Effects of Motivational and Presentation Conditions on Digit Recall of Children of Differing Socioeconomic, Racial, and Intelligence Groups

Abstract

Arthur Jensen (1968a, b) has summarized considerable evidence in support of a theoretical position which distinguishes between intelligence and basic learning abilities. Jensen describes basic learning ability as a different, more fundamental, psychological process than intelligence. Tests of basic learning ability are considered to depend relatively little on transfer from previous learning or upon verbal mediation processes; they are, therefore, presumed to be less sensitive to social or experiental conditions than are standard intelligence tests. Specifically, Jensen suggests that lower socioeconomic status (SES) children who test within an IQ range of 60-80 are better than middle SES children of comparable intelligence on certain tests of learning ability, such as memory for digits. He suggests further that low SES children of normal intelligence do not differ from middle SES children of normal intelligence in performance of such tasks. Despite impressive evidence describing performance of middle and low SES groups on serial and paired associate learning, several major considerations deserve attention before definitive generalizations