Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-qsmjn Total loading time: 0 Render date: 2024-04-25T04:32:06.679Z Has data issue: false hasContentIssue false

Part III - Intelligence and Group Differences

Published online by Cambridge University Press:  13 December 2019

Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Abbeduto, L., Warren, S. F., & Conners, F. A. (2007). Language development in Down syndrome: From the prelinguistic period to the acquisition of literacyMental retardation and developmental disabilities research reviews13(3), 247261.Google Scholar
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Washington: American Psychiatric Association.Google Scholar
American Psychiatric Association. (1968). Diagnostic and statistical manual of mental disorders (2nd ed.). Washington: American Psychiatric Association.Google Scholar
American Psychiatric Association Committee on Nomenclature and Statistics. (1952). Diagnostic and statistical manual of mental disorders. Washington: American Psychiatric Association.Google Scholar
Bennett, S. J., Holmes, J., & Buckley, S. (2013). Computerized memory training leads to sustained improvement in visuospatial short-term memory skills in children with Down syndromeAmerican Journal on Intellectual and Developmental Disabilities118(3), 179192.Google Scholar
Biasini, F. J., Grupe, L., Huffman, L., & Bray, N. W. (1999). Mental retardation: A symptom and a syndrome. In Netherton, S. D., Holmes, D., & Walker, C. E. (Eds.), Child and adolescent psychological disorders: A comprehensive textbook (pp. 623). New York: Oxford University Press.Google Scholar
Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., et al. (2011). Trends in the prevalence of developmental disabilities in US children, 1997–2008Pediatrics, 127(6), 10341042.Google Scholar
Broman, S. H., Nichols, P. L., Shaughnessy, P., & Kennedy, W. (1987). Retardation in young children: A developmental study of cognitive deficit. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
Brue, A. W., & Wilmshurst, L. (2016). Essentials of intellectual disability assessment and identification. Hoboken, NJ: John Wiley & Sons.Google Scholar
Buckles, J. (2016). The epidemiology of psychiatric disorders in adults with intellectual disabilities. In Hemmings, C. & Bouras, N. (Eds.), Psychiatric and behavioral disorders in intellectual and developmental disabilites (pp. 3444). Cambridge, UK: Cambridge University Press.Google Scholar
Butler, L. N., Sheppard-Jones, K., Whaley, B., Harrison, B., & Osness, M. (2016). Does participation in higher education make a difference in life outcomes for students with intellectual disability? Journal of Vocational Rehabilitation44(3), 295298.Google Scholar
Carr, E. G., & Owen-DeSchryver, J. S. (2007). Physical illness, pain, and problem behavior in minimally verbal people with developmental disabilitiesJournal of Autism and Developmental Disorders37(3), 413424.Google Scholar
Coaley, K. (2014). An introduction to psychological assessment and psychometrics. Los Angeles: SAGE.Google Scholar
Cook, R. E., Klein, M. D., & Chen, D. (2015). Adapting early childhood curricula for children with special needs. Edinburgh: Pearson.Google Scholar
Coolican, J., Bryson, S. E., & Zwaigenbaum, L. (2008). Brief report: Data on the Stanford–Binet intelligence scales in children with autism spectrum disorderJournal of Autism and Developmental Disorders38(1), 190197.Google Scholar
Cooper, S. A., Smiley, E., Morrison, J., Williamson, A., & Allan, L. (2007). Mental ill-health in adults with intellectual disabilities: Prevalence and associated factorsBritish Journal of Psychiatry190(1), 2735.Google Scholar
Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108, 77167720.Google Scholar
Dykens, E. M., & Roof, E. (2008). Behavior in Prader‐Willi syndrome: Relationship to genetic subtypes and ageJournal of Child Psychology and Psychiatry49(9), 10011008.Google Scholar
Einfeld, S. L., Ellis, L. A., & Emerson, E. (2011). Comorbidity of intellectual disability and mental disorder in children and adolescents: A systematic reviewJournal of Intellectual and Developmental Disability36(2), 137143.Google Scholar
Fidler, D. J., Hepburn, S. L., Mankin, G., & Rogers, S. J. (2005). Praxis skills in young children with Down syndrome, other developmental disabilities, and typically developing childrenAmerican Journal of Occupational Therapy59(2), 129138.Google Scholar
Fletcher, R. J., Barnhill, J., & Cooper, S. A. (2016). An introduction to the DM-ID–2. In Diagnostic manual – intellectual disability 2: A textbook of diagnosis of mental disorders in persons with intellectual disability (pp. 112). New York: NADD Press.Google Scholar
Forness, S. R., & Kavale, K. A. (1994). The Balkanization of special education: Proliferation of categories for” new” behavioral disordersEducation and Treatment of Children, 17(3), 215227.Google Scholar
Fujiura, G. T., Yamaki, K., & Czechowicz, S. (1998). Disability among ethnic and racial minorities in the United States: A summary of economic status and family structureJournal of Disability Policy Studies9(2), 111130.Google Scholar
Gardiner, K. J. (2015). Pharmacological approaches to improving cognitive function in Down syndrome: Current status and considerationsDrug Design, Development and Therapy9, 103125.Google Scholar
Griffin, M. M., Wendel, K. F., Day, T. L., & McMillan, E. D. (2016). Developing peer supports for college students with intellectual and developmental disabilitiesJournal of Postsecondary Education and Disability29(3), 263269.Google Scholar
Grigorenko, E. L., & Sternberg, R. J. (1998). Dynamic testing. Psychological Bulletin, 124, 75111.Google Scholar
Hart, S. J., Visootsak, J., Tamburri, P., Phuong, P., Baumer, N., Hernandez, M. C., et al. (2017). Pharmacological interventions to improve cognition and adaptive functioning in Down syndrome: Strides to dateAmerican Journal of Medical Genetics Part A173(11), 30293041.Google Scholar
Hodapp, R. M. (1997). Direct and indirect behavioral effects of different genetic disorders of mental retardationAmerican Journal on Mental Retardation102(1), 6779.Google Scholar
Hodapp, R. M., & Dykens, E. M. (2009). Intellectual disabilities and child psychiatry: Looking to the futureJournal of Child Psychology and Psychiatry50(1–2), 99107.Google Scholar
Iarocci, G., & Petrill, S. A. (2012). Behavioral genetics, genomics, intelligence, and mental retardation. In Burack, J. A., Hodapp, R. M., Iarocci, G., & Zigler, E. (Eds.), The Oxford handbook of intellectual disability and development (pp. 1329). New York: Oxford University Press.CrossRefGoogle Scholar
Kozulin, A. (2005). Learning potential assessment: Where is the paradigm shift? In Pillemer, D. B. & White, S. H. (Eds.), Developmental psychology and social change (pp. 352367). New York: Cambridge University Press.CrossRefGoogle Scholar
Lemons, C. J., King, S. A., Davidson, K. A., Puranik, C. S., Fulmer, D., Mrachko, A. A., et al. (2015). Adapting phonological awareness interventions for children with Down syndrome based on the behavioral phenotype: A promising approach? Intellectual and Developmental Disabilities53(4), 271288.Google Scholar
Lidz, C. S. (1987). Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford Press.Google Scholar
Lidz, C. S., & Peña, E. D. (1996). Dynamic assessment: The model, its relevance as a nonbiased approach, and its application to Latino American preschool childrenLanguage, Speech, and Hearing Services in Schools27(4), 367372.Google Scholar
Maenner, M. J., Blumberg, S. J., Kogan, M. D., Christensen, D., Yeargin-Allsopp, M., & Schieve, L. A. (2016). Prevalence of cerebral palsy and intellectual disability among children identified in two US national surveys, 2011–2013Annals of Epidemiology26(3), 222226.Google Scholar
Malak, R., Kostiukow, A., Krawczyk-Wasielewska, A., Mojs, E., & Samborski, W. (2015). Delays in motor development in children with Down syndromeMedical Science Monitor: International Medical Journal of Experimental and Clinical Research21, 19041910.Google Scholar
Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Prevalence of intellectual disability: A meta-analysis of population-based studiesResearch in Developmental Disabilities32(2), 419436.Google Scholar
McDuffie, A., Machalicek, W., Bullard, L., Nelson, S., Mello, M., Tempero-Feigles, R., et al. (2016). A spoken-language intervention for school-aged boys with fragile X syndrome. American Journal on Intellectual and Developmental Disabilities, 121(3), 236265.Google Scholar
Missiuna, C., & Samuels, M. (1989). Dynamic assessment of preschool children with special needs: Comparison of mediation and instruction. Remedial and Special Education, 10, 5362.Google Scholar
Morgan, P. L., Farkas, G., Hillemeier, M. M., Mattison, R., Maczuga, S., Li, H., & Cook, M. (2015). Minorities are disproportionately underrepresented in special education: Longitudinal evidence across five disability conditionsEducational Researcher44(5), 278292.CrossRefGoogle ScholarPubMed
Oh, D. L., Jerman, P., Silvério Marques, S., Koita, K., Purewal Boparai, S. K., Burke Harris, N., et al. (2018). Systematic review of pediatric health outcomes associated with childhood adversity. BMC Pediatrics, 18(1), 83. https://doi.org/10.1186/s12887-018-1037-7Google Scholar
Olson, H. C., Morse, B. A., & Huffine, C. (1998). Development and psychopathology: Fetal alcohol syndrome and related conditions. Seminars in Clinical Neuropsychiatry, 3(4), 262284.Google Scholar
Palisano, R. J., Walter, S. D., Russell, D. J., Rosenbaum, P. L., Gémus, M., Galuppi, B. E., et al. (2001). Gross motor function of children with Down syndrome: Creation of motor growth curvesArchives of Physical Medicine and Rehabilitation82(4), 494500.Google Scholar
Plotner, A. J., & Marshall, K. J. (2015). Postsecondary education programs for students with an intellectual disability: Facilitators and barriers to implementationIntellectual and Developmental Disabilities53(1), 5869.Google Scholar
Pulina, F., Carretti, B., Lanfranchi, S., & Mammarella, I. C. (2015). Improving spatial-simultaneous working memory in Down syndrome: Effect of a training program led by parents instead of an expertFrontiers in Psychology6, 1265.Google Scholar
Reiss, S., Levitan, G. W., & Szyszko, J. (1982). Emotional disturbance and mental retardation: diagnostic overshadowingAmerican Journal of Mental Deficiency, 86(6), 567574.Google Scholar
Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H., Coulter, D. L., Craig, E. M., et al. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). Washington: American Association on Intellectual and Developmental Disabilities.Google Scholar
Shulman, C., Flores, H., Iarocci, G., & Burack, J. A. (2011). Intellectual disability: Concepts, definitions, and assessment. In Howlin, P. A., Charman, T., & Ghaziuddin, M. (Eds.), Handbook of developmental disorders (pp. 365402). Thousand Oaks, CA: SAGE Publications Inc.Google Scholar
Singh, N. N., Lancioni, G. E., Myers, R. E., Karazsia, B. T., Courtney, T. M., & Nugent, K. (2017). A mindfulness-based intervention for self-management of verbal and physical aggression by adolescents with Prader–Willi syndromeDevelopmental Neurorehabilitation20(5), 253260.Google Scholar
Smith, L. E., Barker, E. T., Seltzer, M. M., Abbeduto, L., & Greenberg, J. S. (2012). Behavioral phenotype of fragile X syndrome in adolescence and adulthood. American Journal Intellectual Development Disability, 117, 117. https://doi.org/10.1352/1944-7558-117.1.1COMP: LinkGoogle Scholar
Sovner, R. (1986). Limiting factors in the use of DSM-III criteria with mentally ill/mentally retarded personsPsychopharmacology Bulletin22, 10551059.Google Scholar
Sternberg, R. J., & Grigorenko, E. L. (2000). Theme-park psychology: A case study regarding human intelligence and its implications for education. Educational Psychology Review, 12(2), 247268. https://doi.org/10.1023/A:1009079500495Google Scholar
Tager‐Flusberg, H., & Kasari, C. (2013). Minimally verbal school‐aged children with autism spectrum disorder: The neglected end of the spectrumAutism Research6(6), 468478.Google Scholar
Tzuriel, D. (1992). The dynamic assessment approach: A reply to Frisby and Braden. Journal of Special Education, 26, 302324.Google Scholar
Wang, H., Pati, S., Pozzo-Miller, L., & Doering, L. C. (2015). Targeted pharmacological treatment of autism spectrum disorders: Fragile X and Rett syndromesFrontiers in Cellular Neuroscience9, 55.Google Scholar
World Health Organization (2018). International Classification of Diseases 11th Revision (ICD-11). Geneva: World Health Organization.Google Scholar
Zigler, E. (1967). Familial mental retardation: A continuing dilemma. Science, 155(3760), 292298.Google Scholar
Zigler, E., & Hodapp, R. M. (1986). Understanding mental retardation. Cambridge, UK: Cambridge University Press.Google Scholar

References

Baeck, E. (2002). The neural networks of music. European Journal of Neurology, 9(5), 449460.Google Scholar
Bates, E. (1997). On language savants and the structure of the mind. International Journal of Bilingualism, 1(2), 163186.Google Scholar
Baumgarten, F. (1930). Wunderkinder psychologische untersuchungen. Leipzig: Johann Ambrosious Barth. (Untranslated)Google Scholar
Bidder, G. P. (1856). On mental calculation. Minutes of Proceedings of the Institution of Civil Engineers, Vol. 15, session 1855–56, February 19 and 26.Google Scholar
Bokkon, I., Salari, V., Scholkmann, F., Dai, J., & Grass, F. (2013). Interdisciplinary implications on autism, savantism, Asperger syndrome and the biophysical picture representation: Thinking in pictures. Cognitive Systems Research, 22–23, 6777.Google Scholar
Bornstein, M. H., & Krasnegor, N. A. (Eds.) (1989). Stability and continuity in mental development: Behavioral and biological perspectives. Hillsdale, NJ: Erlbaum.Google Scholar
Brody, L. E., & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally: Using the MVCT: 4 Model to develop their talents. In Sternberg, R. J. & Davidson, J. E. (Eds.), Conceptions of giftedness (2nd ed., pp. 2037). New York: Cambridge University Press.Google Scholar
Bruner, J. (1971). The nature and uses of immaturity. American Psychologist, 27, 122.Google Scholar
Butterworth, B. (2001). What makes a prodigy? Nature Neuroscience, 4(1), 1112.CrossRefGoogle ScholarPubMed
Campbell, J. I. D. (2005). Handbook of mathematical cognition. New York: Psychology Press.CrossRefGoogle Scholar
Clark, E. F., & Linfoot, J. J. (1983). George Parker Bidder: The calculating prodigy. Institute of Mathematics and Its Applications, 23, 6871.Google Scholar
Clynes, T. (2015). The boy who played with fusion. New York: Houghton Mifflin Harcourt.Google Scholar
Comeau, G., Lu, Y., Swirp, M., & Mielke, S. (2017a). Measuring the musical skills of a prodgy: A case study. Intelligence, 66, 8497.Google Scholar
Comeau, G., Vuvan, D. T., Picard-Deland, C., & Peretz, I. (2017b). Can you tell a prodigy from a professional musician? Music Perception, 35, 199209.Google Scholar
Conway, F., & Siegelman, J. (2005). Dark hero of the information age: In search of Norbert Wiener, the father of cybernetics. New York: Basic Books.Google Scholar
Cowan, R., Stainthorp, R., Kapnogianni, S., & Anastasiou, M. (2004). The development of calendrical skills. Cognitive Development, 19(2), 169178.Google Scholar
Edmunds, A. L., & Noel, K. A. (2003). Literary precocity: An exceptional case among exceptional cases. Roeper Review, 25(4), 185194.Google Scholar
Ericsson, K. A. (Ed.) (1996). The road to excellence: The acquisition of expert performance in the arts and sciences, sports and games. Mahwah, NJ: Erlbaum.Google Scholar
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363406.Google Scholar
Feldman, D. H. (1995). Intelligence in prodigies. In Sternberg, R. (Ed.), Encyclopedia of intelligence (pp. 845850). New York: Macmillan.Google Scholar
Feldman, D. H. (1999). A developmental, evolutionary perspective on gifts and talents. Journal for the Education of the Gifted, 22(2), 159167.Google Scholar
Feldman, D. H. (2000). Figurative and operative processes in the development of artistic talent. Human Development, 43, 6064.CrossRefGoogle Scholar
Feldman, D. H. (2003). A developmental, evolutionary perspective on gifts and talents. In Borland, J. (Ed.), Rethinking gifted education (pp. 933). New York: Teachers College Press.Google Scholar
Feldman, D. H. (2008). Prodigies. In Plucker, J. & Callahan, C. (Eds.), Critical issues and practices in gifted education (pp. 501512). Waco, TX: Prufrock Press.Google Scholar
Feldman, D. H. (2016). Two roads diverged in the musical wood: A coincidence approach to the lives and careers of Nyiregyhazi and Menuhin. In McPherson, G. (Ed.), Musical prodigies: Interpretations from psychology, education, musicology, and ethnomusicology (pp. 115133). Oxford: Oxford University Press.Google Scholar
Feldman, D. H., with Goldsmith, L. T. (1986). Nature’s gambit: Child prodigies and the development of human potential. New York: Basic Books.Google Scholar
Fodor, J. (1983). The modularity of mind. Cambridge, MA: MIT Press.Google Scholar
Gardner, H. (1983). Frames of mind. New York: Basic Books.Google Scholar
Gardner, H., Kornhaber, M., & Wake, W. (1996). Intelligence: Multiple perspectives. Fort Worth, TX: Holt, Rinehart and Winston.Google Scholar
Gladwell, M. (2008). Outliers: The story of success. New York: Little Brown.Google Scholar
Goldsmith, L. T. (1987). Girl prodigies: Some evidence and some speculations. Roeper Review, 10(2), 7482.Google Scholar
Goldsmith, L. T. (2000). Tracking trajectories of talent: Child prodigies growing up. In Friedman, R. C. & Shore, B. M. (Eds.), Talents unfolding: Cognition and development (pp. 89118). Washington: American Psychological Association.Google Scholar
Hermelin, B., & O’Connor, N. (1986). Idiot savant calendrical calculators: Rules and regularities. Psychological Medicine, 16, 19.CrossRefGoogle ScholarPubMed
Hildesheimer, W. (1982/1977). Mozart. New York: Vintage Books.Google Scholar
Hill, A. L. (1977). Idiots-savants: Rate of incidence. Perceptual and Motor Skills, 44, 161162.Google Scholar
Ho, W. (Ed.) (1989). Yani: The brush of innocence. New York: Hudson Hills Press.Google Scholar
Hollingworth, L. (1942). Children above 180 IQ. Yonkers-on-Hudson, NY: World Book. (Reprinted by Arno Press, 1975.)Google Scholar
Hou, C., Miller, B., Cummings, J., Goldberg, M., Mychack, P., Bottino, B., & Benson, F. (2000). Artistic savants. Neuropsychiatry, 13, 2938.Google Scholar
Howard, R. W. (2008). Linking extreme precocity and adult eminence: A study of eight prodigies at international chess. High Ability Studies, 19(2), 117130.Google Scholar
Howe, M. J. A., Davidson, J. W., & Sloboda, J. A. (1998). Innate talents: Reality or myth? Behavioral and Brain Sciences, 21, 399406.Google Scholar
Hulbert, A. (2005). The prodigy puzzle. New York Times Magazine, November 30, 6471.Google Scholar
Johnson, R. (2005). A genius explains. The Guardian, February 12. www.theguardian.com/theguardian/2005/feb/12/weekend7.weekend2Google Scholar
Kanigel, R. (1991). The man who knew infinity: A life of the genius Ramanujan. New York: Washington Square Press.Google Scholar
Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.Google Scholar
Kearney, K., & Kearney, C. (1998). Accidental genius. Juneau, AK: Woodshed Press.Google Scholar
Kenneson, C. (1998). Musical prodigies: Perilous journeys, remarkable lives. Portland, OR: Amadeus Press.Google Scholar
Kunda, M., & Goel, A. (2011). Thinking in pictures as a cognitive account of autism. Journal of Autism and Developmental Disorders, 41, 11571177.Google Scholar
Leites, N. S. (1960). Intellectual giftedness. Moscow: APN Press.Google Scholar
Leites, N. S. (Ed.) (1996). Psychology of giftedness of children and adolescents. Moscow: Academia.Google Scholar
Lubinski, D., & Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise. Perspectives on Psychological Science, 1(4), 316345.Google Scholar
Lubinski, D., Benbow, C. P., & Morelock, M. J. (2000). Gender differences in engineering and physical sciences among the gifted: An inorganic-organic distinction. In Heller, K., Mönks, F., Sternberg, R., & Subotnik, R. (Eds.), International handbook of giftedness and talent (2nd ed., pp. 633648). New York: Pergamon Press.Google Scholar
Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). 1 in 10,000: A longitudinal study of the profoundly gifted. Journal of Applied Psychology, 86, 718729.Google Scholar
McPherson, G. E. (Ed.) (2006). The child as musician: A handbook of musical development. Oxford: Oxford University Press.Google Scholar
McPherson, G. E. (2007). Diary of a child prodigy musician. In Williamson, A. & Coimbra, D. (Eds.), Proceedings of the International Symposium on Performance Science 2007 (pp. 213218). Porto, Portugal: Association of European Conservatories.Google Scholar
Milbrath, C. (1998). Patterns of artistic development in children: Comparative studies of talent. New York: Cambridge University Press.Google Scholar
Miller, B. L., Boone, K., Cummings, L. R., & Mishkin, F. (2000). Functional correlates of musical and visual ability in frontotemporal dementia. British Journal of Psychiatry, 176, 458463.Google Scholar
Miller, B. L., Cummings, J., Mishkin, F., Boone, K., Prince, F., Ponton, M., et al. (1998). Emergence of artistic talent in fronto-temporal dementia. Neurology, 51, 978982.Google Scholar
Miller, L. K. (1989). Musical savants: Exceptional skill in the mentally retarded. Hillsdale, NJ: Erlbaum.Google Scholar
Miller, L. K. (1999). The savant syndrome: Intellectual impairment and exceptional skill. Psychological Bulletin, 125(1), 3146.Google Scholar
Miller, L. K. (2005). What the savant syndrome can tell us about the nature and nurture of talent. Journal for the Education of the Gifted, 28(3–4), 361374.Google Scholar
Morelock, M. J. (1995). The profoundly gifted child in family context. Unpublished doctoral dissertation, Tufts University, Medford, MA.Google Scholar
Morelock, M. J. (2013). Prodigies, passion, persistence, and pretunement: Musings on the biological bases of talent. In Kaufman, S. B. (Ed.), The complexity of greatness: Beyond talent or practice (pp. 83101). New York: Oxford University Press.Google Scholar
Morelock, M. J., & Feldman, D. H. (1993). Prodigies and savants: What they have to tell us about giftedness and human cognition. In Heller, K. A., Monks, F. J., & Passow, A. H. (Eds.), International handbook of research and development of giftedness and talent (pp. 161181). Oxford: Pergamon Press.Google Scholar
Morelock, M. J., & Feldman, D. H. (1999). Prodigies. In Runco, M. & Pritzker, S. (Eds.), Encyclopedia of creativity (pp. 13031320). San Diego, CA: Academic Press.Google Scholar
Morelock, M. J., & Feldman, D. H. (2003). Prodigies, savants and Williams syndrome: Windows into talent and cognition. In Monks, F. J., Heller, K. A., Sternberg, R. J., & Subotnik, R. (Eds.), International handbook for research on giftedness and talent (2nd ed., pp. 455469). Oxford: Pergamon Press.Google Scholar
Mursell, J. (1937). The psychology of music. New York: W. W. Norton.Google Scholar
O’Boyle, M. (2008a). Adolescent psychopathology and the developing brain. Journal of Youth and Adolescence, 37, 481483.Google Scholar
O’Boyle, M. (2008b). Mathematically gifted children: Developmental brain characteristics and their prognosis for well-being. Roeper Review, 30, 181186.Google Scholar
O’Connor, N. (1989). The performance of the “idiot savant”: Implicit and explicit. British Journal of Disorders of Communication, 24, 120.Google Scholar
O’Connor, N., & Hermelin, B. (1984). Idiot savant calendrical calculators: Math or memory? Psychological Medicine, 14, 801806.Google Scholar
O’Connor, N., & Hermelin, B. (1987). Visual and graphic abilities of the idiot savant artist. Psychological Medicine, 17, 7980.Google Scholar
Patel, A. D. (2008). Music, language and the brain. New York: Oxford University Press.Google Scholar
Peek, F. (1997). The real Rain Man. Salt Lake City, UT: Harkness.Google Scholar
Peek, F., with Hanson, L. L. (2007). The life and message of the real Rain Main: The journey of a mega-savant. Port Chester, NY: Dude Publishing/National Professional Resources.Google Scholar
Pring, L., Ryder, N., Crane, L., & Hermelin, B. (2012). Creativity in savant artists with autism. Autism, 16, 4557.Google Scholar
Radford, J. (1990). Child prodigies and exceptional early achievers. New York: Free Press.Google Scholar
Revesz, G. (1916/1970). The psychology of a musical prodigy. Freeport, NY: Books for Libraries Press.Google Scholar
Rolfe, L. (1978). The Menuhins: A family odyssey. San Francisco: Panjandrum Books.Google Scholar
Ruthsatz, J., & Detterman, D. K. (2003). An extraordinary memory: The case study of a musical prodigy. Intelligence, 31, 509518.Google Scholar
Ruthsatz, J., & Stephens, K. (2016). The prodigy’s cousin. New York: Penguin Random House.Google Scholar
Ruthsatz, J., & Urbach, J. B. (2012). Child prodigy: A novel cognitive profile places elevated general intelligence, exceptional working memory and attention to detail at the root of prodigiousness. Intelligence, 40, 419426.Google Scholar
Sacks, O. (1995). An anthropologist on Mars. New York: Alfred A. Knopf.Google Scholar
Scheerer, M., Rothmann, E., & Goldstein, K. (1945). A case of “idiot savant”: An experimental study of personality organization. Psychology Monograph, 58, 163.Google Scholar
Schlaug, G., Jancke, L., Huang, Y., & Steinmetz, H. (1995a). In vivo evidence of structural brain asymmetry in musicians. Science, 267, 699701.Google Scholar
Schlaug, G., Jancke, L., Huang, Y., & Steinmetz, H. (1995b). Increased corpus callosum size in musicians. Neuropsychologica, 33, 10471055.Google Scholar
Selfe, L. (1977). Nadia: A case of extraordinary drawing ability in an autistic child. New York: Academic Press.Google Scholar
Shavinina, L. (1999). The psychological essence of the child prodigy phenomenon: Sensitive periods and cognitive experience. Gifted Child Quarterly, 43(1), 2538.Google Scholar
Simonton, D. K. (1994). Greatness: Who makes history and why. New York: Guilford Press.Google Scholar
Simonton, D. K. (1999). Talent and its development: An emergenic and epigenetic model. Psychological Review, 106(3), 435457.Google Scholar
Singh, H., & O’Boyle, M. W. (2004). Inter-hemispheric interaction during global-local processing in mathematically gifted adolescents, average-ability youth, and college students. Neuropsychology, 18(2), 371377.Google Scholar
Smith, N. V., & Tsimpli, I. (1995). The mind of a savant: Language learning and modularity. Cambridge, MA: Blackwell.Google Scholar
Smith, S. B. (1983). The great mental calculators: The psychology, methods, and lives of calculating prodigies past and present. New York: Columbia University Press.Google Scholar
Snyder, A. (2009). Explaining and inducing savant skills: Privileged access to lower level, less processed information. Philosophical Transactions of the Royal Society, 364, 13991405.Google Scholar
Snyder, A., Mulcahy, E., Taylor, J., Mitchell, D., Sachdev, P., & Gandevia, S. (2003). Savant-like skills exposed in normal people by suppressing the left fronto-temporal lobe. Journal of Integrative Neuroscience, 2, 149158.Google Scholar
Solomon, A. (2012). Far from the tree: Parents, children, and the search for identity. New York: Scribner’s.Google Scholar
Stanley, J. C. (1996). SMPY in the beginning. In Benbow, C. P. & Lubinski, D. (Eds.), Intellectual talent: Psychometric and social issues (pp. 225235). Baltimore, MD: Johns Hopkins University Press.Google Scholar
Stanley, J. C. (2000). Helping students learn only what they don’t already know. Psychology, Public Policy, and Law, 6, 216222.Google Scholar
Sternberg, R. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.Google Scholar
Tammet, D. (2006). Born on a blue day: Inside the extraordinary mind of an autistic savant. New York: Free Press.Google Scholar
Tammet, D. (2009). Embracing the wide sky: A tour across the horizons of the mind. New York: Free Press.Google Scholar
Tannenbaum, A. (1993). History of giftedness and “gifted education” in world perspective. In Heller, K. A., Monks, F. J., & Passow, A. H. (Eds.), International handbook of research and development of giftedness and talent (pp. 327). Oxford: Pergamon Press.Google Scholar
Thioux, M., Stark, D. E., Klaiman, C., & Schultz, R. T. (2006). The day of the week when you were born in 700 ms: Calendar computation in an autistic savant. Journal of Experimental Psychology: Human Perception and Performance, 32(5), 11551168.Google Scholar
Thompson, R., & Nelson, C. (2001). Developmental science and the media. American Psychologist, 56(1), 515.Google Scholar
Treffert, D. (1989). Extraordinary people: Understanding “idiot savants.” New York: Harper & Row.Google Scholar
Treffert, D. (2006). Extraordinary people: Understanding savant syndrome. Omaha, NE: iUniverse.Google Scholar
Treffert, D. (2009). The savant syndrome: An extraordinary condition. A synopsis: Past, present, future. Philosophical Transactions of the Royal Society, 364, 13511357.Google Scholar
Treffert, D. (2013). Savant syndrome: A compelling case for innate talent. In Kaufman, S. B. (Ed.), The complexity of greatness: Beyond talent or practice (pp. 103118). New York: Oxford University Press.Google Scholar
Treffert, D. (2014). Savant syndrome: Realities, myths and misconceptions. Journal of Autism and Developmental Disorders, 44, 564571.Google Scholar
Tsimpli, I., & Smith, N. (1999). Modules and quasi-modules: Language and theory of mind in a polyglot savant. Learning and Individual Differences, 10(3), 193215.CrossRefGoogle Scholar
Viscott, D. S. (1970). A musical idiot savant. Psychiatry, 33, 494515.Google Scholar
Wallace, A. (1986). The prodigy: A biography of William James Sidis, America’s greatest child prodigy. New York: Dutton.Google Scholar
Wiener, N. (1953). Ex-prodigy: My childhood and youth. Cambridge, MA: MIT Press.Google Scholar
Winner, E. (1982). Invented worlds. Cambridge, MA: Harvard University Press.Google Scholar
Winner, E. (1996). The rage to master: The decisive role of talent in the visual arts. In Ericsson, K. A. (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports and games (pp. 271301). Mahwah, NJ: Erlbaum.Google Scholar
Young, R. (1995). Savant syndrome: Processes underlying extraordinary abilities. Unpublished doctoral dissertation, University of Adelaide, South Australia.Google Scholar
Zimmerman, R. (Writer) (1989). A Real Rainman [VHS Film]. Maple Plain, MI: Simitar Entertainment.Google Scholar

References

Archambault, F. X. Jr., Westberg, K. L., Brown, S., Hallmark, B. W., Emmons, C., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers. Research Monograph 93102. National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.Google Scholar
Assouline, S. G., Colangelo, N., & VanTassel-Baska, J. (2015a). A nation empowered: Evidence trumps the excuses that hold back America’s brightest students, vol. 1. Iowa City: Belin-Blank Center for Gifted Education and Talent Development, University of Iowa.Google Scholar
Assouline, S. G., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (2015). A nation empowered: Evidence trumps the excuses that hold back America’s brightest students, vol. 2. Iowa City: Belin-Blank Center for Gifted Education and Talent Development, University of Iowa.Google Scholar
Baum, S. M. (2008). Talent centered model for twice exceptional students. In Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., & Little, C. A. (Eds.), Systems and models in gifted education (pp. 1748). Mansfield Center, CT: Creative Learning Press.Google Scholar
Baum, S. M., Renzulli, J. S., & Hébert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39, 224235.Google Scholar
Baum, S., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58, 311327.Google Scholar
Bloom, B. S. (Ed.) (1985). Developing talent in young people. New York: Ballantine Books.Google Scholar
Borland, J. H. (1989). Planning and implementing programs for the gifted. New York: Teachers College Press.Google Scholar
Borland, J. H. (2012). A landmark monograph in gifted education, and why I disagree with its major conclusion. The Creativity Post. www.creativitypost.com/education/a_landmark_monograph_in_gifted_education_and_why_i_disagree_with_its_majorGoogle Scholar
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.Google 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, 149160.Google Scholar
Colangelo, N., Assouline, S., & Gross, M. (Eds.) (2004). A nation deceived: How schools hold back America’s brightest students. Iowa City: University of Iowa.Google Scholar
Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology: The collected works of Mihaly Csikszentmihalyi. New York: Springer.Google Scholar
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: A longitudinal study of their development. New York: Cambridge University Press.Google Scholar
Dai, D. Y. (2010). The nature and nurture of giftedness: A new framework for understanding gifted education. New York: Teachers College Press.Google Scholar
Dai, D. Y., & Renzulli, J. S. (2008). Snowflakes, living systems, and the mystery of giftedness. Gifted Child Quarterly, 52, 114130.Google Scholar
Davis, J. L. (2010). Bright, talented, and Black: A guide for families of African-American gifted learners. Scottsdale, AZ: Great Potential Press.Google Scholar
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.Google Scholar
Feldman, D. H., & Goldsmith, L. T. (1991). Nature’s gambit: Child prodigies and the development of human potential. New York: Teachers College Press.Google Scholar
Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74, 289306.Google Scholar
Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph 94112. National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.Google Scholar
Gagne, F. (2000). Understanding the complex choreography of talent development. In Heller, K. A., Monks, F. J., Sternberg, R. J., & Subotnik, R. F. (Eds.), International handbook of giftedness and talent (pp. 6779). Amsterdam: Elsevier.Google Scholar
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Needham Heights, MA: Allyn & Bacon.Google Scholar
Gardner, H. (1995a). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200209.Google Scholar
Gardner, H., with the collaboration of Laskin, E. (1995b). Leading minds: An anatomy of leadership. New York: Basic Books.Google Scholar
Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.Google Scholar
Gardner, H. (2016a). 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. 167170). New York: Cambridge University Press.Google Scholar
Gardner, H. (2016b). Three frames for good work. In Levinson, M. & Fay, J. (Eds.), Dilemmas of educational ethics: Cases and commentaries (pp. 97100). Cambridge, MA: Harvard Education Press.Google Scholar
Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., Sheffield, L. J., & Spinelli, A. M. (2007). Project M3: Mentoring mathematical minds: Challenging curriculum for talented elementary students. Journal of Advanced Academics, 18, 566585.Google Scholar
Gelbar, N. W. (Ed.) (2017). Adolescents with autism spectrum disorder: A clinical handbook. New York: Oxford University Press.Google Scholar
Gentry, M. L., & Owen, S. V. (1999). An investigation of the effects of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly, 43, 224243.Google Scholar
Gubbins, E. J., Housand, B., Oliver, M., Schader, R., De Wet, C., Moon, T. et al. (2007). Unclogging the mathematics pipeline through access to algebraic understanding. Research Monograph 08236. National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.Google Scholar
Gustafsson, J., & Undheim, J. O. (1996). Individual differences in cognitive functions. In Berliner, D. C. & Calfee, R. C. (Eds.), Handbook of educational psychology (pp. 186242). New York: Macmillan.Google Scholar
Hamilton, R., McCoach, D. B., Tutwiler, M. S., Siegle, D., Gubbins, E. J., Callahan, C. M., Brodersen, A. V., et al. (2018). Disentangling the roles of institutional and individual poverty in the identification of gifted students. Gifted Child Quarterly, 62, 624.Google Scholar
Hébert, T. P. (1993). Reflections at graduation: The long-term impact of elementary school experiences in creative productivity. Roeper Review, 16, 2228.Google Scholar
Housand, A., & Reis, S. M. (2009). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20, 108136.Google Scholar
Li, Y., & Bates, T. C. (2017). Does growth mindset improve children’s IQ, educational attainment or response to setbacks? Active-control interventions and data on children’s own mindsets. osf.io/preprints/socarxiv/tsdwyGoogle Scholar
Lohman, D. F., Gambrell, J., & Lakin, J. (2008). The commonality of extreme discrepancies in the ability profiles of academically gifted students. Psychology Science Quarterly, 50, 269282.Google Scholar
Lubinski, D., Benbow, C. P., & Kell, H. J. (2014). Life paths and accomplishments of mathematically precocious males and females four decades later. Psychological Science, 25, 22172232. https://doi.org/10.1177/0956797614551371Google Scholar
Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,000: A 10 year follow-up of the profoundly gifted. Journal of Applied Psychology, 4, 718729.Google Scholar
Olszewski-Kubilius, P. (2015). Talent searches and accelerated programming for gifted students. In Assouline, S. G., Colangelo, N., Vantassel-Baska, J., & Lupkowski- Shoplik, A. (Eds.), A nation empowered (vol. 2, pp. 111121). Iowa City, IA: Belin- Blank Center.Google Scholar
Pfeiffer, S. I., Shaunessy-Dedrick, E., & Foley-Nicpon, M. (Eds.) (2018). APA handbook of giftedness and talent (APA handbooks in psychology). Washington: American Psychological Association.Google Scholar
Phillipson, S. N., & McCann, M. (2007). Conceptions of giftedness: Sociocultural perspectives. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Reis, S. M. (1998). Work left undone. Mansfield Center, CT: Creative Learning Press.Google Scholar
Reis, S. M. (2002). Toward a theory of creativity in diverse creative women. Creativity Research Journal, 14, 305316.Google Scholar
Reis, S. M. (2005). Feminist perspectives on talent development: A research based conception of giftedness in women. In Sternberg, R. J. & Davidson, J. (Eds.), Conceptions of giftedness (2nd ed., pp. 217245). Boston: Cambridge University Press.Google Scholar
Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58, 317–230.Google Scholar
Reis, S. M., Gubbins, E. J., Briggs, C., Schreber, F. R., Richards, S., Jacobs, J., et al. (2004). Reading instruction for talented readers: Case studies documenting few opportunities for continuous progress. Gifted Child Quarterly, 48, 309338.Google Scholar
Reis, S. M., Hébert, T. P., Díaz, E. I., Maxfield, L. R., & Ratley, M. E. (1995). Case studies of talented students who achieve and underachieve in an urban high school. Research Monograph No. 95120. National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.Google Scholar
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152170.Google Scholar
Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (2007). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. Elementary School Journal, 108, 324.Google Scholar
Reis, S. M., Neu, T. W., & McGuire, J. M. (1997). Case studies of high ability students with learning disabilities who have achieved. Exceptional Children, 63, 463479.Google Scholar
Renzulli, J. S. (1978). What makes giftedness: Reexamining a definition. Phi Delta Kappan, 60, 180184.Google Scholar
Renzulli, J. S. (1986). The three ring conception of giftedness: A developmental model for creative productivity. In Sternberg, R. J. & Davidson, J. (Eds.), Conceptions of giftedness (246279). New York: Cambridge University Press.Google Scholar
Renzulli, J. S. (2002). Expanding the conception of giftedness to include co-cognitive traits and to promote social capital. Phi Delta Kappan, 84(1), 3340, 5758.Google Scholar
Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In Sternberg, R. J. & Davidson, J. (Eds.), Conceptions of giftedness (2nd ed., pp. 217245). Boston: Cambridge University Press.Google Scholar
Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56, 150159.Google Scholar
Renzulli, J. S., & Park, S. (2002 ). Giftedness and high school dropouts: Personal, family, and school-related factors. Research Monograph No. 02168. National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.Google Scholar
Renzulli, J. S., & Reis, S. M. (1997). The school-wide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.Google Scholar
Renzulli, J. S., & Reis, S. M. (2003). Conception of giftedness and its relation to the development of social capital. In Colangelo, N. & Davis, G. A. (Eds.), Handbook of gifted education (3rd ed., pp. 7587). Boston: Allyn & Bacon.Google Scholar
Renzulli, J. S., & Reis, S. M. (2014). The Schoolwide Enrichment Model: A how-to guide for talent development (3rd ed.). Waco, TX: Prufrock Press.Google Scholar
Shavinia, L. V. (2001). Beyond IQ: A new perspective on the psychological assessment of intellectual abilities. New Ideas in Psychology, 19(1), 2747.Google Scholar
Simonton, D. K. (1998). Creativity, genius, and talent development. Roeper Review, 21(1), 8687.Google Scholar
Simonton, D. K. (2005). Genetics of giftedness: The implications of an emergenic-epigenetic model of giftedness. In Sternberg, R. J. & Davidson, J. E. (Eds.), Conceptions of giftedness (2nd ed., pp. 312326). Boston: Cambridge University Press.Google Scholar
Simonton, D. K. (2008). Scientific talent, training, and performance: Intellect, personality, and genetic endowment. Review of General Psychology, 12, 2846Google Scholar
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.Google Scholar
Sternberg, R. J. (1990). Wisdom and its relations to intelligence and creativity. In Sternberg, R. J. (Ed.), Wisdom: Its nature, origins, and development (pp. 142159). New York: Cambridge University Press.Google Scholar
Sternberg, R. J. (1996). Successful intelligence: How practical and creative intelligence determine success in life. New York: Simon & Schuster.Google Scholar
Sternberg, R. J. (1998). A balance theory of wisdom. Review of General Psychology, 2, 347365.Google Scholar
Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36, 227245.Google Scholar
Sternberg, R. J. (2004). Culture and intelligence. American Psychologist, 59, 325338.Google Scholar
Sternberg, R. J. (2005). The WISC model of giftedness. In Sternberg, R. J. & Davidson, J. (Eds.), Conceptions of giftedness (2nd ed., pp. 327342). Boston: Cambridge University Press.Google Scholar
Sternberg, R. J. (2015). Successful intelligence: A new model for testing intelligence beyond IQ tests. European Journal of Education and Psychology, 8, 7684.Google Scholar
Sternberg, R. J., & Davidson, J. (Eds.) (1986). Conceptions of giftedness. New York: Cambridge University Press.Google Scholar
Sternberg, R. J., & Davidson, J. (Eds.) (2005). Conceptions of giftedness (2nd ed.). Boston: Cambridge University Press.Google Scholar
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.Google Scholar
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 354.Google Scholar
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012). A proposed direction forward for gifted education based on psychological science. Gifted Child Quarterly, 56, 176188.Google Scholar
Tannenbaum, A. J. (1991). The social psychology of giftedness. In Colangelo, N. & Davis, G. A. (Eds.), Handbook of gifted education (pp. 2744). Boston: Allyn & Bacon.Google Scholar
Terman, L. M. (1925–1959). Genetic studies of genius (5 vols.). Stanford: Stanford University Press.Google Scholar
Tieso, C. L. (2002). The effects of grouping and curricular practices on intermediate students’ math achievement. Research Monograph 02154. National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.Google Scholar
United States Department of Education, Office of Educational Research and Improvement. (1993). National excellence: A case for developing America’s talent. Washington: US Government Printing Office.Google Scholar
Westberg, K. L. (2012). Young creative producers: twenty years later. Gifted Education International, 26, 261270.Google Scholar
Westberg, K. L., Archambault, F. X. Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms. Research Monograph 93104. National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.Google Scholar
Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.Google Scholar

References

Adler, L. L. (Ed.) (1993). International handbook on gender roles. Westport, CT: Greenwood.Google Scholar
Allport, G. W., Vernon, P. E., & Lindzey, G. (1970). Manual for the study of values (3rd ed.). Boston: Houghton Mifflin.Google Scholar
American Association of University Women. (1992). The AAUW report: How schools shortchange girls. New York: Marlowe.Google Scholar
Arden, R., & Plomin, R. (2006). Sex differences in variance of intelligence across childhood. Personality and Individual Differences, 41, 3948.Google Scholar
Baker, D. P., & Jones, D. P. (1992). Opportunity and performance: A sociological explanation for gender differences in academic mathematics. In Wrigley, J. (Ed.), Education and gender equality (pp. 193206). London: Falmer Press.Google Scholar
Bakhiet, S. F. A., & Lynn, R. (2015). Sex differences on the Wechsler Intelligence Scale for Children – III in Bahrain and the United States. Psychological Reports, 117, 794798.Google Scholar
Banaji, M. R., & Hardin, C. D. (1996). Automatic stereotyping. Psychological Science, 7, 136141.Google Scholar
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Benbow, C. P., & Stanley, J. C. (1983). Sex differences in mathematical reasoning ability: More facts. Science, 222, 10291030.Google Scholar
Berenbaum, S. A., Bryk, K. K., & Beltz, A. M. (2012). Early androgen effects on spatial and mechanical abilities: Evidence from congenital adrenal hyperplasiaBehavioral Neuroscience126, 8696. https://doi.org/10.1037/a0026652Google Scholar
Berenbaum, S. A., Korman, K., & Leveroni, C. (1995). Early hormones and sex differences in cognitive abilities. Special issue, Learning and Individual Differences, 7, 303321.Google Scholar
Bjornholm, L., Nikkinen, J., Kiviniemi, V., Nordstrom, T., Niemela, S., Drakesmith, M., et al. (2017). Structural properties of the human corpus callosum: Multimodal assessment and sex differences. Neuroimage, 152, 108118.Google Scholar
Blackburn, C. C. (2004). Developing exceptional talent: Descriptive characteristics of highly precocious mathematical and verbal reasoners. Paper presented at the Seventh Biennial Henry B. and Jocelyn Wallace National Research Symposium on Talent Development, University of Iowa, Iowa City, May.Google Scholar
Blair, C., Granger, D., & Razzam, R. P. (2005). Cortisol reactivity is positively related to executive function in preschool children attending Head Start. Child Development, 76, 554567.Google Scholar
Blair, I. V., & Banaji, M. R. (1996). Automatic controlled processes in stereotype priming. Journal of Personality and Social Psychology, 70, 11421163.Google Scholar
Braun, K. V. N., Christensen, D., Doernberg, N., Schieve, L., Rice, C., Wiggins, L., et al. (2015). Trends in the prevalence of autism spectrum disorder, cerebral palsy, hearing loss, intellectual disability, and vision impairment, Metropolitan Atlanta, 1991–2010. PLoS One. https://doi.org/10.1371/journal.pone.0124120Google Scholar
Brody, N. (1992). Intelligence (2nd ed.). New York: Academic Press.Google Scholar
Buss, D. M. (1995). Psychological sex differences: Origins through sexual selection. American Psychologist, 50, 164168.Google Scholar
Cahill, L. (Ed.) (2017). An issue whose time has come: Sex/gender influence on nervous system function. Journal of Neuroscience Research, 95, 1791.Google Scholar
Charles, M., & Bradley, K. (2009). Indulging our gendered selves? Sex segregation by field of study in 44 countries. American Journal of Sociology, 114, 924976.Google Scholar
Cherney, I. D. (2008). Mom, let me play more computer games: They improve my mental rotation skills. Sex Roles, 59, 776786.Google Scholar
Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6. http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00049/fullGoogle Scholar
Collaer, M. L., & Hines, M. (1995). Human behavioral sex differences: A role for gonadal hormones during early development? Psychological Bulletin, 118, 55107.Google Scholar
College Board. (2015). 2015 college-bound seniors: Total group profile report. media.collegeboard.org/digitalServices/pdf/sat/total-group-2015.pdfGoogle Scholar
Colom, R., Juan-Espinosa, M., Abad, F., & García, L. F. (2000). Negligible sex differences in general intelligence. Intelligence, 28, 5768.Google Scholar
Corbett, C., Hill, C., & St. Rose, A. (2008). Where the girls are: The facts about gender equity in education. Washington: American Association of University Women.Google Scholar
Davies, A. P. C., & Sheckelford, T. K. (2006). An evolutionary psychological perspective on gender similarities and differences. American Psychologist, 61, 641642.Google Scholar
Davies, P. G., Spencer, S. J., & Steele, C. M. (2005). Clearing the air: Identity safety moderates the effects of stereotype threat on women’s leadership aspirations. Journal of Personality and Social Psychology, 88, 276287.Google Scholar
Dickens, W. T., & Flynn, J. R. (2001). Heritability estimates versus large environmental effects: The IQ paradox. Psychological Review, 108, 346369.Google Scholar
Doyle, R. A., & Voyer, D. (2016). Stereotype manipulation effects on math and spatial test performance: A meta-analysis. Learning and Individual Differences, 47, 103116.Google Scholar
Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98, 198208.Google Scholar
Dumontheil, I. (2016). Adolescent brain development. Current Opinion in Behavioral Sciences, 10, 3944.Google Scholar
Dykiert, D., Gale, C. R., & Deary, I. J. (2008). Are apparent sex differences in mean IQ scores created in part by sample restriction and increased male variance? Intelligence, 37, 4247.Google Scholar
Eccles, J. S. (1987). Gender roles and women’s achievement-related decisions. Psychology of Women Quarterly, 11, 135172.Google Scholar
Else-Quest, N. M., & Grabe, S. (2012). The political is personal: Measurement and application of national-level indicators of gender equity in psychological research. Psychology of Women Quarterly, 36, 131144.Google Scholar
Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychological Science, 18, 850855.Google Scholar
Fine, C. (2017). Testosterone rex: Myths of sex, science, and society. New York: Norton.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, 2544.Google Scholar
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497514.Google Scholar
Frick, A., & Mohring, W. (2013). Mental object rotation and motor development in 8- and 10-month-old infants. Journal of Experimental Child Psychology, 115, 708720.Google 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, 18861897.Google Scholar
Geary, D. C. (1996). Sexual selection and sex differences in mathematical abilities. Behavioral and Brain Sciences, 19, 229284.Google Scholar
Geary, D. C. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In Carlson, J. S. & Levin, J. R. (Eds.), Educating the evolved mind (pp. 1100). Greenwich, CT: Information Age.Google Scholar
Geary, D. C. (2017). Evolutionary framework for identifying sex- and species-specific vulnerabilities in brain development and functions. Journal of Neuroscience Research, 95, 355361.Google Scholar
Geiser, C., Lehmann, W., & Eid, M. (2008). A note on sex differences in mental rotation in different age groups. Intelligence, 36, 556563.Google Scholar
Gerstorf, D., Herlitz, A., & Smith, J. (2006). Stability of sex differences in cognition in advanced old age: The role of education and attrition. Journal of Gerontology: Psychological Sciences and Social Sciences, 61, 245249.Google Scholar
Giedd, J. N., Castellanos, F. X., Rajapakse, J. C., Vaituzis, A. C., & Rapoport, J. L. (1997). Sexual dimorphism of the developing human brain. Progress in Neuropsychopharmacology and Biological Psychiatry, 21, 11851901.Google Scholar
Grau, S. L., & Zotos, Y. C. (2016). Gender stereotypes in advertising: A review of current research. International Journal of Marketing, 35, 761770.Google Scholar
Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 427.Google Scholar
Guiso, L., Monte, F., Sapienza, P., & Zingales, L. (2008). Culture, gender, and math. Science, 320, 11641165.Google Scholar
Haier, R. J., Jung, R. E., Yeo, R. A., Head, K., & Alkire, M. T. (2005). The neuroanatomy of general intelligence: Sex matters. NeuroImage, 25, 320327.Google Scholar
Halpern, D. F. (2011). Sex differences in cognitive abilities (4th ed.). New York: Psychology Press.Google Scholar
Halpern, D. F., Benbow, C., Geary, D., Gur, D., Hyde, J., & Gernsbacher, M. A. (2007). The science of sex-differences in science and mathematics. Psychological Science in the Public Interest, 8, 152.Google Scholar
Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., et al. (2011). The pseudoscience of single-sex schooling. Science, 333, 17061707.Google Scholar
Halpern, D. F., & Tan, U. (2001). Stereotypes and steroids: Using a psychobiosocial model to understand cognitive sex differences. Brain and Cognition, 45, 392414.Google Scholar
Hampson, E. (1990). Estrogen-related variations in human spatial and articulatory-motor skills. Psychoneuroendocrinology, 15, 97111.Google Scholar
Hampson, E., & Kimura, D. (1988). Reciprocal effects of hormonal fluctuations on human motor and perceptual-spatial skills. Behavioral Neuroscience, 102, 456459.Google Scholar
Hayes, A. R., Pahlke, E. E., & Bigler, R. S. (2011). The efficacy of single-sex education: Testing for selection and peer quality effects. Sex Roles, 65, 693703.Google Scholar
Hedges, L. V., & Nowell, A. (1995). Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science, 269, 4145.Google Scholar
Heil, M., & Jansen-Osmann, P. (2008). Gender differences in math and mental rotation accuracy but not in mental rotation speed in 8-years-old children. International Journal of Developmental Science, 2, 190196.Google Scholar
Herlitz, A., Reuterskiöld, L., Lovén, J., Thilers, P. P., & Rehnman, J. (2013). Cognitive sex differences are not magnified as a function of age, sex hormones, or puberty development during early adolescenceDevelopmental Neuropsychology38, 167179. https://doi.org/10.1080/87565641.2012.759580Google Scholar
Hunt, E., & Madhyastha, T. (2008). Recruitment modeling: An analysis and an application to the study of male-female differences in intelligence. Intelligence, 36, 653663.Google Scholar
Hyde, J. S. (2005). The gender similarity hypothesis. American Psychologist, 60, 581592.Google Scholar
Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373398.Google Scholar
Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321, 494495.Google Scholar
Imperato-McGinley, J., Pichardo, M., Gautier, T., Voyer, D., & Bryden, M. P. (1991). Cognitive abilities in androgen insensitive subjects – Comparison with control males and females from the same kindred. Clinical Endocrinology, 34, 341347.Google Scholar
Innocenti, G. M. (1994). Some new trends in the study of the corpus callosum. Behavioral and Brain Research, 64, 18.Google Scholar
Irwing, P., & Lynn, R. (2005). Intelligence: Is there a difference in IQ scores? Nature, 438, 3132.Google Scholar
Jancke, L., & Steinmetz, H. (1994). Interhemispheric-transfer time and corpus callosum size. Neuroreport, 5, 23852388.Google Scholar
Jensen, A. R. (1998). The g factor: The science of mental ability. New York: Praeger.Google Scholar
Joel, D., Berman, Z., Tavor, I., Wexler, N., Gaber, O., Stein, Y., et al. (2015). Sex beyond the genitalia: The human brain mosaic. Proceedings of the National Academy of Sciences, 112, 1546815473.Google Scholar
Johnson, W., & Bouchard, T. J. (2006). Sex differences in mental abilities: g masks the dimensions on which they lie. Intelligence, 35, 2359.Google Scholar
Johnson, W., Carothers, A., & Deary, I. J. (2008). Sex differences in variability in general intelligence: A new look at an old question. Perspectives on Psychological Science, 3, 518531.Google Scholar
Johnson, W., Carothers, A., & Deary, I. J. (2009). A role for the X chromosome in sex differences in variability in general intelligence? Perspectives in Psychological Science, 4, 598611.Google Scholar
Karpiak, C. P., Buchanan, J. P., Hosey, M., & Smith., A. (2007). University students from single-sex and coeducational high schools: Differences in majors and attitudes at a Catholic university. Psychology of Women Quarterly, 31, 282289.Google Scholar
Kaufman, S. B. (2007). Sex differences in mental rotation and spatial visualization ability: Can they be accounted for by differences in working memory capacity? Intelligence, 35, 211223.Google Scholar
Kiefer, A. K., & Sekaquaptewa, D. (2007). Implicit stereotypes, gender identification, and math-related outcomes: A prospective study of female college students. Psychological Science, 18, 1318.Google Scholar
Kimball, M. M. (1989). A new perspective on women’s mathematics achievement. Psychological Bulletin, 105, 198214.Google Scholar
Kotsopoulos, D., Zambrzycka, J., & Makosz, S. (2017). Gender differences in toddlers’ visual-spatial skills. Mathematical Thinking and Learning, 19, 167180.Google Scholar
Lakin, J. M. (2013). Sex differences in reasoning abilities: Surprising evidence that male-female ratios in the tails of the quantitative reasoning distribution have increased. Intelligence, 41, 263274.Google Scholar
Lauermann, F., Tsai, Y., & Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al.’s expectancy-value theory of achievement-related behaviors. Developmental Psychology, 53, 15401559.Google Scholar
LeBlanc, E. S., Janowsky, J., Chan, B. K., & Nelson, H. D. (2001). Hormone replacement therapy and cognition: Systematic review and meta-analysis. Journal of American Medical Association, 285, 14891499.Google Scholar
Levine, S. C., Huttenlocher, J., Taylor, A., & Langrock, A. (1999). Early sex differences in spatial skill. Developmental Psychology, 35, 940949.Google Scholar
Levy, R., & Goldman-Rakic, P. S. (2000). Segregation of working memory functions within the dorsolateral prefrontal cortex. Experimental Brain Research, 133, 2332.Google Scholar
Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56, 14791498.Google Scholar
Lippa, R. A., Collaer, M. L., & Peters, M. (2010). Sex differences in mental rotation and line angle judgments are positively associated with gender equality and economic development across 53 nationsArchives of Sexual Behavior39(4), 990997. https://doi.org/10.1007/s10508-008-9460-8Google Scholar
Locklear, M. N., Cohen, A. B., Jone, A., & Kritzer, M. F. (2016). Sex differences distinguish intracortical glutamate receptor-mediated regulation of extracellular dopamine levels in the prefrontal cortex of adult rats. Cerebral Cortex, 26, 599610.Google Scholar
Loewen, J. W., Rosser, P., & Katzman, J. (1988). Gender bias in SAT items. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 5–9.Google Scholar
Loring-Meier, S., & Halpern, D. F. (1999). Sex differences in visual-spatial working memory: Components of cognitive processing. Psychonomic Bulletin and Review, 6, 464471.Google Scholar
Lott, B., & Maluso, D. (1993). The social learning of gender. In Beall, A. E. & Sternberg, R. J. (Eds.), The psychology of gender (pp. 99123). New York: Guilford Press.Google Scholar
Low, L.-F., & Ansley, K. J. (2006). Hormone replacement therapy and cognitive performance in postmenopausal women – a review by cognitive domain. Neuroscience and Biobehavioral Reviews, 30, 6684.Google Scholar
Lubinski, D., Schmidt, D. B., & Benbow, C. P. (1996). A 20-year stability analysis of the Study of Values for intellectually gifted individuals from adolescence to adulthood. Journal of Applied Psychology, 81, 443451.Google Scholar
Luine, V. N. (2008). Sex steroids and cognitive function. Journal of Neuroendocrinology, 20, 866872.Google Scholar
Lutchamaya, S., Baron-Cohen, S., & Raggatt, P. (2002). Foetal testosterone and vocabulary size in 18- and 24-month-old infants. Infant Behavior and Development, 24, 418424.Google Scholar
Maguire, E. A., Frackowiak, R. S. J., & Frith, C. D. (1997). Recalling routes around London: Activation of the right hippocampus in taxi drivers. Journal of Neuroscience, 17, 71037110.Google Scholar
Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Ashburner, C. D., Frackowiak, R. S. J., & Frith, C. D. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Science, 97, 43984403.Google Scholar
Maitland, S. B., Intrieri, R. C., Schaie, K. W., & Willis, S. L. (2000). Gender differences and changes in cognitive abilities across the adult life span. Aging, Neuropsychology, and Cognition, 7, 3253.Google Scholar
Makel, M. C., Wai, J., Peairs, K. F., & Putallaz, M. (2016). Sex differences in the right tail of cognitive abilities: An update and cross cultural extension. Intelligence, 59, 815.Google Scholar
Master, A., Cheryan, S., & Meltzoff, A. N. (2014). Reducing adolescent girls’ concerns about STEM stereotypes: When do female teachers matter? International Review of Social Psychology, 27, 79102.Google Scholar
McCarrey, A. C., An, Y., Kitner-Triolo, M. H., Ferrucci, L., & Resnick, S. M. (2016). Sex differences in cognitive trajectories in clinically normal older adults. Psychology and Aging, 31, 166175.Google Scholar
Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal of Educational Psychology, 107, 631644.Google Scholar
Miller, D. I., & Halpern, D. F. (2012). Can spatial training improve long-term outcomes for gifted STEM undergraduates? Learning and Individual Differences, 26, 141152.Google Scholar
Miller, D. I., & Halpern, D. F. (2014). The new science of cognitive sex differences. Trends in Cognitive Science, 18, 3745.Google Scholar
Moore, D. S., & Johnson, S. P. (2008). Mental rotation in human infants: A sex difference. Psychological Science, 19, 10631066.Google Scholar
Moore, D. S., & Johnson, S. P. (2011). Mental rotation of dynamic, three-dimensional stimuli by 3-month-old infants. Infancy, 16, 435445.CrossRefGoogle ScholarPubMed
Mueller, S. C., Temple, V., Oh, E., VanRyzin, C., Williams, A., Cornwell, B., et al. (2008). Early androgen exposure modulates spatial cognition in congenital adrenal hyperplasia. Psychoneuroendocrinology, 33, 973980.Google Scholar
National Science Board. (2010). Preparing the next generation of STEM innovators: Identifying and developing our nation’s human capital. www.nsf.gov/nsb/publications/2010/nsb1033.pdfGoogle Scholar
National Science Foundation. (2014). STEM education data and trends 2014. How do US 15-year-olds compare with students from other countries in math and science? www.nsf.gov/nsb/sei/edTool/data/highschool-08.htmlGoogle Scholar
Nosek, B. A., Smyth, F. L., Sriram, N., Linder, N. M., Devos, T. A., Thierry, A., et al. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Science, 106, 1059310597.Google Scholar
Nyborg, H. (2005). Sex-related differences in general intelligence g, brain size, and social status. Personality and Individual Differences, 39, 497509.Google Scholar
Pahlke, E., Hyde, J. S., & Allison, C. M. (2014). The effects of single-sex compared with coeducational schooling on students’ performance and attitudes: A meta-analysis. Psychological Bulletin, 140, 10421072.Google Scholar
Paus, T., Wong, A. P-Y., Syme, C., & Pausova, Z. (2017). Sex differences in the adolescent brain and body: Findings from the Saguenay youth study. Journal of Neuroscience Research, 95, 362370.Google Scholar
Perry, M. J. (2015). 2015 SAT test results confirm pattern that’s persisted for 40+ years – high school boys are better at math than girls. AEIdeas. www.aei.org/publication/2015-sat-test-results-confirm-pattern-thats-persisted-for-40-years-high-school-boys-are-better-at-math-than-girlsGoogle Scholar
Posner, M. I., & Raichle, M. E. (1994). Images of mind. New York: Freeman.Google Scholar
Puts, D. A., McDaniel, M. A., Jordan, C. L., & Breedlove, S. M. (2008). Spatial ability and prenatal androgens: Meta-analyses of congenital adrenal hyperplasia and digit ratio (2D:4D) studies. Archives of Sexual Behavior, 37, 100111.Google Scholar
Quinn, P. C., & Liben, L. S. (2008). A sex difference in mental rotation in young infants. Psychological Science, 19, 10671070.Google Scholar
Quinn, P. C., & Liben, L. S. (2014). A sex difference in mental rotation in infants: Convergent evidence. Infancy, 19, 103116.Google Scholar
Rampey, B. D., Dion, G. S., & Donahue, P. L. (2009). NAEP trends in academic progress (NCES 2009–479). National Center for Education Statistics, Institute of Education Sciences, US Department of Education, Washington.Google Scholar
Reynolds, M. R., Scheiber, C., Hajovsky, D. B., Schwartz, B., & Kaufman, A. S. (2015). Gender differences in academic achievement: Is writing an exception to the gender similarities hypothesis? Journal of Genetic Psychology, 176, 211234.Google Scholar
Ritchie, S. J., Cox, S. R., Shen, X., Lombardo, M. V., Reus, L. M., Alloza, C., et al. (2018). Sex differences in the adult human brain: Evidence from 5,216 UK Biobank participants. Cerebral Cortex, 28(8), 29592975.Google Scholar
Ritchie, S. J., Tucker-Drob, E. M., Cox, S. R., Corley, J., Dykiert, D., Redmond, P., et al. (2016). Predictors of ageing-related decline across multiple cognitive functionsIntelligence59, 115126. https://doi.org/10.1016/j.intell.2016.08.007Google Scholar
Ruigrok, A. N. V., Salimi-Khorshidi, G., Lai, M-C., Baron-Cohen, S., Lombardo, M. V., Tait, R. J., & Suckling, J. (2014). A meta-analysis of sex differences in human brain structure. Neuroscience and Biobehavioral Reviews, 39, 3450.Google Scholar
Ryan, J., Carriere, I., Scali, J., Ritchie, K., & Ancelin, M-L. (2009). Life-time estrogen exposure and cognitive functioning in later life. Psychoneuroendocrinology, 34, 287298.Google Scholar
Sadker, M., & Sadker, D. (1995). Failing at fairness: How our schools cheat girls. New York: Touchstone.Google Scholar
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185211.Google Scholar
Schmidt, F. L., & Hunter, J. (2004). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology, 86, 162173.Google Scholar
Schmitt, D. P.Realo, A., Voracek, M., & Allik, J. (2015). Why can’t a man be more like a woman? Sex differences in Big Five personality traits across 55 cultures. Journal of Personality and Social Psychology, 94, 168182. https://doi.org/10.1037/0022-3514.94.1.168.Google Scholar
Schwarzer, G., Freitag, C., Buckel, R., & Lofruthe, A. (2013). Crawling is associated with mental rotation ability by 9-month-old infants. Infancy, 18, 432441.Google Scholar
Sherwin, B. (2003). Estrogen and cognitive functioning in women. Endocrine Reviews, 24, 133151.Google Scholar
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138, 628654.Google Scholar
Simonsen, H. G., Kristoffersen, K. E., Bleses, D., Wehberg, S., & Jørgensen, R. N. (2014). The Norwegian Communicative Development Inventories: Reliability, main developmental trends and gender differencesFirst Language, 34(1), 323. https://doi.org/10.1177/0142723713510997Google Scholar
Skuse, D. (2005). X-linked genes and mental functioning. Human Molecular Genetics, 14, R27R32.Google Scholar
Snow, P. J. (2016). The structural and functional organization of cognition. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2016.00501Google Scholar
Snyder, T. D., Dillow, S. A., & Hoffman, C. M. (2009). Digest of Education Statistics 2008 (NCES 2009–020). National Center for Education Statistics, Institute of Educational Sciences, US Department of Education, Washington.Google Scholar
Sommers, C. H. (2000). The war against boys. The Atlantic. www.theatlantic.com/magazine/archive/2000/05/the-war-against-boys/304659Google Scholar
Sorby, S. J., & Baartmans, B. J. (1996). The development and assessment of a course for enhancing the 3-D spatial visualization skills of first year engineering students. Engineering Design Graphics Journal, 60, 1320.Google Scholar
Spaak, E., Watanabe, K., Funahashi, S., & Stokes, M. G. (2017). Stable and dynamic coding for working memory in primate prefrontal cortex. Journal of Neuroscience, 37, 65036516.Google Scholar
Spelke, E. S. (2005). Sex difference in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950958.Google Scholar
Spinath, F. M., Spinath, B., & Plomin, R. (2008). The nature and nurture of intelligence and motivation in the origins of sex differences in elementary school achievement. European Journal of Personality, 22, 211229.Google Scholar
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613629.Google Scholar
Steele, J. R., & Ambady, N. (2006). “Math is hard!” The effect of gender priming on women’s attitudes. Journal of Experimental Social Psychology, 42, 428436. http://dx.doi.org.ccl.idm.oclc.org/10.1016/j.jesp.2005.06.003Google Scholar
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797811.Google Scholar
Stoet, G., & Geary, D. C. (2012). Can stereotype threat explain the gender gap in mathematics performance and achievement? Review of General Psychology, 16, 93102.Google Scholar
Stoet, G., & Geary, D. C. (2013). Sex differences in mathematics and reading achievement are inversely related: Within and across-nation assessment of 10 years of PISA data. PLoS One, 8, e57988.Google Scholar
Su, R., Rounds, J., & Armstrong, P. I. (2009). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 135, 859884.Google Scholar
Tan, A., Ma, W., Vira, A., Marwha, D., & Eliot, L. (2016). The human hippocampus is not sexually-dimorphic: Meta-analysis of structural MRI volumes. Neuroimage, 124(Part A). 350366. https://doi.org/10.1016/j.neuroimageGoogle Scholar
Tapp, A. L., Maybery, M. T., & Whitehouse, A. O. (2011). Evaluating the twin testosterone transfer hypothesis: A review of the empirical evidence. Hormones and Behavior, 60, 713722.Google Scholar
Terlecki, M. S. (2005). The effects of long-term practice and training on mental rotation. Dissertation Abstracts International, 65(10–B), 5434.Google Scholar
Torres, A., Gómez-Gil, E., Vidal, A., Puig, O., Boget, T., & Salamero, M. (2006). Gender differences in cognitive functions and the influence of sex hormones. Actas Españolas de Psyiquiatria, 34, 408415.Google Scholar
Turkheimer, E., & Halpern, D. F. (2009). Sex differences in variability for cognitive measures: Do the ends justify the genes? Perspectives on Psychological Science, 4, 612614.Google Scholar
United Nations Human Rights. (2014). The harms of gender stereotyping. www.ohchr.org/EN/NewsEvents/Pages/GenderStereotyping.aspxGoogle Scholar
US Department of Education. (1997). National assessment of educational progress (Indicator 32: Writing Proficiency; prepared by the Educational Testing Service). Washington: US Department of Education.Google Scholar
US Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Research. (2005). Single-sex versus coeducational schooling: A systematic review. Washington: Author.Google Scholar
US Department of Education, National Center for Education Statistics. (2017). The Condition of Education 2017 (NCES 2017–144). https://nces.ed.gov/pubs2017/2017144.pdfGoogle Scholar
Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., et al. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139, 352402.Google Scholar
Viner, K. (1994). Live Issues. Cosmopolitan, p. 105.Google Scholar
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140, 11741204.Google Scholar
Voyer, D., Voyer, S. D., & Saint-Aubin, J. (2016). Sex differences in visual-spatial working memory: A meta-analysis. Psychonomic Bulletin and Review, 24, 307334.Google Scholar
Wai, J., Cacchio, M., Putallaz, M., & Makel, M. C. (2010). Sex differences in the right tail of cognitive abilities: A 30-year examination. Intelligence, 38, 412423.Google Scholar
Wai, J., Makel, M. C., & Hodges, J. (2018). Sex differences in ability tilt in the right tail of cognitive abilities: A 35-year examination. Intelligence, 67, 7683.Google Scholar
Weaver, J. (2014). How brain circuits adapt to changes in sensory experience. PLoS Biol, 12, e1001802.Google Scholar
Williams, W. M., & Ceci, S. J. (2014). National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track. Proceedings of the National Academy of Sciences, 112, 53605365.Google Scholar
Willingham, W. W., & Cole, N. S. (1997). Gender and fair assessment. Mahwah, NJ: Erlbaum.Google Scholar
Yeap, B. B. (2014). Hormonal changes and their impact on cognition and mental health of ageing men. Maturitas, 79, 227235.Google Scholar

References

Alberg, L. J., & Castro-Olivo, S. M. (2014). The relationship between mental health, acculturative stress, and academic performance in a Latino middle school sample. Contemporary School Psychology, 18, 178186.Google Scholar
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington: AERA.Google Scholar
American Psychological Association. (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality. www.apa.org/about/policy/multicultural-guidelinesGoogle Scholar
Anderson, R. E. (2018). And still WE rise: Parent-child relationships, resilience, and school readiness in low income urban black families. Journal of Family Psychology, 32(1), 6070.Google Scholar
Armour-Thomas, E., & Suzuki, L. (2016). Measuring and understanding intellectual and other abilities. In Leung, F. T. L., Bartram, D., Cheung, F. M., Geisinger, K. F., & Iliescu, D. (Eds.), The ITC International handbook of testing and assessment (pp. 4962). New York: Oxford University Press.Google Scholar
Berry, C. M., Clark, M. A., & McClure, T. K. (2011). Racial/ethnic differences in the criterion-related validity of cognitive ability tests: A qualitative and quantitative review. Journal of Applied Psychology, 96(5), 881906.Google Scholar
Borman, G. D., & Pyne, J. (2016). What if Coleman had known about stereotype threat? how social-psychological theory can help mitigate educational inequality. Russell Sage Foundation Journal of the Social Sciences, 2(95), 164185. www.jstor.org/stable/10.7758/rsf.2016.2.5.08Google Scholar
Bowden, S. C., Saklofske, D. H., & Weiss, L. G. (2011). Invariance of the measurement model underlying the Wechsler Adult Intelligence Scale-IV in the United States and Canada. Educational and Psychological Measurement, 71(1), 186199.Google Scholar
Brislin, R., Worthley, R., & Macnab, B. (2006). Cultural intelligence: Understanding behaviors that serve people’s goals. Group and Organizational Management, 31(1), 4055.Google Scholar
Brown, R. P., & Day, E. (2006). The difference isn’t Black and White: Stereotype threat and the race gap on Raven’s Advanced Progressive Matrices. Journal of Applied Psychology, 91(4), 979985.Google Scholar
Ceci, S. J. (1996). On intelligence … more or less: A bioecological treatise on intellectual development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Chan, A., Yeung, D., Chan, Y. L., He, W. J., Cheung, M. C., Lam, J., et al. (2002). Different neurocognitive semantic processes for alphabetic and logographic languages. Abstract presented at the 30th Annual Meeting of the International Neuropsychological Society, Toronto, Canada, February.Google Scholar
Chang, D. F., & Demyan, A. (2007). Teachers’ stereotypes of Asians, Blacks, and White students. School Psychology Quarterly, 22(2), 91114.Google Scholar
Chang, D. F., & Sue, S. (2003). The effects of race and problem type on teachers’ assessment of student behavior. Journal of Consulting and Clinical Psychology, 71, 235242.Google Scholar
Cheung, H., & Kemper, S. (1993). Recall and articulation of English and Chinese words by Chinese English bilinguals. Memory and Cognition, 21(5), 666670.Google Scholar
Cheung, F. M., Leong, F. T. L., & Ben-Porath, Y. S. (2003). Psychological assessment in Asia: Introduction to the special section. Psychological Assessment, 15, 243247.Google Scholar
Chincotta, D., & Underwood, G. (1997). Digit span and articulatory suppression: A cross-linguistic comparison. European Journal of Cognitive Psychology, 9(1), 8996.Google Scholar
Chiu, S. H., & DiMarco, M. (2010). A pilot study comparing two developmental screening tools for use with homeless children. Journal of Pediatric Health Care, 24(2), 7380.Google Scholar
Cohen, G. L., & Sherman, D. K. (2005). Stereotype threat and the social and scientific contexts of the race achievement gap. American Psychologist, 60(3), 270271.Google Scholar
Cole, M. (2017). Idiocultural design as a tool of cultural psychology. Perspectives on Psychological Science, 12(5), 772781.Google Scholar
Cormier, D. C., Wang, K., & Kennedy, K. E. (2016). Linguistic demands of the oral directions for administering the WISC-IV and WISC-V. Canadian Journal of School Psychology, 31(4), 290304.Google Scholar
Dale, B. A., Finch, M. H., Mcintosh, D. E., Rothlisberg, B. A., & Finch, W. H. (2014). Utility of the Stanford-Binet Intelligence Scales, Fifth Edition, with ethnically diverse preschoolers. Psychology in the Schools, 51(6), 581590.Google Scholar
Dickens, W. T., & Flynn, J. R. (2006). Black Americans reduce the racial IQ gap: Evidence from standardization samples. Psychological Science, 17, 913920.Google Scholar
Ellis, C., Kuipers, J. R., Thierry, G., Lovett, V., Turnbull, O., & Jones, M. W. (2015). Language and culture modulate online semantic processing. Social Cognitive and Affective Neuroscience, 10(10), 13921396.Google Scholar
Fagan, J. F., & Holland, C. R. (2006). Racial equality in intelligence: Predictions from a theory of intelligence as processing. Intelligence, 35(4), 319334.Google Scholar
Fenollar-Cortes, J., & Watkins, M. W. (2018). Construct validity of the Spanish version of the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V Spain). International Journal of School and Educational Psychology. https://doi.org/10.1080/21683603.2017.1414006Google Scholar
Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2007). Essentials of cross-battery assessment (2nd ed.). San Francisco: Wiley.Google Scholar
Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289306.Google Scholar
Ford, D. Y., & Helms, J. E. (2012). Overview and introduction: Testing and assessing African Americans: “Unbiased” tests are still unfair. Journal of Negro Education, 81(3), 186189.Google Scholar
Franklin, V. P. (2007). The tests are written for the dogs: The Journal of Negro Education, African American children, and the intelligence testing movement in historical perspective. Journal of Negro Education, 76(3), 216231.Google Scholar
Garcia Coll, C., & Marks, A. K. (Eds.) (2012). The immigrant paradox in children and adolescents: Is becoming American a developmental risk? Washington: American Psychological Association.Google Scholar
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Google Scholar
Geertz, C. (1973). The interpretation of cultures: Selected essays by Clifford Geertz. New York: Basic Books.Google Scholar
Goldberger, N. R., & Veroff, J. B. (Eds.) (1995). The culture and psychology reader. New York: New York University Press.Google Scholar
Greenfield, P. M., Maynard, A. E., & Childs, C. P. (2003). Historical change, cultural learning, and cognitive representation in Zinacantec Maya children. Cognitive Development, 18, 455487.Google Scholar
Hadd, A. R., & Rodgers, J. L. (2017). Intelligence, income, and education as potential influences on a child’s home environment: A (maternal) sibling-comparison design. Developmental Psychology, 53(7), 12861299.Google Scholar
Hagie, M. U., Gallipo, P. L., & Svien, L. (2003). Traditional culture versus traditional assessment for American Indian students: An investigation of potential test item bias. Assessment for Effective Intervention, 29(1), 1525.Google Scholar
Harris, A. M., Reynolds, M. A., & Koegel, H. M. (1996). Nonverbal assessment: Multicultural perspectives. In Suzuki, L. A., Meller, P. J., & Ponterotto, J. G. (Eds.), Handbook of multicultural assessment: Clinical, psychological, and educational applications (pp. 223252). San Francisco: Jossey-Bass.Google Scholar
Hedden, T., Park, D. C., Nisbett, R., Ji, L. J., Jing, Q., & Jiao, S. (2002). Cultural variation in verbal versus spatial neuropsychological function across the life span. Neuropsychology, 16(1), 6573.Google Scholar
Helms, J. E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47(9), 10831101.Google Scholar
Helms, J. E. (1995). An update of Helms’ White and people of color racial identity models. In Ponterotto, J. G., Casas, J. M., Suzuki, L. A., & Alexander, C. M. (Eds.), Handbook of multicultural counseling (pp. 181198). Thousand Oaks, CA: Sage.Google Scholar
Helms, J. E. (2002). A remedy for the Black-White score disparity. American Psychologist, 57(4), 303305.Google Scholar
Helms, J. E. (2004). The 2003 Leona Tyler Award Address: Making race a matter of individual differences within groups. Counseling Psychologist, 32(3), 473483.Google Scholar
Helms, J. E. (2005). Stereotype threat might explain the black-white test score difference. American Psychologist, 60(3), 269270.Google Scholar
Helms, J. E. (2006). Fairness is not validity or cultural bias in racial-group assessment: A quantitative perspective. American Psychologist, 61(88), 845859.Google Scholar
Herbers, J. E., Cutuli, J. J., Supkoff, L. M., Narayan, A. J., & Masten, A. S. (2014). Parenting and coregulation: Adaptive systems for competence in children experiencing homelessness. American Journal of Orthopsychiatry, 84(4), 420430.Google Scholar
Hintze, J. M. (2009). Curriculum-based assessment. In Gutkin, T. B. & Reynolds, C. R. (Eds.), The handbook of school psychology (4th ed., pp. 397409). Hoboken, NJ: Wiley.Google Scholar
Hwa-Froelich, D. A., & Matsuo, H. (2005). Vietnamese children and language-based processing tasks. Language, Speech and Hearing Services in Schools, 36(3), 230243.Google Scholar
Jensen, A. R. (1969). How much can we boost IQ and scholastic achievement? Harvard Educational Review, 39, 1123.Google Scholar
Kroeber, A. L., & Kluckhohn, C. (1963). Culture: A critical review of concepts and definitions. Cambridge, MA: Harvard University Press.Google Scholar
Lakin, J. M., & Lai, E. R. (2012). Multigroup generalizability analysis of verbal, quantitative, and nonverbal ability tests for culturally and linguistically diverse students. Educational and Psychological Measurement, 72(1), 138158.Google Scholar
Loo, S. K., & Rappaport, M. D. (1998). Ethnic variations in children’s problem behaviors: A cross-sectional, developmental study of Hawaii school children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 567575.Google Scholar
López, S. R., & Guarnaccia, P. J. J. (2000). Cultural psychopathology: Uncovering the social world of mental illness. Annual Review of Psychology, 51, 571598.Google Scholar
Lynn, R. (2015). Race differences in intelligence: An evolutionary analysis (2nd ed.). Arlington, VA: Washington Summit Publisher.Google Scholar
Mackintosh, N. J. (2011). IQ and human intelligence (2nd ed.). Oxford: Oxford University Press.Google Scholar
May, E. M., Azar, S. T., & Matthews, S. A. (2018). How does the neighborhood “come through the door?” Concentrated disadvantage, residential instability, and the home environment for preschoolers. American Journal of Community Psychology, 61, 218228.Google Scholar
Mayer, D. M., & Hanges, P. J. (2003). Understanding stereotype threat effect with “culture-free” tests: An examination of its mediators and measurement. Human Performance, 16(3), 207230.Google Scholar
Maynard, A. E., Subrahmanyam, K., & Greenfield, P. M. (2005). Technology and the development of intelligence: From the loom to the computer. In Sternberg, R. J. & Priess, D. D. (Eds.), The impact of tools on the nature and development of human abilities (pp. 2953). New York: Routledge.Google Scholar
McCarter, S. (2017). The school-to-prison pipeline: A primer for social workers. Social Work, 62(1), 5361.Google Scholar
McGrew, K. S., & Flanagan, D. P. (1998). The intelligence test desk reference (ITDR): Gf-Gc Cross Battery Assessment. Boston: Allyn & Bacon.Google Scholar
McShane, D. (1980). A review of scores of American Indian children on the Wechsler Intelligence Scale. White Cloud Journal, 2, 1822.Google Scholar
Meller, P. J., & Ohr, P. S. (1996). The assessment of culturally diverse infants and preschoolers. In Suzuki, L. A., Meller, P. J., & Ponterotto, J. G. (Eds.), Handbook of multicultural assessment: Clinical, psychological and educational applications (pp. 561610). San Francisco: Jossey-Bass.Google Scholar
Morris, M. (2016). PUSHOUT: The criminalization of black girls in schools. New York: The New Press.Google Scholar
Mpofu, E., & Ortiz, S. O. (2009). Equitable assessment practices in diverse contexts. In Grigorenko, E. L. (Ed.), Multicultural psychoeducational assessment (pp. 4176). New York: Springer.Google Scholar
Nisbett, R. E. (2009). Intelligence and how to get it: Why schools and cultures count. New York: Norton.Google Scholar
Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., et al. (2012). Group differences in IQ are best understood as environmental in origin. American Psychologist, 67(6), 503504.Google Scholar
Oakland, T. (2009). How universal are test development and use? In Grigorenko, E. L. (Ed.), Multicultural psychoeducational assessment (pp. 140). New York: Springer.Google Scholar
Okazaki, S., & Sue, S. (2000). Implications of test revisions for assessment with Asian Americans. Psychological Assessment, 12(30), 272280.Google Scholar
Ortiz, S. O., & Ochoa, S. H. (2005). Advances in cognitive assessment of culturally linguistically diverse individuals. In Flanagan, D. P. & Harrison, P. L. (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed., pp. 234250). New York: Guilford Press.Google Scholar
Parkinson, C., & Wheatley, T. (2015). The repurposed social brain. Trends in Cognitive Sciences, 19(3), 133141.Google Scholar
Puente, A. E., & Puente, A. N. (2009). The challenge of meaning, abilities and competence in Hispanic/Latinos. In Grigorenko, E. L. (Ed.), Multicultural psychoeducational assessment (pp. 417441). New York: Springer.Google Scholar
Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In Duncan, G. I. & Murname, R. J. (Eds.), Whither opportunity? Rising inequality, schools, and children’s life changes (pp. 91116). New York: Russell Sage Foundation.Google Scholar
Reschly, D. J., & Bergstrom, M. K. (2009). Response to intervention. In Gutkin, T. B. & Reynolds, C. R. (Eds.), The handbook of school psychology (4th ed., pp. 434460). Hoboken, NJ: Wiley.Google Scholar
Reynolds, C. R., & Lowe, P. A. (2009). The problem of bias in psychological assessment. In Gutkin, T. B. & Reynolds, C. R. (Eds.), The handbook of school psychology (4th ed., pp. 332374). Hoboken, NJ: Wiley.Google Scholar
Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A. practical guide. New York: Guilford Press.Google Scholar
Rivera, L. M. (2008). Acculturation and multicultural assessment: Issues, trends, and practice. In Suzuki, L. A. & Ponterotto, J. G. (Eds.), Handbook of multicultural assessment (3rd ed., pp. 7391). San Francisco: Jossey-Bass.Google Scholar
Rogoff, B., Coppens, A. D., Alcalá, L., Aceves-Azuara, I., Ruvalcaba, O., López, A., & Dayton, A. (2017). Noticing learners’ strengths through cultural research. Perspectives on Psychological Science, 12(5), 876888.Google Scholar
Romstad, C., & Xiong, Z. B. (2017). Measuring formal intelligence in the informal learner: A case study among Hmong American students and cognitive assessment. Hmong Studies Journal, 18, 131.Google Scholar
Rushton, J. P. (2012). No narrowing in mean Black-White IQ differences – predicted by heritable g. American Psychologist, 67(6), 500501.Google Scholar
Rushton, J. P., & Jensen, A. R. (2005). Thirty years of research on race differences in cognitive ability. Psychology, Public Policy, and Law, 11(2), 235294.CrossRefGoogle Scholar
Sackett, P. R., Hardison, C. M., & Cullen, M. J. (2004). On interpreting stereotype threat as accounting for African American–White differences on cognitive tests. American Psychologist, 59(1), 713.Google Scholar
Scheiber, C. (2016). Do the Kaufman tests of cognitive ability and academic display construct bias across a representative sample of Black, Hispanic, and Caucasian school-age children in grades 1 through 12? Psychological Assessment, 28(8), 942952.Google Scholar
Serpell, R. (2000). Intelligence and culture. In Sternberg, R. J. (Ed.), Handbook of intelligence (pp. 549577). New York: Cambridge University Press.CrossRefGoogle Scholar
Shinn, M. R., & Baker, S. K. (1996). The use of curriculum-based measurement with diverse learners. In Suzuki, L. A., Meller, P. J., & Ponterotto, J. G. (Eds.), Handbook of multicultural assessment: Clinical, psychological, and educational applications (pp. 179222). San Francisco: Jossey-Bass.Google Scholar
Short, E. L., Suzuki, L., Prendes-Lintel, M., Prendes-Lintel Furr, G., Madashushi, S., & Mapel, G. (2010). Counseling immigrants and refugees. In Ponterotto, J., Casas, M., Suzuki, L., & Alexander, C. (Eds.), The handbook of multicultural counseling (3rd ed., pp. 201211). Thousand Oaks, CA: Sage.Google Scholar
Shuttleworth-Edwards, A. B. (2016). Generally representative is representative of none: Commentary on the pitfalls of IQ test standardization in multicultural settings. Clinical Neuropsychologist, 30(7), 975998.Google Scholar
Smith, L. (2010). Psychology, poverty, and the end of social exclusion. New York: Teachers College Press.Google Scholar
Snyderman, M., & Rothman, S. (1988). The IQ controversy: The media and public policy. New Brunswick, NJ: Transaction Books.Google Scholar
Sotelo-Dynega, M., Ortiz, S. O., Flanagan, D. P., & Chaplin, W. F. (2013). English language proficiency and test performance: An evaluation of bilingual students with the Woodcock-Johnson III tests of cognitive abilities. Psychology in the Schools, 50(8), 781797.Google Scholar
Spearman, C. (1927). The abilities of man. New York: Macmillan.Google Scholar
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 428.CrossRefGoogle Scholar
Steele, C. M. (1998). Stereotyping and its threat are real. American Psychologist, 53, 680681.Google Scholar
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 787811.CrossRefGoogle ScholarPubMed
Steele, C. M., & Aronson, J. (2004). Stereotype threat does not live by Steele and Aronson alone. American Psychologist, 59(1), 4748.CrossRefGoogle Scholar
Sternberg, R. J. (1996). Successful intelligence: How practical and creative intelligences determine success in life. New York: Simon & Schuster.Google Scholar
Sternberg, R. J. (2004). APA presidential address: Culture and intelligence. American Psychologist, 59(5), 325338.Google Scholar
Sternberg, R. J. (2017). Context-sensitive cognitive and educational testing. Educational Psychology Review. https://link.springer.com/article/10.1007/s10648-017-9428-0Google Scholar
Styck, K. M., & Watkins, M. W. (2013). Diagnostic utility of the Culture Language Interpretive Matrix for the Wechsler Intelligence Scale for Children – Fourth Edition among referred students. School Psychology Review, 42(4), 367382.Google Scholar
Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice. Hoboken, NJ: John Wiley & Sons.Google Scholar
Suzuki, L. A., & Aronson, J. (2005). The cultural malleability of intelligence and its impact on the racial/ethnic hierarchy. Psychology, Public Policy, and Law, 11(2), 320327.Google Scholar
Suzuki, L. A., Jordan, T., Vraniak, D., Short, E. L., Aguiar, L., & Mogami, T. (2003). Meta-analysis of Wechsler studies conducted on American Indian cognitive abilities. Poster session II presented at the 111th American Psychological Association Convention, Toronto, Canada, August.Google Scholar
Suzuki, L. A., Mogami, T., & Kim, E. S. (2002). Interpreting cultural variations in cognitive profiles. In Kurasaki, K., Okazaki, S., & Sue, S. (Eds.), Asian American mental health: Assessment, theory, and methods (pp. 159172). New York: Plenum Publishers.CrossRefGoogle Scholar
te Nijenhuis, J., van den Hoek, M., & Armstrong, E. L. (2015). Spearman’s hypothesis and Amerindians: A meta-analysis. Intelligence, 50, 8792.Google Scholar
Trimble, J. E. (2010). Cultural measurement equivalence. In Clauss-Ehlers, C. S. (Ed.), Encyclopedia of cross-cultural school psychology (pp. 316318). New York: Springer.Google Scholar
Uba, L. (1994). Asian Americans: Personality patterns, identity, and mental health. New York: Guilford Press.Google Scholar
Valencia, R. R., & Suzuki, L. A. (2001). Intelligence testing and minority students: Foundations, performance factors, and assessment issues. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Valencia, R. R., Suzuki, L. A., & Salinas, M. F. (2001). Test bias. In Valencia, R. R. & Suzuki, L. A. (Eds.), Intelligence testing and minority students: Foundations, performance factors, and assessment issues (pp. 111150). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. C. (1994). The Think Aloud Method: A practical guide to modeling cognitive processes (Knowledge-based systems). London: Academic Press.Google Scholar
Wall Street Journal (1994) Mainstream science on intelligence. December 13, p. A18.Google Scholar
Weiss, L. G., Harris, J. G., Prifitera, A., Courville, T., Rolthus, E., Saklofske, D. H., et al. (2006) WISC-IV interpretation in a societal context. In Weiss, L. G., Saklofske, D. H., Prifitera, A., & Holdnack, J. A. (Eds.), Wechsler Intelligence Scale for Children – IV: Advanced clinical interpretation (pp. 156). San Diego, CA: Academic Press.Google Scholar
Weiss, L. G., Munoz, M. R., & Prifitera, A. (2015). Testing Hispanics with WISC-V and WISC-IV Spanish. In Weiss, L. G., Saklofske, D. H., Holdnack, J. A., & Prifitera, A. (Eds.), WISC-V assessment and interpretation: Scientist practitioner perspectives (pp. 215236). Cambridge, MA: Academic Press.Google Scholar
Whaley, A. L. (1998). Issues of validity in empirical tests of stereotype threat theory. American Psychologist, 53, 679680.Google Scholar
Whitaker, S. (2015). How accurate are modern IQ tests at categorizing people as having intellectual disability or not? Clinical Psychology Forum, 270, 4953.Google Scholar

References

Adler, N. E., & Ostrove, J. M. (1999). Socioeconomic status and health: What we know and what we don’t. In Adler, N. E., Marmot, M., McEwen, B. S., & Stewart, J. (Eds.), Annals of the New York Academy of Sciences, vol. 896, Socioeconomic status and health in industrial nations: Social, psychological, and biological pathways. (pp. 315). New York: New York Academy of Sciences.Google Scholar
Amato, P. R., & Keith, B. (1991). Parental divorce and adult well-being: A meta-analysis. Journal of Marriage and the Family, 53, 4358. https://doi.org/10.2307/353132Google Scholar
Anderson, N. B., & Armstead, C. A. (1995). Toward understanding the association of socioeconomic status and health: A new challenge for the biopsychosocial approach. Psychosomatic Medicine, 57, 213225. https://doi.org/10.1097/00006842-199505000-00003Google Scholar
Barnett, W. S. (1998). Long-term cognitive and academic effects of early childhood education on children in poverty. Preventive Medicine, 27, 204207. https://doi.org/10.1006/pmed.1998.0275Google Scholar
Baydar, N., Brooks-Gunn, J., & Furstenberg, F. (1993). Early warning signs of functional illiteracy: Predictors in childhood and adolescence. Child Development, 64, 815829. https://doi.org/10.2307/1131220Google Scholar
Binet, A., & Simon, T. (1916). The development of intelligence in children (trans. E. S. Kite). Baltimore, MD: Williams & Wilkins.Google Scholar
Blake, J. (1989). Number of siblings and educational attainment. Science, 245, 3237. https://doi.org/10.1126/science.2740913Google Scholar
Boring, E. G. (1923). Intelligence as the tests test it. New Republic, 36, 3537.Google Scholar
Bornstein, M. H., & Bradley, R. H. (2003). Socioeconomic status, parenting, and child development. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Bouchard, T. J., Lykken, D. T., McGue, M., Segal, N. L., & Tellegen, A. (1990). Sources of human psychological differences: The Minnesota Study of Twins Reared Apart. Science, 250, 223228. https://doi.org/10.1126/science.2218526Google Scholar
Bridgeman, B., & Buttram, J. (1975). Race differences on nonverbal analogy test performance as a function of verbal strategy training. Journal of Educational Psychology, 67, 586590. https://doi.org/10.1037/h0077030Google Scholar
Brooks-Gunn, J., Guo, G., & Furstenberg, F. (1993). Who drops out of and who continues beyond high school? Journal of Research on Adolescence, 3, 271294. https://doi.org/10.1207/s15327795jra0303_4Google Scholar
Brooks-Gunn, J., McCarton, C., Casey, P., McCormick, M., Bauer, C., Bernbaum, J., & Tyson, J. (1994). Early intervention in low birthweight, premature infants. Journal of the American Medical Association, 272, 12571262. https://doi.org/10.1001/jama.1994.03520160041040Google Scholar
Brown, J. L., & Pollitt, E. (1996). Malnutrition, poverty, and intellectual development. Scientific American, 274(2), 3843. https://doi.org/10.1038/scientificamerican0296-38Google Scholar
Cantwell, M. F., Mckenna, M. T., McCray, E., & Onorato, I. M. (1998). Tuberculosis and race/ethnicity in the United States: Impact of socioeconomic status. American Journal of Respiratory and Critical Care Medicine, 157, 10161020. https://doi.org/10.1164/ajrccm.157.4.9704036Google Scholar
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge, MA: Cambridge University Press.Google Scholar
Caruso, J. C., & Cliff, N. (1998). The factor structure of the WAIS-R: Replicability across age-groups. Multivariate Behavioral Research, 33, 273293. https://doi.org/10.1207/s15327906mbr3302_4Google Scholar
Ceci, S., & Williams, W. (2009). Darwin 200: Should scientists study race and IQ? YES: The scientific truth must be pursued. Nature, 457, 788789. https://doi.org/10.1038/457788aGoogle Scholar
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95S120. https://doi.org/10.1086/228943Google Scholar
Collins, K. M. T., Onwuegbuzie, A. J., & Sutton, I. L. (2006). A model incorporating the rationale and purpose for conducting mixed methods research in special education and beyond. Learning Disabilities: A Contemporary Journal, 4, 67100.Google Scholar
Cundiff, J., Matthews, M., & Karen, A. (2017). Is subjective social status a unique correlate of physical health? A meta-analysis. Health Psychology, 36(12), 11091125. https://doi.org/10.1037/hea0000534Google Scholar
Cunningham, L. S., & Kelsey, J. L. (1984). Epidemiology of musculoskeletal impairments and associated disability. Journal of Public Health, 74, 574579. https://doi.org/10.2105/AJPH.74.6.574Google Scholar
Dorn, C. (2017). For the common good: A new history of higher education in America. Ithaca, NY: Cornell University Press.Google Scholar
Eccles, J. S., Lord, S., & Midgley, C. (1991). What are we doing to early adolescents? The impact of educational context on early adolescents. American Journal of Education, 99, 521542. https://doi.org/10.1086/443996Google Scholar
Elangovan, G. P., Muthu, J., Periyasamy, I. K., Balu, P., & Kumar, R. S. (2017). Self-reported prenatal oral health-care practices of preterm low birth weight-delivered women belonging to different socioeconomic status: A postnatal survey. Journal of Indian Society of Periodontology, 21, 489493. https://doi.org/10.4103/jisp.jisp_79_16Google Scholar
Entwisle, D. R., & Astone, N. M. (1994). Some practical guidelines for measuring youth’s race/ethnicity and socioeconomic status. Child Development, 65, 15211540. https://doi.org/10.2307/1131278Google Scholar
Fagan, J. F. (1992). Intelligence: A theoretical viewpoint. Current Directions in Psychological Science, 1, 8286. https://doi.org/10.1111/1467-8721.ep10768727Google Scholar
Fagan, J. F. (2000). A theory of intelligence as processing: Implications for society. Psychology, Public Policy, and Law, 6, 168179. https://doi.org/10.1037/1076-8971.6.1.168Google Scholar
Fagan, J. F., & Holland, C. (2002). Equal opportunity and racial differences in IQ. Intelligence, 30, 361387. https://doi.org/10.1016/S0160-2896(02)00080-6Google Scholar
Fagan, J. F., & Holland, C. (2007). Racial equality in intelligence: Predictions from a theory of intelligence as processing. Intelligence, 35, 319334. https://doi.org/10.1016/j.intell.2006.08.009Google Scholar
Fagan, J. F., & Holland, C. (2009). Culture-fair prediction of academic achievement. Intelligence, 37, 6267. https://doi.org/10.1016/j.intell.2008.07.004Google Scholar
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Development Science, 16, 234248. https://doi.org/10.1111/desc.12019Google Scholar
Fish, J. M. (2002). A scientific approach to understanding race and intelligence. In Fish, J. M. (Ed.), Race and intelligence: Separating science from myth (pp. 128). Mahwah, NJ: Erlbaum.Google Scholar
Flynn, J. R. (1987). Massive IQ gains in 4 nations: What IQ tests really measure. Psychological Bulletin, 101, 171191. https://doi.org/10.1037/0033-2909.101.2.171Google Scholar
Foucault, M. (2003). Society must be defended: Lectures at the Collège de France 1975–1976. Eds. Bertani, M. & Fontana, A., trans. D. Macey. New York: Picador.Google Scholar
Frank, G. (1983). The Wechsler enterprise: An assessment of the development, structure, and use of the Wechsler test of intelligence. New York: Pergamon.Google Scholar
Galton, F. (1892). Hereditary genius. London: Macmillan.Google Scholar
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Google Scholar
Gardner, H. (1995). Cracking open the IQ box. In Fraser, S. (Ed.), The bell curve wars: Race, intelligence, and the future of America (pp. 2335). New York: Basic Books.Google Scholar
Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.Google Scholar
Geary, D. C., & Whitworth, R. H. (1988). Dimensional structure of the WAIS-R: A simultaneous multi-sample analysis. Educational and Psychological Measurement, 48, 945956. https://doi.org/10.1177/0013164488484009Google Scholar
Geiger, R. L. (2015). The history of American higher education: Learning and culture from the founding to World War II. Princeton: Princeton University Press.Google Scholar
Gleason, N. W. (Ed.) (2018). Higher education in the era of the fourth industrial revolution. London: Palgrave Macmillan.Google Scholar
Glenday, C. (Ed.) (2013). Guinness world records. London: Jim Pattison Group.Google Scholar
Gottfried, A. W., Gottfried, A. E., Bathurst, K., Guerin, D. W., & Parramore, M. M. (2003). Socioeconomic status in children’s development and family environment: Infancy through adolescence. In Bornstein, M. H. & Bradley, R. H. (Eds.), Socioeconomic status, parenting and child development (pp. 189207). Mahwah, NJ: Erlbaum.Google Scholar
Gould, S. J. (1996). The mismeasure of man. New York: Norton.Google Scholar
Greenfield, P. M. (1998). The cultural evolution of IQ. In Neisser, U. (Ed.), The rising curve (pp. 81124). Washington: American Psychological Association.Google Scholar
Haskins, R. (1989). Beyond metaphor: The efficacy of early childhood education. American Psychologist, 44, 274282. https://doi.org/10.1037/0003-066X.44.2.274Google Scholar
Herrnstein, R. J., & Murray, C. (1994). The bell curve. New York: Simon & Schuster.Google Scholar
Hocutt, M., & Levin, M. (1999). The Bell Curve case for heredity. Philosophy of the Social Sciences, 29, 389415. https://doi.org/10.1177/004839319902900303Google Scholar
Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 414. https://doi.org/10.1037/a0027238Google Scholar
Hoffman, S. (2006). “Racially tailored” medicine unraveled. American University Law Review, 55, 395452.Google Scholar
Hunt, E., & Carlson, J. (2007a). Considerations relating to the study of group differences in intelligence. Perspectives on Psychological Science, 2, 194213. https://doi.org/10.1111/j.1745-6916.2007.00037.xGoogle Scholar
Hunt, E., & Carlson, J. (2007b). The standards for conducting research on topics of immediate social relevance. Intelligence, 35, 393399. https://doi.org/10.1016/j.intell.2006.10.002Google Scholar
Jackson, A. P., Brooks-Gunn, J., Huang, C., & Glassman, M. (2000). Single mothers in low-wage jobs: Financial strain, parenting and preschoolers’ outcomes. Child Development, 71, 14091423. https://doi.org/10.1111/1467-8624.00236Google Scholar
Jazayeri, A. R., & Poorshahbaz, A. (2003). Reliability and validity of Wechsler Intelligence Scale for Children – Third Edition (WISC-III) in Iran. Journal of Medical Education, 2, 7580.Google Scholar
Jensen, A. R. (1969). How much can we boost IQ and scholastic achievement? Harvard Educational Review, 39(1), 1123. https://doi.org/10.17763/haer.39.1.l3u15956627424k7Google Scholar
Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.Google Scholar
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 1426. https://doi.org/10.1177/1558689806298224Google Scholar
Jokela, M., Elovainio, M., Singh-Manoux, A., & Kivimäki, M. (2009). IQ, socioeconomic status, and early death: The US National Longitudinal Survey of Youth. Psychosomatic Medicine, 71, 322328. https://doi.org/10.1097/PSY.0b013e31819b69f6Google Scholar
Kamin, L. J. (1997). Twin studies, heritability, and intelligence. Science, 278, 1385.Google Scholar
Kamphaus, R. W., Benson, J., Hutchison, S., & Platt, I. O. (1994). Identification of factor models for the WISC-III. Educational and Psychological Measurement, 54, 174186. https://doi.org/10.1177/0013164494054001023Google Scholar
Kaplan, G. A., & Keil, J. E. (1993). Socioeconomic factors and cardiovascular disease: A review of the literature. Circulation, 88, 19731998. https://doi.org/10.1161/01.CIR.88.4.1973Google Scholar
Kapp, D. S., Chan, J., & Mann, A. (2018). Socioeconomic disparities in inflammatory response on cancer mortality using national health and nutrition examination survey. Journal of Clinical Ontology, e13574. https://doi.org/10.1200/JCO.2018.36.15_suppl.e13574Google Scholar
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children – Second Edition. San Antonio, TX: Pearson/PsychCorp.Google Scholar
Kolar, G. M. (2001). A literature review and critical analysis of the concurrent validity of the Differential Ability Scales and the Cognitive Assessment System. Unpublished master’s thesis, University of Wisconsin-Stout, Menomonie, Wisconsin.Google Scholar
Layzer, D. (1995). Science or superstition? In Jacoby, R. & Glauberman, N. (Eds.), The bell curve debate: History, documents, opinions (pp. 653681). New York: Times Books/Random House.Google Scholar
Lewontin, R. C. (1982). Human diversity. New York: Freeman.Google Scholar
Li, D., & Koedel, C. (2017). Representation and salary gaps by race-ethnicity and gender at selective public universitiesEducational Researcher46, 343354. https://doi.org/10.3102/0013189X17726535Google Scholar
Lia-Hoagberg, B., Rode, P., Skovholt, C., Oberg, C., Berg, C., Mullett, S., & Choi, T. (1990). Barriers and motivators to prenatal care among low-income women. Social Science and Medicine, 30, 487495. https://doi.org/10.1016/0277-9536(90)90351-RGoogle Scholar
Liaw, F. R., & Brooks-Gunn, J. (1994). Cumulative familial risks and low birthweight children’s cognitive and behavioral development. Journal of Clinical Child Psychology, 23, 360372. https://doi.org/10.1207/s15374424jccp2304_2Google Scholar
Lind, M. (1995). Brave new right. In Fraser, S. (Ed.), The bell curve wars: Race, intelligence, and the future of America (pp. 172178). New York: Basic Books.Google Scholar
Littlefield, A., Lieberman, L., & Reynolds, L. T. (1982). Redefining race: The potential demise of a concept in anthropology. Current Anthropology, 23, 641647. https://doi.org/10.1086/202915Google Scholar
Markant, J., Ackerman, L. K., Nussenbaum, K., & Amso, D. (2016). Selective attention neutralizes the adverse effects of low socioeconomic status on memory in 9-month-old infants. Developmental Cognitive Neuroscience, 18, 2633. https://doi.org/10.1016/j.dcn.2015.10.009Google Scholar
Massey, J. T. (1980). A comparison of interviewer observed race and respondent reported race in the National Health Interview Survey. In Proceedings of the American Statistical Association, Social Statistics Section (pp. 425428). Washington: American Statistical Association.Google Scholar
Matthews, K. A., Kelsey, S. F., Meilahn, E. N., Kuller, L. H., & Wing, R. R. (1989). Educational attainment and behavioral and biologic risk factors for coronary heart disease in middle-aged women. American Journal of Epidemiology, 129, 11321144. https://doi.org/10.1093/oxfordjournals.aje.a115235Google Scholar
McCardle, J. J. (1998). Contemporary statistical models for examining test bias. In McCardle, J. J. & Woodcock, R. W. (Eds.), Human cognitive abilities: Theory and practice (pp. 157196). Mahwah, NJ: Erlbaum.Google Scholar
McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185204. https://doi.org/10.1037/0003-066X.53.2.185Google Scholar
Messick, S. (1989). Validity. In Linn, R. L. (Ed.), Educational measurement (3rd ed., pp. 13103). Old Tappan, NJ: Macmillan.Google Scholar
Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50, 741749. https://doi.org/10.1037/0003-066X.50.9.741Google Scholar
Naglieri, J. A., & Das, J. P. (1997). Das-Naglieri Cognitive Assessment System. Rolling Meadows, IL: Riverside.Google Scholar
National Research Council (1999). Equity and adequacy in education finance: Issues and perspectives. Washington: National Research Council Committee on Education Finance.Google Scholar
Neisser, U. (1998). Rising test scores. In Neisser, U. (Ed.), The rising curve (pp. 322). Washington: American Psychological Association.Google Scholar
Nisbett, R. (1995). Race, IQ, and scientism. In Fraser, S. (Ed.), The bell curve wars: Race, intelligence, and the future of America (pp. 3657). New York: Basic Books.Google Scholar
Noble, K., Norman, M., & Farah, M. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 7487. https://doi.org/10.1111/j.1467-7687.2005.00394.xGoogle Scholar
O’Campo, P., Xue, X., Wang, M. C., & Caughy, M. (1997). Neighborhood risk factors for low birthweight in Baltimore: A multilevel analysis. American Journal of Public Health, 87, 11131118. https://doi.org/10.2105/AJPH.87.7.1113Google Scholar
O’Grady, K. (1989). Factor structure of the WISC-R. Multivariate Behavioral Research, 24, 177193. https://doi.org/10.1207/s15327906mbr2402_3Google Scholar
O’Grady, K. (1990). A confirmatory maximum factor analysis of the WPPSI. Personality and Individual Differences, 11, 135190. https://doi.org/10.1016/0191-8869(90)90005-CGoogle Scholar
Onwuegbuzie, A. J. (2003). Expanding the framework of internal and external validity in quantitative research. Research in the Schools, 10(1), 7190.Google Scholar
Onwuegbuzie, A. J., Bustamante, R. M., & Nelson, J. A. (2010). Mixed research as a tool for developing quantitative instruments. Journal of Mixed Methods Research, 4, 5678. https://doi.org/10.1177/1558689809355805Google Scholar
Onwuegbuzie, A. J., & Daley, C. E. (1996). Myths surrounding racial differences in intelligence: A statistical, sociological, social psychological, and historical critique of The Bell Curve. Paper presented to students and faculty at the University of Cape Town, South Africa, May.Google Scholar
Onwuegbuzie, A. J., & Daley, C. E. (2001). Racial differences in IQ revisited: A synthesis of nearly a century of research. Journal of Black Psychology, 27, 209220. https://doi.org/10.1177/0095798401027002004Google Scholar
Onwuegbuzie, A. J., Daniel, L. G., & Collins, K. M. T. (2009). A meta-validation model for assessing the score-validity of student teacher evaluations. Quality and Quantity: International Journal of Methodology, 43, 197209. https://doi.org/10.1007/s11135-007-9112-4Google Scholar
Pamuk, E., Makuc, D., Heck, K., Reuben, C., & Lochner, K. (1998). Socioeconomic status and health chartbook. Health, United States, 1998. Hyattsville, MD: National Center for Health Statistics.Google Scholar
Pearson, H. (1995). Developing the rage to win. In Fraser, S. (Ed.), The bell curve wars: Race, intelligence, and the future of America (pp. 164171). New York: Basic Books.Google Scholar
Pesta, B. J., & Poznanski, P. J. (2014). Only in America: Cold winters theory, race, IQ and well-being. Intelligence, 46, 271274. https://doi.org/10.1016/j.intell.2014.07.009Google Scholar
Plomin, R., & Kosslyn, S. M. (2001). Genes, brain and cognition. Nature Neuroscience, 4, 11531154. https://doi.org/10.1038/nn1201-1153Google Scholar
Raven, J., Raven, J. C., & Court, J. H. (1995). Manual for Raven’s Progressive Matrices and Vocabulary Scales (Section J, General Overview).Oxford: Oxford Psychologists Press.Google Scholar
Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49, 292304. https://doi.org/10.1037/a0028343Google Scholar
Ridley, M. (2003). Nature via nurture: Genes, experience, and what makes us human. New York: HarperCollins.Google Scholar
Rindermann, H., Becker, D., & Coyle, T. R. (2016). Survey of expert opinion on intelligence: Causes of international differences in cognitive ability tests. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00399Google Scholar
Robbins, J. M., Vaccarino, V., Zhang, H., & Kasl, S. V. (2001). Socioeconomic status and type 2 diabetes in African American and non-Hispanic white women and men: Evidence from the Third National Health and Nutrition Examination Survey. American Journal of Public Health, 91, 7683. https://doi.org/10.2105/AJPH.91.1.76Google Scholar
Roid, G. H. (2003). Stanford-Binet Intelligence Scales – Fifth Edition. Rolling Meadows, IL: Riverside.Google Scholar
Rosenberg, N. A., Pritchard, J. K., Weber, J. L., Cann, H. M., Field, K. K., Zhivotovsky, L. A., et al. (2002). Genetic structure of human populations. Science, 298, 23812385. https://doi.org/10.1126/science.1078311Google Scholar
Rushton, J. P. (2000). Race, evolution, and behavior: A life-history perspective (3rd ed.). Port Huron, MI: Charles Darwin Research Institute.Google Scholar
Rushton, J. P., Skuy, M., & Fridjohn, P. (2003). Performance on Raven’s Advanced Progressive Matrices by African, East Indian, and White engineering students in South Africa. Intelligence, 31, 123137. https://doi.org/10.1016/S0160-2896(02)00140-XGoogle Scholar
Schaefer, R. T. (1988). Racial and ethnic groups (3rd ed.). Glenview, IL: Scott Foresman.Google Scholar
Skuy, M., Gewer, A., Osrin, Y., Khunou, D., Fridjohn, P., & Rushton, J. P. (2002). Effects of mediated learning experiences on Raven’s matrices scores of African and non-African university students in South Africa. Intelligence, 30, 221232. https://doi.org/10.1016/S0160-2896(01)00085-XGoogle Scholar
Smedley, A., & Smedley, B. (2005). Race as biology is fiction, racism as a social problem is real. American Psychologist, 60, 1626. https://doi.org/10.1037/0003-066X.60.1.16Google Scholar
Smith, J., Brooks-Gunn, J., & Klebanov, P. (1997). Consequences of living in poverty for young children’s cognitive and verbal ability and early school achievement. In Duncan, G. & Brooks-Gunn, J. (Eds.), Consequences of growing up poor (pp. 132189). New York: Russell Sage.Google Scholar
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual performance of African Americans. Journal of Personality and Social Psychology, 69, 797811. https://doi.org/10.1037/0022-3514.69.5.797Google Scholar
Sternberg, R. J. (1997a). Successful intelligence. New York: Plume.Google Scholar
Sternberg, R. J. (1997b). The triarchic theory of intelligence. In Flanaga, D. P.n, Genshaft, J. L., & Harrison, P. L. (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 92104). New York: Guilford Press.Google Scholar
Sternberg, R. J. (2000). Implicit theories of intelligence as exemplar stories of success: Why intelligence test validity is in the eye of the beholder. Psychology, Public Policy, and Law, 6, 159167. https://doi.org/10.1037/1076-8971.6.1.159Google Scholar
Sternberg, R. J., Grigorenko, E. L., & Kidd, K. K. (2005). Intelligence, race, and genetics. American Psychologist, 60(1), 4659. https://doi.org/10.1037/0003-066X.60.1.46Google Scholar
Sternberg, R. J., Grigorenko, E. L., Ngorosho, D., Tantufuye, E., Mbise, A., Nokes, C., et al. (2002). Assessing intellectual potential in rural Tanzanian school children. Intelligence, 30, 141162. https://doi.org/10.1016/S0160-2896(01)00091-5Google Scholar
Stoddard, G. D. (1943). The meaning of intelligence. New York: Macmillan.Google Scholar
Telzrow, C. F. (1990). Does PASS pass the test? A critique of the Das-Naglieri Cognitive Assessment System. Journal of Psychoeducational Assessment, 6, 344355. https://doi.org/10.1177/073428299000800310Google Scholar
Tesich, S. (1992). A government of lies. The Nation, 254(1), 1214.Google Scholar
Tishkoff, S. A., & Kidd, K. K. (2004). Implications of biogeography of human populations for “race” and medicine. Nature Genetics, 36(11, Suppl.), S21S27. https://doi.org/10.1038/ng1438Google Scholar
Toga, A. W., & Thompson, P. M. (2005). Genetics of brain structure and intelligence. Annual Review of Neuroscience, 28, 123. https://doi.org/10.1146/annurev.neuro.28.061604.135655Google Scholar
Turkheimer, E., Haley, A., Waldron, M., D’Onofrio, B., Gottesman, I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14, 623628. https://doi.org/10.1046/j.0956-7976.2003.psci_1475.xGoogle Scholar
von Stumm, S., & Plomin, R. (2015). Socioeconomic status and the growth of intelligence from infancy through adolescence. Intelligence, 48, 3036. https://doi.org/10.1016/j.intell.2014.10.002Google Scholar
Watkins, T. J. (1997). Teacher communications, child achievement, and parent traits in parent involvement models. Journal of Educational Research, 91, 314. https://doi.org/10.1080/00220679709597515Google Scholar
Wechsler, D. (1958). The measurement and appraisal of adult intelligence (4th ed.). Baltimore, MD: Williams & Wilkins.Google Scholar
Wechsler, D. (2002). Wechsler Preschool and Primary Scale of Intelligence – Third Edition. San Antonio, TX: Pearson/PsychCorp.Google Scholar
Wechsler, D. (2003). Wechsler Intelligence Scale for Children – Fourth Edition. San Antonio, TX: Pearson/PsychCorp.Google Scholar
Wechsler, D. (2008). Wechsler Adult Intelligence Scale – Fourth Edition. San Antonio, TX: Pearson/PsychCorp.Google Scholar
Wenglinsky, H. (1998). Finance equalization and within-school equity: The relationship between education spending and the social distribution of achievement. Educational Evaluation and Policy Analysis, 20, 269283. https://doi.org/10.3102/01623737020004269CrossRefGoogle Scholar
Wicherts, J. M., Borsboom, D., & Dolan, C. V. (2010a). Evolution, brain size, and the national IQ of peoples around 3,000 years BC. Personality and Individual Differences48, 104106. https://doi.org/10.1016/j.paid.2009.08.020Google Scholar
Wicherts, J. M., Borsboom, D., & Dolan, C. V. (2010b). Why national IQs do not support evolutionary theories of intelligencePersonality and Individual Differences, 48, 9196. https://doi.org/10.1016/j.paid.2009.05.028Google Scholar
Wilson, D. K., Kirtland, K. A., Ainsworth, B. E., & Addy, C. L. (2004). Socioeconomic status and perceptions of access and safety for physical activity. Annals of Behavioral Medicine, 28, 2028. https://doi.org/10.1207/s15324796abm2801_4Google Scholar
Wilson, L. C., & Williams, D. R. (1998). Issues in the quality of data on minority groups. In McLoyd, V. C. & Steinberg, L. (Eds.), Studying minority adolescents: Conceptual, methodological, and theoretical issues (pp. 237250). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Wilson, W. J. (1987). The hidden agenda. In Wilson, W. J. (Ed.), The truly disadvantaged: The inner city, the underclass and public policy (pp. 140164). Chicago: University of Chicago Press.Google Scholar
Wolgemuth, J. R., Koro-Ljungberg, M., Marn, T. M., Onwuegbuzie, A. J., & Dougherty, S. M. (Eds.) (2018a). Rethinking education policy and methodology in a post-truth era. Special issue, Education Policy Analysis Archives, 26(145).Google Scholar
Wolgemuth, J. R., Koro-Ljungberg, M., Marn, T. M., Onwuegbuzie, A. J., & Dougherty, S. M. (2018b). Start here, or here, no here: Introductions to rethinking education policy and methodology in a post-truth era. Education Policy Analysis Archives, 26(145), 18.Google Scholar
Woodcock, R. W., McGrew, K. S., & Mather, N. (2007). Woodcock-Johnson III NU Tests of Cognitive Abilities. Rolling Meadows, IL: Riverside.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×