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IQ and achievement: 1930s to 1980s
Author(s) -
Rosenbach John H.,
Rusch Reuben R.
Publication year - 1991
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199110)28:4<304::aid-pits2310280404>3.0.co;2-b
Subject(s) - psychology , intelligence quotient , achievement test , test (biology) , academic achievement , developmental psychology , intellectual ability , norm (philosophy) , standardized test , clinical psychology , cognition , psychiatry , mathematics education , paleontology , political science , law , biology
One hundred thirty‐eight fifth‐grade students from three upstate New York school districts were administered a 1930s version of the Pintner General Ability Tests: Verbal Series. Scores from this test were compared and correlated with scores from current IQ and achievement tests. The Pintner means were similar to those of the current IQ tests; the correlations of the Pintner with the other tests were of the same order as those typically reported among contemporary measures; and item difficulty, as indicated by rank order, appeared similar for the current sample and the 1930s norm groups. The findings are discussed with reference to research that has shown sharp increases in IQs of Americans since the 1930s and questions concerning changes in mental ability measures.