ERIC Number: EJ796023
Record Type: Journal
Publication Date: 2008
Reference Count: N/A
Black-White Differences on IQ and Grades: The Mediating Role of Elementary Cognitive Tasks
Pesta, Bryan J.; Poznanski, Peter J.
Intelligence, v36 n4 p323-329 Jul-Aug 2008
The relationship between IQ scores and elementary cognitive task (ECT) performance is well established, with variance on each largely reflecting the general factor of intelligence, or g. Also ubiquitous are Black-White mean differences on IQ and measures of academic success, like grade point average (GPA). Given C. Spearman's (Spearman, C. (1927). The Abilities of Man. New York: Macmillan) hypothesis that group differences vary directly with a test's g loading, we explored whether ECT performance could mediate Black-White IQ and GPA differences. Undergraduates (139 White and 40 Black) completed the Wonderlic Personnel Test, followed by inspection time and choice reaction time ECTs. Despite restriction of range, ECT performance completely mediated Black-White differences on IQ (d=0.45). Group differences on GPA (d=0.73), however, were larger and ECT performance did not mediate them. We discuss findings in light of Spearman's hypothesis.
Descriptors: Intelligence, Reaction Time, Grade Point Average, Occupational Tests, Intelligence Quotient, Scores, Task Analysis, Whites, African Americans, Academic Achievement, Undergraduate Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wonderlic Personnel Test