Implicit Messages: A Review of "Bias in Mental Testing"

@article{Scarr1981ImplicitMA,
  title={Implicit Messages: A Review of "Bias in Mental Testing"},
  author={Sandra W. Scarr},
  journal={American Journal of Education},
  year={1981},
  volume={89},
  pages={330 - 338}
}
  • S. Scarr
  • Published 1 May 1981
  • Psychology
  • American Journal of Education
A review of Jensen's impressive volume, Bias in Mental Testing, could either address the issues of bias that he considers, and thereby detail the virtues of this scholarly tome, or it could speak to the ghosts that haunt it. Because other reviewers in this series are likely to describe the major theses and lines of evidence in the book, I have chosen to confront the demonic implications in a rather brief ceremony. As a preface, let me say that I agree with Jensen's review of the literature on… 

Bias in Psychological Assessment: An Empirical Review and Recommendations

In this chapter, the authors present a multifaceted treatment of the persistent controversy over ethnic bias in ability tests. After introducing the controversy and the widely misunderstood concept

Bias in Mental Testing since Bias in Mental Testing

Racial/ethnic subgroup differences in average performance on standardized tests o f cogn i­ tive ability are well established (Gordon & Bhattacharya, “Race and Intelligence," and Jensen, “Race and IQ

Best Practices in Detecting Bias in Cognitive Tests

Although the terms item bias and DIF are often used interchangeably, the term DIF was suggested (Holland and Thayer in Proceedings of the 27th Annual Conference of the Military Testing Association,

Bias in Psychological Assessment

Much writing and research on test bias reflects a lack of understanding of important issues surrounding the subject and even inadequate and ill-defined conceptions of test bias itself. This

The nature of the black–white difference on various psychometric tests: Spearman's hypothesis

  • A. Jensen
  • Psychology
    Behavioral and Brain Sciences
  • 1985
Abstract Although the black and white populations in the United States differ, on average, by about one standard deviation (equivalent to 15 IQ points) on current IQ tests, they differ by various

CHAPTER 4 Bias in Psychological Assessment An Empirical Review and Recommendations

UNDERSTANDING BIAS IN PSYCHOLOGICAL ASSESSMENT 82 MINORITY OBJECTIONS TO TESTS AND TESTING 83 ORIGINS OF THE TEST BIAS CONTROVERSY 84 EFFECTS AND IMPLICATIONS OF THE TEST BIAS CONTROVERSY 86 POSSIBLE

Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students

Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are

Test Directions as a Critical Component of Test Design: Best Practices and the Impact of Examinee Characteristics

The purpose of test directions is to familiarize examinees with a test so that they respond to items in the manner intended. However, changes in educational measurement as well as the U.S. student

Differential Item Functioning in the Wisc-III: Item Parameters for Boys and Girls in the National Standardization Sample

The Wechsler Intelligence Scale for Children–Third Edition (WISC-III) is the most widely used test of intelligence in the world. However, the manual for the WISC-III provides insufficient detail

Jensen ' s support for Spearman ' s hypothesis is support for a circular argument

  • R.
  • Geology, Geography
  • 2014
prehension ability is highly loaded with g and is widely (but not well) taught in the schools. As an illustration, low-g students are initially unable to correctly answer questions such as the

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