Psychological Assessment, 29, 1001–1015. doi:10.1037/pas0000389Google Scholar

Cucina, J. M., Peyton, S. T., Su, C., & Byle, K. A. (2016). Role of mental abilities and mental tests in explaining high-school grades. Intelligence, 54, 90–104. doi:10.1016/j.intell.2015.11.007Google Scholar

Čukić, I., Brett, C. E., Calvin, C. M., Batty, G. D., & Deary, I. J. (2017). Childhood IQ and survival to 79: Follow-up of 94% of the Scottish Mental Survey 1947. Intelligence, 63, 45–50. doi:10.1016/j.intell.2017.05.002Google Scholar

Dahlke, J. A., & Sackett, P. R. (2017). The relationship between cognitive-ability saturation and subgroup mean differences across predictors of job performance. Journal of Applied Psychology, 102, 1403–1420. doi:10.1037/apl0000234Google Scholar

Daley, T. C., Whaley, S. E., Sigman, M. D., Espinosa, M. P., & Neumann, C. (2003). IQ on the rise: The Flynn effect in rural Kenyan children. Psychological Science, 14, 215–219. doi:10.1111/1467-9280.02434Google Scholar

Dalliard, M. (2014). The elusive x-factor: A critique of J. M. Kaplan’s model of race and IQ. Open Differential Psychology. doi:10.26775/ODP.2014.08.25Google Scholar

Dalton, B. W. (2010). Motivation. In Rosen, J. A., Glennie, E. J., Dalton, B. W., & Lennon, J. M. B., Robert, N. (eds.), Noncognitive skills in the classroom: New perspectives on educational research (pp. 11–38). Research Triangle Park, NC: RTI International.Google Scholar

Damian, R. I., Su, R., Shanahan, M., Trautwein, U., & Roberts, B. W. (2015). Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood. Journal of Personality and Social Psychology, 109, 473–489. doi:10.1037/pspp0000024Google Scholar

Daniels, S., & Piechowski, M. M. (eds.). (2009). Living with intensity. Scottsdale, AZ: Great Potential Press.Google Scholar

Dannenberg, M., & Hyslop, A. (2019). Building a fast track to college: An executive summary. Washington, DC: Alliance for Excellent Education. Retrieved from http://edreformnow.org/wp-content/uploads/2019/02/ERN-AEE-Fast-Track-FINAL.pdfGoogle Scholar

Davis, B. B. (1978). The moralistic fallacy. Nature, 272, 390. doi:10.1038/272390a0Google Scholar

Davis, T. C., Meldrum, H., Tippy, P. K. P., Weiss, B. D., & Williams, M. V. (1996). How poor literacy leads to poor health care. Patient Care, 30(16), 94–104.Google Scholar

de Bruin, A. B. H., Kok, E. M., Leppink, J., & Camp, G. (2014). Practice, intelligence, and enjoyment in novice chess players: A prospective study at the earliest stage of a chess career. Intelligence, 45, 18–25. doi:10.1016/j.intell.2013.07.004Google Scholar

de la Burdé, B., & Choate, M. S. (1975). Early asymptomatic lead exposure and development at school age. Journal of Pediatrics, 87, 638–642. doi:10.1016/S0022-3476(75)80845-6Google Scholar

Deary, I. J. (2001). Intelligence: A very short introduction. New York, NY: Oxford University Press.Google Scholar

Deary, I. J. (2012). Intelligence. Annual Review of Psychology, 63, 453–482. doi:10.1146/annurev-psych-120710-100353Google Scholar

Deary, I. J., Der, G., & Shenkin, S. D. (2005). Does mother’s IQ explain the association between birth weight and cognitive ability in childhood? Intelligence, 33, 445–454. doi:10.1016/j.intell.2005.05.004Google Scholar

Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35, 13–21. doi:10.1016/j.intell.2006.02.001Google Scholar

Deary, I. J., Taylor, M. D., Hart, C. L., Wilson, V., Smith, G. D., Blane, D., & Starr, J. M. (2005). Intergenerational social mobility and mid-life status attainment: Influences of childhood intelligence, childhood social factors, and education. Intelligence, 33, 455–472. doi:10.1016/j.intell.2005.06.003Google Scholar

Deary, I. J., Thorpe, G., Wilson, V., Starr, J. M., & Whalley, L. J. (2003). Population sex differences in IQ at age 11: The Scottish Mental Survey 1932. Intelligence, 31, 533–542. doi:10.1016/s0160-2896(03)00053-9Google Scholar

Deary, I. J., Whalley, L. J., Lemmon, H., Crawford, J. R., & Starr, J. M. (2000). The stability of individual differences in mental ability from childhood to old age: Follow-up of the 1932 Scottish Mental Survey. Intelligence, 28, 49–55. doi:10.1016/S0160-2898(99)00031-8Google Scholar

Deary, I. J., Whalley, L. J., & Starr, J. M. (eds.). (2009). A lifetime of intelligence: Follow-up studies of the Scottish Mental Surveys of 1932 and 1947. Washington, DC: American Psychological Association.Google Scholar

Deary, I. J., Whiteman, M. C., Starr, J. M., Whalley, L. J., & Fox, H. C. (2004). The impact of childhood intelligence on later life: Following up the Scottish Mental Surveys of 1932 and 1947. Journal of Personality and Social Psychology, 86, 130–147. doi:10.1037/0022-3514.86.1.130CrossRefGoogle ScholarPubMed

DeFries, J. C. (1972). Quantiative aspects of genetics and environment in the determination of behavior. In Ehrman, L., Omenn, G. S., & Caspari, E. (eds.), Genetics, environment, and behavior (pp. 5–16). New York, NY: Academic Press.Google Scholar

Del Giudice, M., Barrett, E. S., Belsky, J., Hartman, S., Martle, M. M., Sangenstedt, S., & Kuzawa, C. W. (2018). Individual differences in plasticity: A role for early androgens? Psychoneuroendocrinology, 90, 165–173. doi:10.1016/j.psyneuen.2018.02.025Google Scholar

Delaney, P. (1975, May 13). Black psychologist fighting use of intelligence tests he says reflect White middle-class values. New York Times, p. 36. Retrieved from www.nytimes.com/1975/05/13/archives/black-psychologist-fighting-use-of-intelligence-tests-he-says.htmlGoogle Scholar

Deresiewicz, W. (2014, July 21). Don’t send your kid to the Ivy League. New Republic. Retrieved from https://newrepublic.com/article/118747/ivy-league-schools-are-overrated-send-your-kids-elsewhereGoogle Scholar

Derryberry, W. P., Jones, K. L., Grieve, F. G., & Barger, B. (2007). Assessing the relationship among Defining Issues Test scores and crystallised and fluid intellectual indices. Journal of Moral Education, 36, 475–496. doi:10.1080/03057240701688036Google Scholar

Detterman, D. K. (2006). Editorial note on controversial papers. Intelligence, 34(1), iv. doi:10.1016/j.intell.2005.10.001Google Scholar

Detterman, D. K. (2014). You should be teaching intelligence! Intelligence, 42, 148–151. doi:10.1016/j.intell.2013.07.021Google Scholar

Diamond, J. (1997). Guns, germs and steel: The fates of human societies. San Francisco, CA: Norton.Google Scholar

Dickens, W. T., & Flynn, J. R. (2006). Black Americans reduce the racial IQ gap: Evidence from standardization samples. Psychological Science, 17, 913–920. doi:10.1111/j.1467-9280.2006.01802.xGoogle Scholar

Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451–462. doi:10.1037/0022-3514.36.5.451Google Scholar

Diener, E., Oishi, S., & Park, J. (2014). An incomplete list of eminent psychologists of the modern era. Archives of Scientific Psychology, 2, 20–31. doi:10.1037/arc0000006Google Scholar

Dirani, M., Chamberlain, M., Shekar, S. N., Islam, A. F. M., Garoufalis, P., Chen, C. Y., … & Baird, P. N. (2006). Heritability of refractive error and ocular biometrics: The Genes in Myopia (GEM) twin study. Investigative Opthalmology & Visual Science, 47, 4756–4761. doi:10.1167/iovs.06-0270Google Scholar

Dixson, D. D., Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2016). Beyond perceived ability: The contribution of psychosocial factors to academic performance. Annals of the New York Academy of Sciences, 1377, 67–77. doi:10.1111/nyas.13210Google Scholar

Dolan, C. V. (2000). Investigating Spearman’s hypothesis by means of multi-group confirmatory factor analysis. Multivariate Behavioral Research, 35, 21–50. doi:10.1207/S15327906MBR3501_2CrossRefGoogle ScholarPubMed

Dolan, C. V., & Hamaker, E. L. (2001). Investigating Black–White differences in psychometric IQ: Multi-group confirmatory factor analyses of the WISC-R and K-ABC and a critique of the method of correlated vectors. In Columbus, F. H. (ed.), Advances in psychology research (Vol. 6, pp. 31–59). Huntington, NY: Nova Science Publishers.Google Scholar

Domingue, B. W., Belsky, D. W., Conley, D., Harris, K. M., & Boardman, J. D. (2015). Polygenic influence on educational attainment: New evidence from the National Longitudinal Study of Adolescent to Adult Health. AERA Open, 1(3), 1–13. doi:10.1177/2332858415599972Google Scholar

Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.Google Scholar

Duckworth, A. L., & Eskreis-Winkler, L. (2013, April). True grit. APS Observer. Retrieved from www.psychologicalscience.org/observer/true-gritGoogle Scholar

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. doi:10.1037/0022-3514.92.6.1087Google Scholar

Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27, 109–132. doi:10.1257/jep.27.2.109Google Scholar

Dunkel, C. S., Woodley of Menie, M. A., Pallesen, J., & Kirkegaard, E. O. W. (2019). Polygenic scores mediate the Jewish phenotypic advantage in educational attainment and cognitive ability compared with Catholics and Lutherans. Evolutionary Behavioral Sciences, 13, 366–375. doi:10.1037/ebs0000158Google Scholar

Dutton, E. (2013). The Savanna–IQ interaction hypothesis: A critical examination of the comprehensive case presented in Kanazawa’s The Intelligence Paradox. Intelligence, 41, 607–614. doi:10.1016/j.intell.2013.07.024Google Scholar

Dutton, E., Essa, Y. A. S., Bakhiet, S. F., Ali, H. A. A., Alqafari, S. M., Alfaleh, A. S. H., & Becker, D. (2018). Brain drain in Syria’s ancient capital: No Flynn Effect in Damascus, 2004–2013/14. Personality and Individual Differences, 125, 10–13. doi:10.1016/j.paid.2017.12.025Google Scholar

Dutton, E., & Lynn, R. (2013). A negative Flynn effect in Finland, 1997–2009. Intelligence, 41, 817–820. doi:10.1016/j.intell.2013.05.008Google Scholar

Dutton, E., & Lynn, R. (2015). A negative Flynn Effect in France, 1999 to 2008–9. Intelligence, 51, 67–70. doi:10.1016/j.intell.2015.05.005Google Scholar

Dweck, C. S. (2007). The perils and promises of praise. ASCD, 65(2), 34–39. Retrieved from www.ascd.org/publications/educational-leadership/oct07/vol65/num02/The-Perils-and-Promises-of-Praise.aspxGoogle Scholar

Dweck, C. S. (2008, Winter). Brainology. Independent School. Retrieved from www.nais.org/magazine/independent-school/winter-2008/brainology/Google Scholar

Dweck, C. S. (2009, Fall). Can we make our students smarter? Education Canada, 49(4), 56–61.Google Scholar

Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower. American Psychologist, 67, 614–622. doi:10.1037/a0029783Google Scholar

Dweck, C. S. (2016). The remarkable reach of growth mind-sets. Scientific American Mind, 27(1), 36–41.Google Scholar

Dyck, M. J. (1996). Cognitive assessment in a multicultural society: Comment on Davidson (1995). Australian Psychologist, 31, 66–69. doi:10.1080/00050069608260180Google Scholar

Education Week Research Center. (2016). Mindset in the classroom: A national study of K-12 teachers. Bethesda, MD: Author. Retrieved from www.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdfGoogle Scholar

Edwards, A. W. F. (2003). Human genetic diversity: Lewontin’s fallacy. BioEssays, 25, 798–801. doi:10.1002/bies.10315Google Scholar

Elardo, R., & Bradley, R. H. (1981). The Home Observation for Measurement of the Environment (HOME) scale: A review of research. Developmental Review, 1, 113–145. doi:10.1016/0273-2297(81)90012-5CrossRefGoogle Scholar

Elliott, R. (1987). Litigating intelligence: IQ tests, special education, and social science in the courtroom. Dover, MA: Auburn House.Google Scholar

Emanuelsson, I., Reuterberg, S. E., & Svensson, A. (1993). Changing differences in intelligence? Comparisons between groups of 13-year-olds tested from 1960 to 1990. Scandinavian Journal of Educational Research, 37, 259–277. doi:10.1080/0031383930370401Google Scholar

Embretson, S. E. (1996). The new rules of measurement. Psychological Assessment, 8, 341–349. doi:10.1037/1040-3590.8.4.341Google Scholar

Embretson, S. E., & Reise, S. P. (2000). Item response theory for psychologists. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Ericsson, K. A., Roring, R. W., & Nandagopal, K. (2007). Giftedness and evidence for reproducibly superior performance: An account based on the expert performance framework. High Ability Studies, 18, 3–56. doi:10.1080/13598130701350593Google Scholar

Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5, Article 36. doi:10.3389/fpsyg.2014.00036Google Scholar

Espenshade, T. J., & Chung, C. Y. (2005). The opportunity cost of admission preferences at elite universities. Social Science Quarterly, 86, 293–305. doi:10.1111/j.0038-4941.2005.00303.xGoogle Scholar

Espenshade, T. J., Chung, C. Y., & Walling, J. L. (2004). Admission preferences for minority students, athletes, and legacies at elite universities. Social Science Quarterly, 85, 1422–1446. doi:10.1111/j.0038-4941.2004.00284.xGoogle Scholar

Euler, M. J. (2018). Intelligence and uncertainty: Implications of hierarchical predictive processing for the neuroscience of cognitive ability. Neuroscience & Biobehavioral Reviews, 94, 93–112. doi:10.1016/j.neubiorev.2018.08.013Google Scholar

Eusebius. (2007). The church history (P. L. Maier, Trans.). Grand Rapids, MI: Kregel Publications.Google Scholar

Evans, G. W., & Rosenbaum, J. (2008). Self-regulation and the income-achievement gap. Early Childhood Research Quarterly, 23, 504–514. doi:10.1016/j.ecresq.2008.07.002Google Scholar

Evans, J. T., & Rosenthal, R. (1969). Interpersonal self-fulfilling prophecies: Further extrapolations from the laboratory to the classroom. Retrieved from ERIC database. (ED034276)Google Scholar

Fair, L. (2016, January 5). Mind the gap: What Lumosity promised vs. what it could prove [Web blog post]. Retrieved from www.ftc.gov/news-events/blogs/business-blog/2016/01/mind-gap-what-lumosity-promised-vs-what-it-could-proveGoogle Scholar

Fancher, R. E. (1985). The intelligence men: Makers of the IQ controversy. New York, NY: W. W. Norton.Google Scholar

Feingold, A. (1992). Sex differences in variability in intellectual abilities: A new look at an old controversy. Review of Educational Research, 62, 61–84. doi:10.3102/00346543062001061Google Scholar

Feldman, D. (1979). Toward a nonelitist conception of giftedness. Phi Delta Kappan, 60, 660–663.Google Scholar

Feldman, D. H. (1984). A follow-up of subjects scoring above 180 IQ in Terman’s “Genetic Studies of Genius.” Exceptional Children, 50, 518–523. doi:10.1177/001440298405000604Google Scholar

Feldman, R. S. (2015). Essentials to understanding psychology (11th ed.). New York, NY: McGraw-Hill Education.Google Scholar

Fernandes, H. B. F., Woodley, M. A., & te Nijenhuis, J. (2014). Differences in cognitive abilities among primates are concentrated on G: Phenotypic and phylogenetic comparisons with two meta-analytical databases. Intelligence, 46, 311–322. doi:10.1016/j.intell.2014.07.007Google Scholar

Figlio, D. N., Freese, J., Karbownik, K., & Roth, J. (2017). Socioeconomic status and genetic influences on cognitive development. Proceedings of the National Academy of Sciences, 114, 13441–13446. doi:10.1073/pnas.1708491114Google Scholar

Finn, C. E. Jr., & Scanlan, A. E. (2019, August 13). Expanding the educational pie: Advanced Placement programs in New York City schools. City Journal. Retrieved from www.city-journal.org/nyc-advanced-placement-programsGoogle Scholar

Firkowska, A., Ostrowska, A., Sokolowska, M., Stein, Z., Susser, M., & Wald, I. (1978). Cognitive development and social policy. Science, 200, 1357–1362. doi:10.1126/science.663616Google Scholar

Flashman, L. A., Andreasen, N. C., Flaum, M., & Swayze, V. W., II. (1997). Intelligence and regional brain volumes in normal controls. Intelligence, 25, 149–160. doi:10.1016/S0160-2896(97)90039-8Google Scholar

Fletcher, R. (1991). Science, ideology, and the media: The Cyril Burt scandal. New Brunswick, NJ: Transaction Publishers.Google Scholar

Flore, P. C., Mulder, J., & Wicherts, J. M. (2018). The influences of gender stereotype threat on mathematics test scores of Dutch high school students: A registered report. Comprehensive Results in Social Psychology, 3, 140–174.Google Scholar

Flore, P. C., & Wicherts, J. M. (2015). Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis. Journal of School Psychology, 53, 25–44. doi:10.1016/j.jsp.2014.10.002Google Scholar

Floyd, R. G., Reynolds, M. R., Farmer, R. L., & Kranzler, J. H. (2013). Are the general factors from different child and adolescent intelligence tests the same? Results from a five-sample, six-test analysis. School Psychology Review, 42, 383–401.Google Scholar

Flynn, J. R. (1980). Race, IQ and Jensen. London: Routledge & Kegan Paul.Google Scholar

Flynn, J. R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95, 29–51. doi:10.1037/0033-2909.95.1.29Google Scholar

Flynn, J. R. (1987). Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101, 171–191. doi:10.1037/h0090408CrossRefGoogle Scholar

Flynn, J. R. (2018). Academic freedom and race: You ought not to believe what you think may be true. Journal of Criminal Justice, 59, 127–131. doi:10.1016/j.jcrimjus.2017.05.010Google Scholar

Flynn, J. R., te Nijenhuis, J., & Metzen, D. (2014). The g beyond Spearman’s g: Flynn’s paradoxes resolved using four exploratory meta-analyses. Intelligence, 44, 1–10. doi:10.1016/j.intell.2014.01.009Google Scholar

Foliano, F., Rolfe, H., Buzzeo, J., Runge, J., & Wilkinson, D. (2019). Changing mindsets: Effectiveness trial. Evaluation report. London: National Institute of Economic and Social Research. Retrieved from https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Changing_Mindsets.pdfGoogle Scholar

Ford, D. Y. (1995). Desegregating gifted education: A need unmet. Journal of Negro Education, 64, 52–62. doi:10.2307/2967284Google Scholar

Ford, D. Y. (2014). Segregation and the underrepresentation of Blacks and Hispanics in gifted education: Social inequality and deficit paradigms. Roeper Review, 36, 143–154. doi:10.1080/02783193.2014.919563Google Scholar

Foroughi, C. K., Serraino, C., Parasuraman, R., & Boehm-Davis, D. A. (2016). Can we create a measure of fluid intelligence using Puzzle Creator within Portal 2? Intelligence, 56, 58–64. doi:10.1016/j.intell.2016.02.011Google Scholar

Forscher, P. S., Taylor, V. J., Cavagnaro, D., Lewis, N. A. Jr., Moshontz, H., Batres, C., … & Chartier, C. R. (2019). A multi-site examination of stereotype threat in black college students across varying operationalizations. doi:10.31234/osf.io/6hju9 Retrieved from https://psyarxiv.com/6hju9/Google Scholar

Forstmeier, W., Wagenmakers, E.-J., & Parker, T. H. (2017). Detecting and avoiding likely false-positive findings – a practical guide. Biological Reviews. doi:10.1111/brv.12315Google Scholar

Fox, M. C., & Mitchum, A. L. (2013). A knowledge-based theory of rising scores on “culture-free” tests. Journal of Experimental Psychology: General, 142, 979–1000. doi:10.1037/a0030155Google Scholar

Franco, A., Malhotra, N., & Simonovits, G. (2014). Publication bias in the social sciences: Unlocking the file drawer. Science, 345, 1502. doi:10.1126/science.1255484Google Scholar

Freeman, F. N. (1923). A referendum of psychologists. The Century, 107, 237–245.Google Scholar

Frey, M. C., & Detterman, D. K. (2004). Scholastic assessment or g? The relationship between the scholastic assessment test and general cognitive ability. Psychological Science, 15, 373–378.Google Scholar

Friedrichs, R. W. (1973). The impact of social factors upon scientific judgment: The “Jensen thesis” as appraised by members of the American Psychological Association. Journal of Negro Education, 42, 429–438. doi:10.2307/2966555Google Scholar

Frisby, C. L. (2013). Meeting the psychoeducational needs of minority students: Evidence-based guidelines for school psychologists and other school personnel. Hoboken, NJ: John Wiley & Sons.Google Scholar

Frisby, C. L., & Henry, B. (2016). Science, politics, and best practice: 35 years after Larry P. Contemporary School Psychology, 20, 46–62. doi:10.1007/s40688-015-0069-3Google Scholar

Fryar, C. D., Kruszon-Moran, D., Gu, Q., & Ogden, C. L. (2018). Mean body weight, height, waist circumference, and body mass index among adults: United States, 1999–2000 through 2015–2016. (National Health Statistics Reports No. 122). Retrieved from www.cdc.gov/nchs/data/nhsr/nhsr122-508.pdfGoogle Scholar

Fuerst, J., & Dalliard, M. (2014). Genetic and environmental determinants of IQ in Black, White and Hispanic Americans: A meta-analysis and new analysis. Open Behavioral Genetics, 10, 1–21. doi:10.26775/OBG.2014.09.15Google Scholar

Gagné, F., & St Père, F. (2001). When IQ is controlled, does motivation still predict achievement? Intelligence, 30, 71–100. doi:10.1016/S0160-2896(01)00068-XGoogle Scholar

Galsworthy, M. J., Paya-Cano, J. L., Monleón, S., & Plomin, R. (2002). Evidence for general cognitive ability (g) in heterogeneous stock mice and an analysis of potential confounds. Genes, Brain and Behavior, 1, 88–95. doi:10.1034/j.1601-183X.2002.10204.xGoogle Scholar

Galton, D. J., & Galton, C. J. (1998). Francis Galton: And eugenics today. Journal of Medical Ethics, 24, 99–105. doi:10.1136/jme.24.2.99Google Scholar

Galton, F. (1883). Human faculty and its development. London: Macmillan and Co.Google Scholar

Galton, F. (1907). Probability, the foundation of eugenics. Popular Science Monthly, 71, 165–178.Google Scholar

Gandhi, J., Watts, T. W., Masucci, M. D., & Raver, C. C. (2020). The effects of two mindset interventions on low-income students’ academic and psychological outcomes. Journal of Research on Educational Effectiveness, 13, 351–379. doi:10.1080/19345747.2019.1711272Google Scholar

Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls’ mathematics performance. Developmental Psychology, 49, 1886–1897. doi:10.1037/a0031412Google Scholar

Gardner, H. (1999). Intelligence reframed. New York, NY: Basic Books.Google Scholar

Gardner, H. (2004). Audiences for the theory of multiple intelligences. Teachers College Record, 106, 212–220. 10.1111/j.1467–9620.2004.00329.xGoogle Scholar

Gardner, H. (2009). Intelligence: It’s not just IQ. New York, NY: Rockefeller University. Retrieved from https://bit.ly/2qQR6J1Google Scholar

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.Google Scholar

Gardner, H. (2016). Multiple intelligences: Prelude, theory, and aftermath. In Sternberg, R. J., Fiske, S. T., & Foss, D. J. (eds.), Scientists making a difference: One hundred eminent behavioral and brain scientists talk about their most important contributions (pp. 167–170). New York, NY: Cambridge University Press.Google Scholar

Garfinkel, R., & Thorndike, R. L. (1976). Binet item difficulty then and now. Child Development, 47, 959–965. doi:10.1111/1467-8624.ep12190864Google Scholar

Garrow, D. J. (2014). Toward a definite history of Griggs v. Duke Power Co. Vanderbilt Law Review, 67, 197–237.Google Scholar

Geisinger, K. F. (2005). The testing industry, ethnic minorities, and individuals with disabilities. In Phelps, R. P. (ed.), Defending standardized testing (pp. 187–203). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Geisinger, K. F. (2019). Empirical considerations on intelligence testing and models of intelligence: Updates for educational measurement professionals. Applied Measurement in Education, 32, 193–197. doi:10.1080/08957347.2019.1619564Google Scholar

Genç, E., Fraenz, C., Schlüter, C., Friedrich, P., Hossiep, R., Voelkle, M. C., Ling, J. M., Güntürkün, O., & Jung, R. E. (2018). Diffusion markers of dendritic density and arborization in gray matter predict differences in intelligence. Nature Communications, 9, Article 1905. doi.org/10.1038/s41467-018-04268-8Google Scholar

Gerrig, R. J. (2013). Psychology and life (20th ed.). Upper Saddle River, NJ: Pearson.Google Scholar

Gibbons, A., & Warne, R. T. (2019). First publication of subtests in the Stanford-Binet 5, WAIS-IV, WISC-V, and WPPSI-IV. Intelligence, 75, 9–18. doi:10.1016/j.intell.2019.02.005Google Scholar

Giessman, J. A., Gambrell, J. L., & Stebbins, M. S. (2013). Minority performance on the Naglieri Nonverbal Ability Test, Second Edition, versus the Cognitive Abilities Test, Form 6: One gifted program’s experience. Gifted Child Quarterly, 57, 101–109. doi:10.1177/0016986213477190Google Scholar

Gignac, G. E., Bartulovich, A., & Salleo, E. (2019). Maximum effort may not be required for valid intelligence test score interpretations. Intelligence, 75, 73–84. doi:10.1016/j.intell.2019.04.007Google Scholar

Gignac, G. E., & Bates, T. C. (2017). Brain volume and intelligence: The moderating role of intelligence measurement quality. Intelligence, 64, 18–29. doi:10.1016/j.intell.2017.06.004Google Scholar

Gillborn, D. (2016). Softly, softly: Genetics, intelligence and the hidden racism of the new geneism. Journal of Education Policy, 31, 365–388. doi:10.1080/02680939.2016.1139189Google Scholar

Gillham, N. W. (2001). A life of Sir Francis Galton: From African exploration to the birth of eugenics. New York, NY: Oxford University Press.Google Scholar

Gladwell, M. (2008). Outliers: The story of success. New York, NY: Little Brown.Google Scholar

Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3–8. doi:10.3102/0013189X005010003Google Scholar

Glass, G. V. (1977). Integrating findings: The meta-analysis of research. Review of Research in Education, 5, 351–379. doi:10.3102/0091732X005001351Google Scholar

Gleitman, H., Gross, J., & Reisberg, D. (2011). Psychology (8th ed.). New York, NY: Norton.Google Scholar

Glerum, J., Loyens, S. M. M., Wijnia, L., & Rikers, R. M. J. P. (2019). The effects of praise for effort versus praise for intelligence on vocational education students. Educational Psychology. Advance online publication. doi:10.1080/01443410.2019.1625306Google Scholar

Goddard, H. H. (1910). Four hundred feeble-minded children classified by the Binet method. The Journal of Genetic Psychology, 17, 387–397.Google Scholar

Goddard, H. H. (1912). The Kallikak family: A study in the heredity of feeble-mindedness. New York, NY: Macmillan Company.CrossRefGoogle Scholar

Goddard, H. H. (1914). Feeble-mindedness: Its causes and consequences. New York, NY: Macmillan Company.Google Scholar

Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.Google Scholar

Gómez, H. F., Borgialli, D. A., Sharman, M., Shah, K. K., Scolpino, A. J., Oleske, J. M., & Bogden, J. D. (2018). Blood lead levels of children in Flint, Michigan: 2006–2016. Journal of Pediatrics, 197, 158–164. doi:10.1016/j.jpeds.2017.12.063Google Scholar

Goode, E. (2002, March 2). Boy genius? Mother says she faked tests. New York Times. Retrieved from www.nytimes.com/2002/03/02/us/boy-genius-mother-says-she-faked-tests.htmlGoogle Scholar

Goodenough, F. L. (1926). Racial differences in the intelligence of school children. Journal of Experimental Psychology, 9, 388–397. doi:10.1037/h0073325Google Scholar

Gordon, R. A. (1997). Everyday life as an intelligence test: Effects of intelligence and intelligence context. Intelligence, 24, 203–320. doi:10.1016/S0160-2896(97)90017-9Google Scholar

Gottfredson, L. S. (1986). Societal consequences of the g factor in employment. Journal of Vocational Behavior, 29, 379–410. doi:10.1016/0001-8791(86)90015-1Google Scholar

Gottfredson, L. S. (1994). Egalitarian fiction and collective fraud. Society, 31(3), 53–59. doi:10.1007/BF02693231Google Scholar

Gottfredson, L. S. (1997a). Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography. Intelligence, 24, 13–23. doi:10.1016/S0160-2896(97)90011-8Google Scholar

Gottfredson, L. S. (1997b). Why g matters: The complexity of everyday life. Intelligence, 24, 79–132. doi:10.1016/S0160-2896(97)90014-3Google Scholar

Gottfredson, L. S. (2000a). Pretending intelligence doesn’t matter. Cerebrum, 2(3), 75–96.Google Scholar

Gottfredson, L. S. (2000b). Skill gaps, not tests, make racial proportionality impossible. Psychology, Public Policy, and Law, 6, 129–143. doi:10.101317//1076-8971.6.1.129Google Scholar

Gottfredson, L. S. (2001). [Review of the book Practical Intelligence in Everyday Life, by Robert J. Sternberg, George B. Forsythe, Jennifer Hedlund, Joseph A. Horvath, Richard K. Wagner, Wendy M. Williams, Scott A. Snook, and Elena L. Grigorenko]. Intelligence, 29, 363–365. doi:10.1016/S0160-2896(01)00059-9Google Scholar

Gottfredson, L. S. (2003a). Dissecting practical intelligence theory: Its claims and evidence. Intelligence, 31, 343–397. doi:10.1016/S0160-2896(02)00085-5Google Scholar

Gottfredson, L. S. (2003b). On Sternberg’s “Reply to Gottfredson.” Intelligence, 31, 415–424. doi:10.1016/s0160-2896(03)00024-2Google Scholar

Gottfredson, L. S. (2003c). The science and politics of intelligence in gifted education. In Colangelo, N. & Davis, G. A. (eds.), Handbook of gifted education (3rd ed., pp. 24–40). Boston, MA: Allyn and Bacon.Google Scholar

Gottfredson, L. S. (2004). Intelligence: Is it the epidemiologists’ elusive “fundamental cause” of social class inequalities in health? Journal of Personality & Social Psychology, 86, 174–199. doi:10.1037/0022-3514.86.1.174Google Scholar

Gottfredson, L. S. (2005a). Implications of cognitive differences for schooling within diverse societies. In Frisby, C. L. & Reynolds, C. R. (eds.), Comprehensive handbook of multicultural school psychology (pp. 517–554). Hoboken, NJ: John Wiley & Sons.Google Scholar

Gottfredson, L. S. (2005b). What if the hereditarian hypothesis is true? Psychology, Public Policy, and Law, 11, 311–319. doi:10.1037/1076-8971.11.2.311Google Scholar

Gottfredson, L. S. (2009). Logical fallacies used to dismiss the evidence on intelligence testing. In Phelps, R. P. (ed.), Correcting fallacies about educational and psychological testing (pp. 11–65). Washington, DC: American Psychological Association.Google Scholar

Gottfredson, L. S. (2010). Lessons in academic freedom as lived experience. Personality and Individual Differences, 49, 272–280. doi:10.1016/j.paid.2010.01.001Google Scholar

Gottfredson, L. S. (2011). Intelligence and social inequality: Why the biological link? In Chamorro-Premuzic, T., von Stumm, S., & Furnham, A. (eds.), The Wiley–Blackwell handbook of individual differences (pp. 538–575). Oxford: Wiley–Blackwell.Google Scholar

Gottfredson, L. S., & Deary, I. J. (2004). Intelligence predicts health and longevity, but why? Current Directions in Psychological Science, 13, 1–4. doi:10.1111/j.0963-7214.2004.01301001.xGoogle Scholar

Gottfredson, L., & Saklofske, D. H. (2009). Intelligence: Foundations and issues in assessment. Canadian Psychology, 50, 183–195. doi:10.1037/a0016641Google Scholar

Gould, S. J. (1981). The mismeasure of man. New York, NY: W. W. Norton.Google Scholar

Gould, S. J. (1996). The mismeasure of man: Revised and expanded. New York, NY: W. W. Norton.Google Scholar

Graces, J. L. Jr., & Johnson, A. (1995). The pseudoscience of psychometry and The Bell Curve. Journal of Negro Education, 64, 277–294. doi:10.2307/2967209Google Scholar

Graf, N. (2019). Most Americans say colleges should not consider race or ethnicity in admissions. Factank. Pew Research Center. Retrieved from www.pewresearch.org/fact-tank/2019/02/25/most-americans-say-colleges-should-not-consider-race-or-ethnicity-in-admissions/Google Scholar

Greenberg, L. (1955). A critique of classic methods of identifying gifted children. School Review, 63, 25–30. doi:10.2307/1083412Google Scholar

Greenwald, A. G. (1975). Consequences of prejudice against the null hypothesis. Psychological Bulletin, 82, 1–20. doi:10.1037/h0076157Google Scholar

Gregory, H. (2015). McNamara’s folly: The use of low-IQ troops in the Vietnam War plus the induction of unfit men, criminals, and misfits. West Conshohocken, PA: Infinity Publishing.Google Scholar

Griggs v. Duke Power Co., 401 U.S. 424 (1971).Google Scholar

Griggs, R. A., Proctor, D. L., & Cook, S. M. (2004). The most frequently cited books in introductory texts. Teaching of Psychology, 31, 113–116.Google Scholar

Grigorenko, E. L., Geissler, P. W., Prince, R., Okatcha, F., Nokes, C., Kenny, D. A., … & Sternberg, R. J. (2001). The organisation of Luo conceptions of intelligence: A study of implicit theories in a Kenyan village. International Journal of Behavioral Development, 25, 367–378. doi:10.1080/01650250042000348Google Scholar

Grison, S., Heatherton, T. F., & Gazzaniga, M. S. (2017). Psychology in your life. New York, NY: Norton.Google Scholar

Grodin, M. A., Miller, E. L., & Kelly, J. I. (2018). The Nazi physicians as leaders in eugenics and “euthanasia”: Lessons for today. American Journal of Public Health, 108, 53–57. doi:10.2105/ajph.2017.304120Google Scholar

Gruber, H. E. (1963). Education and the image of man. Journal of Research in Science Teaching, 1, 162–169. doi:10.1002/tea.3660010213Google Scholar

Gubbels, J., Segers, E., Keuning, J., & Verhoeven, L. (2016). The Aurora-a battery as an assessment of triarchic intellectual abilities in upper primary grades. Gifted Child Quarterly, 60, 226–238. doi:10.1177/0016986216645406Google Scholar

Gudjonsson, G. H. (1990). One hundred alleged false confession cases: Some normative data. British Journal of Clinical Psychology, 29, 249–250. doi:10.1111/j.2044-8260.1990.tb00881.xGoogle Scholar

Gudjonsson, G. H. (1991). The effects of intelligence and memory on group differences in suggestibility and compliance. Personality and Individual Differences, 12, 503–505. doi:10.1016/0191-8869(91)90070-RGoogle Scholar

Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454. doi:10.1037/h0063487Google Scholar

Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267–293. doi:10.1037/h0040755Google Scholar

Guilford, J. P. (1988). Some changes in the structure-of-intellect model. Educational and Psychological Measurement, 48, 1–4. doi:10.1177/001316448804800102Google Scholar

Guldemond, H., Bosker, R., Kuyper, H., & van der Werf, G. (2007). Do highly gifted students really have problems? Educational Research and Evaluation, 13, 555–568. doi:10.1080/13803610701786038Google Scholar

Haggbloom, S. J., Warnick, R., Warnick, J. E., Jones, V. K., Yarbrough, G. L., Russell, T. M., … & Monte, E. (2002). The 100 most eminent psychologists of the 20th century. Review of General Psychology, 6, 139–152. doi:10.1037/1089-2680.6.2.139Google Scholar

Haier, R. J. (2017a). The neuroscience of intelligence. New York, NY: Cambridge University Press.Google Scholar

Haier, R. [rjhaier] (2017b, September 15). It’s a framework for testing hypotheses. Results will refine what we know & drive progress even if PFIT turns out to be mostly incorrect. [Tweet]. Retrieved from https://twitter.com/rjhaier/status/908749935293558784Google Scholar

Hall v. Florida, 572 U.S. ___ (2014).Google Scholar

Hambrick, D. Z., Altmann, E. M., Oswald, F. L., Meinz, E. J., Gobet, F., & Campitelli, G. (2014a). Accounting for expert performance: The devil is in the details. Intelligence, 45, 112–114. doi:10.1016/j.intell.2014.01.007Google Scholar

Hambrick, D. Z., Oswald, F. L., Altmann, E. M., Meinz, E. J., Gobet, F., & Campitelli, G. (2014b). Deliberate practice: Is that all it takes to become an expert? Intelligence, 45, 34–45. doi:10.1016/j.intell.2013.04.001Google Scholar

Hampshire, A., Highfield, R. R., Parkin, B. L., & Owen, A. M. (2012). Fractionating human intelligence. Neuron, 76, 1225–1237. doi:10.1016/j.neuron.2012.06.022Google Scholar

Han, E., Carbonetto, P., Curtis, R. E., Wang, Y., Granka, J. M., Byrnes, J., … & Ball, C. A. (2017). Clustering of 770,000 genomes reveals post-colonial population structure of North America. Nature Communications, 8, Article 14238. doi:10.1038/ncomms14238Google Scholar

Hansen, B. S. (2005). Something rotten in the state of Denmark: Eugenics and the ascent of the welfare state. In Broberg, G. & Roll-Hansen, N. (eds.), Eugenics and the welfare state: Norway, Sweden, Denmark, and Finland (pp. 9–76). East Lansing, MI: Michigan State University Press.Google Scholar

Hare, B. (2017). Survival of the friendliest: Homo sapiens evolved via selection for prosociality. Annual Review of Psychology, 68, 155–186. doi:10.1146/annurev-psych-010416-044201Google Scholar

Harrell, T. W., & Harrell, M. S. (1945). Army General Classification Test scores for civilian occupations. Educational and Psychological Measurement, 5, 229–239. doi:10.1177/001316444500500303Google Scholar

Harris, J. J., III, & Ford, D. Y. (1991). Identifying and nurturing the promise of gifted Black American children. Journal of Negro Education, 60, 3–18. doi:10.2307/2295529Google Scholar

Haskins, R., & Sawhill, I. (2009). Creating an opportunity society. Washington, DC: Brookings Institution Press.Google Scholar

Heller, C. A., Rúa, S. H., Mazumdar, M., Moon, J. E., Bardes, C., & Gotto, A. M. (2014). Diversity efforts, admissions, and national rankings: Can we align priorities? Teaching and Learning in Medicine, 26, 304–311. doi:10.1080/10401334.2014.910465Google Scholar

Heller, J. (1972, July 26). Syphilis victims in U.S. study went untreated for 40 years. New York Times. Retrieved from www.nytimes.com/1972/07/26/archives/syphilis-victims-in-us-study-went-untreated-for-40-years-syphilis.htmlGoogle Scholar

Helms, J. E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47, 1083–1101. doi:10.1037/0003-066X.47.9.1083Google Scholar

Henneberg, M. (1988). Decrease of human skull size in the Holocene. Human Biology, 60, 395–405.Google Scholar

Herndon, J. G., Moss, M. B., Rosene, D. L., & Killiany, R. J. (1997). Patterns of cognitive decline in aged rhesus monkeys. Behavioural Brain Research, 87, 25–34. doi:10.1016/S0166-4328(96)02256-5Google Scholar

Herrnstein, R. J. (1971). I.Q. The Atlantic, 228(3), 43–64.Google Scholar

Herrnstein, R. J. (1973). I.Q. in the meritocracy. Boston, MA: Atlantic Monthly Press.Google Scholar

Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York, NY: Free Press.Google Scholar

Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and the will to differentiate adequately. Gifted Child Quarterly, 53, 251–253. doi:10.1177/0016986209346927Google Scholar

Hietala, M. (2005). From race hygiene to sterilization: The eugenics movement in Finland. In Broberg, G. & Roll-Hansen, N. (eds.), Eugenics and the welfare state: Norway, Sweden, Denmark, and Finland (pp. 195–258). East Lansing, MI: Michigan State University.Google Scholar

Hill, T. P. (2018, September 7). Academic activists send a published paper down the memory hole. Quillette. Retrieved from https://quillette.com/2018/09/07/academic-activists-send-a-published-paper-down-the-memory-hole/Google Scholar

Hill, W. D., Hagenaars, S. P., Marioni, R. E., Harris, S. E., Liewald, D. C. M., Davies, G., … & Deary, I. J. (2016). Molecular genetic contributions to social deprivation and household income in UK Biobank. Current Biology, 26, 3083–3089. doi:10.1016/j.cub.2016.09.035Google Scholar

Hill, W. D., Marioni, R. E., Maghzian, O., Ritchie, S. J., Hagenaars, S. P., McIntosh, A. M., … & Deary, I. J. (2019). A combined analysis of genetically correlated traits identifies 187 loci and a role for neurogenesis and myelination in intelligence. Molecular Psychiatry, 24, 169–181. doi:10.1038/s41380-017-0001-5Google Scholar

Holahan, C. K., & Sears, R. R. (1995). The gifted group in later maturity. Stanford, CA: University of Stanford Press.Google Scholar

Hollingworth, L. S. (1919). Comparison of the sexes in mental traits. Psychological Bulletin, 16, 371–373. doi:10.1037/h0075023Google Scholar

Hollis-Sawyer, L. A., & Sawyer, T. P. Jr. (2008). Potential stereotype threat and face validity effects on cognitive-based test performance in the classroom. Educational Psychology, 28, 291–304. doi:10.1080/01443410701532313Google Scholar

Hoover, E. (2019, February 13). At one final hearing, Harvard and Students for Fair Admissions squared off. Here’s what happened. Chronicle of Higher Education. Retrieved from www.chronicle.com/article/At-One-Final-Hearing-Harvard/245695Google Scholar

Hoover, H. D., Dunbar, S. B., Frisbie, D. A., Oberley, K. R., Ordman, V. L., Naylor, R. J., … & Shannon, G. P. (2003). Iowa Tests of Basic Skills guide to research and development. Itasca, IL: Riverside Publishing.Google Scholar

Hopkins, W. D., Russell, J. L., & Schaeffer, J. (2014). Chimpanzee intelligence is heritable. Current Biology, 24, 1649–1652. doi:10.1016/j.cub.2014.05.076Google Scholar

Horgan, J. (2013, May 16). Should research on race and IQ be banned? [Web log post] Scientific American Cross-Check Blog. Retrieved from https://blogs.scientificamerican.com/cross-check/should-research-on-race-and-iq-be-banned/Google Scholar

Horowitz, M., Yaworsky, W., & Kickham, K. (2019). Anthropology’s science wars: Insights from a new survey. Current Anthropology, 60, 674–698. doi:10.1086/705409Google Scholar

Hu, M., Lasker, J., Kirkegaard, E. O. W., & Fuerst, J. G. R. (2019). Filling in the gaps: The association between intelligence and both color and parent-reported ancestry in the National Longitudinal Survey of Youth 1997. Psych, 1, 240–261. doi:10.3390/psych1010017Google Scholar

Huang, P.-C., Su, P.-H., Chen, H.-Y., Huang, H.-B., Tsai, J.-L., Huang, H.-I., & Wang, S.-L. (2012). Childhood blood lead levels and intellectual development after ban of leaded gasoline in Taiwan: A 9-year prospective study. Environment International, 40, 88–96. doi:10.1016/j.envint.2011.10.011Google Scholar

Hughes, C. (2018). The racism treadmill. Quillette. Retrieved from http://quillette.com/2018/05/14/the-racism-treadmill/Google Scholar

Humphreys, L. G. (1988). Trends in levels of academic achievement of blacks and other minorities. Intelligence, 12, 231–260. doi:10.1016/0160-2896(88)90025-6Google Scholar

Hunt, E. (2001). Multiple views of multiple intelligence [Review of the book Intelligence reframed: Multiple intelligence in the 21st century, by H. Gardner]. Contemporary Psychology, 46, 5–7. doi:10.1037/002513Google Scholar

Hunt, E. (2008). Applying the theory of successful intelligence to education – the good, the bad, and the ogre: Commentary on Sternberg et al. (2008). Perspectives on Psychological Science, 509–515. doi:10.1111/j.1745-6924.2008.00094.xGoogle Scholar

Hunt, E. (2011). Human intelligence. New York, NY: Cambridge University Press.Google Scholar

Hunt, E. (2014). Teaching intelligence: Why, why it is hard and perhaps how to do it. Intelligence, 42, 156–165. doi:10.1016/j.intell.2013.06.018Google Scholar

Hunt, E., & Carlson, J. (2007). Considerations relating to the study of group differences in intelligence. Perspectives on Psychological Science, 194–213. doi:10.1111/j.1745-6916.2007.00037.xGoogle Scholar

Hunt, E., & Sternberg, R. J. (2006). Sorry, wrong numbers: An analysis of a study of a correlation between skin color and IQ. Intelligence, 34, 131–137. doi:10.1016/j.intell.2005.04.004Google Scholar

Hunter, J. E., & Hunter, R. F. (1984). Validity and utility of alternative predictors of job performance. Psychological Bulletin, 96, 72–98. doi:10.1037/0033-2909.96.1.72Google Scholar

Hunter, J. E., & Schmidt, F. L. (1996). Intelligence and job performance: Economic and social implications. Psychology, Public Policy, and Law, 2, 447–472. doi:10.1076-8971.2.3-4.447Google Scholar

Hunter, J. E., & Schmidt, F. L. (2000). Racial and gender bias in ability and achievement tests: Resolving the apparent paradox. Psychology, Public Policy, and Law, 6, 151–158. doi:10.1037/1076-8971.6.1.151Google Scholar

Hur, Y.-M., & Bates, T. (2019). Genetic and environmental influences on cognitive abilities in extreme poverty. Twin Research and Human Genetics, 22, 297–301. doi:10.1017/thg.2019.92Google Scholar

Hurst, D. (2019, March 18). Victims of forced sterilization in Japan to receive compensation and apology. The Guardian. Retrieved from https://www.theguardian.com/world/2019/mar/18/victims-of-forced-sterilisation-in-japan-to-receive-compensation-and-apologyGoogle Scholar

Jhaveri, A. (2016, January 5). “Brain training” with Lumosity – does it really work? Consumer Information Blog. Washington, DC: Federal Trade Commission Consumer Information. Retrieved from www.consumer.ftc.gov/blog/2016/01/brain-training-lumosity-does-it-really-workGoogle Scholar