Race_Effect

Race Effect Why Study Intelligence. Implicit studies of intelligence have been at the heart of psychology for the last two decades or so (Flugel, 1947; Shafer, 1999 in Furnham, 2001). The main concerns have been to look at the explicit theories on one hand and the implicit theories on the other. Sternberg (1990, in Furnham, 2001) differentiated between the two, defining the former as “constructions of psychologists… that are based on, or at least tested, on data collected from people performing tasks presumed to measure intellectual functioning” (p.53), and the latter as “constructions of people (psychologists or lay person’s or others) that reside in the minds of … individuals, whether as definition or otherwise” (p.54). Distinguishing the differences between the two, he argued, would further inform us on how people evaluate their own and other’s intelligence. This is the case with theories on gender and cultural differences in intelligence that have informed the lay people and governed their social behaviour (Brownlow & Durham, 1997). Issues concerning sex and race differences in intelligence continue to stimulate considerable debate (Furnham et al., 1999). Regardless of most tests having been devised so as not to indicate sex differences, studies on lay self-perceptions of Intelligence Quotient (IQ) intelligence, ibid, intelligences, furnham, differences, cultural, iq, people, tests, children, ability, multiple, spatial, one, rated, culture, black, lay, higher, different, 2001, studies, race, been, white, sons, parents, gardner, western, study, environmental, child, british, between, argued