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ix | |
Preface |
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xi | |
Acknowledgements |
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The great intelligence debate: science or ideology? |
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1 | (13) |
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1 | (2) |
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3 | (1) |
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4 | (2) |
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Can intelligence be measured? |
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6 | (2) |
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Do measures of intelligence have any use? |
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8 | (1) |
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9 | (1) |
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10 | (2) |
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12 | (2) |
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14 | (13) |
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14 | (1) |
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Origins of IQ: Binet, Terman and Wechsler |
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14 | (4) |
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Origins: Charles Spearman and factor analysis |
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18 | (1) |
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19 | (1) |
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20 | (1) |
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Spearman's two-factor theory |
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21 | (1) |
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Burt, Thurstone and Thomson |
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22 | (1) |
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Hierarchical factor analysis |
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23 | (1) |
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Early limitations of factor analysis |
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24 | (1) |
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24 | (1) |
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25 | (2) |
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27 | (8) |
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27 | (1) |
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Intelligence is not so much a `thing' as a collective property |
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27 | (2) |
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A collective property of what? |
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29 | (1) |
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`Intelligence is what intelligence tests measure' |
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30 | (1) |
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31 | (2) |
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33 | (2) |
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35 | (7) |
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More about collective and individual properties |
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35 | (1) |
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Why stop at one collective property? |
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36 | (1) |
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Why are we interested in things like size and shape? |
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37 | (1) |
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38 | (1) |
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The case of athletic ability |
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39 | (1) |
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40 | (2) |
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42 | (13) |
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Manifest and latent variables |
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42 | (1) |
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43 | (3) |
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Variation and correlation |
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46 | (1) |
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Dimensions and dimensionality |
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47 | (1) |
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The measuring instrument and the measurement |
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48 | (1) |
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49 | (1) |
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50 | (2) |
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52 | (2) |
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54 | (1) |
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55 | (13) |
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55 | (1) |
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55 | (3) |
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58 | (2) |
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An embarrassment of solutions! |
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60 | (2) |
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62 | (3) |
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65 | (2) |
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67 | (1) |
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Factor analysis or principal components analysis? |
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68 | (6) |
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What is principal components analysis? |
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68 | (1) |
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69 | (2) |
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Principal components analysis is not factor analysis |
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71 | (1) |
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How did this situation arise? |
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72 | (1) |
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73 | (1) |
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One intelligence or many? |
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74 | (11) |
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74 | (1) |
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Thurstone's multiple factor idea |
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75 | (1) |
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76 | (1) |
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Variation in two dimensions |
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76 | (2) |
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Variation in more dimensions: a dominant dimension |
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78 | (2) |
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Finding the dominant dimension |
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80 | (1) |
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80 | (2) |
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Does rotation dispose of g? |
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82 | (1) |
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83 | (2) |
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The Bell Curve: facts, fallacies and speculations |
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85 | (11) |
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85 | (1) |
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86 | (1) |
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Why is the Bell Curve so important? |
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87 | (3) |
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Why might IQ or g be treated as normal? |
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90 | (3) |
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Intuitions on the spacing of individuals |
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93 | (3) |
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96 | (14) |
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96 | (1) |
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A broader framework: latent structure models |
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96 | (3) |
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99 | (2) |
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101 | (1) |
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102 | (3) |
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105 | (1) |
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106 | (1) |
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107 | (3) |
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Are some groups more intelligent than others? |
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110 | (16) |
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110 | (1) |
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111 | (1) |
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Examples of group differences |
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112 | (1) |
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113 | (5) |
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118 | (1) |
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Explaining group differences |
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119 | (1) |
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120 | (2) |
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Can we ever explain the black/white difference in IQ? |
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122 | (4) |
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Is intelligence inherited? |
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126 | (16) |
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What is the argument about? |
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126 | (2) |
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Some rudimentary genetics |
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128 | (1) |
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129 | (2) |
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How can we measure heritability? |
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131 | (3) |
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How can we estimate heritability? |
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134 | (1) |
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The index of heritability depends on the population |
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134 | (1) |
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Confounding, covariation and interaction |
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135 | (3) |
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The Flynn effect re-visited |
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138 | (2) |
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140 | (2) |
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142 | (11) |
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142 | (1) |
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Principal conclusions about IQ and g |
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143 | (1) |
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144 | (2) |
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Similar points made by others |
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146 | (1) |
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Howe's twelve `facts' which are not true |
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147 | (4) |
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Science and pseudo-science |
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151 | (2) |
Notes |
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153 | (11) |
References |
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164 | (4) |
Index |
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168 | |