The Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) is standardized, norm referenced measure of that requires only universal hand gestures from the examiner and examinee. The UNIT was constructed in order to measure the cognitive abilities of children who may be disadvantaged by more traditional tests, which typically emphasize receptive and expressive language abilities. In the present study, standardization data from the UNIT is examined to identify group differences in performance. Despite its novel nonverbal format and response demands, group differences are identified. Subsequent analysis confirms the substantial influence of Spearman's g in explaining these observed group differences. Key Words: Intelligence; Nonverbal; Spearman's No practice in psychology has inspired or endured more criticism than mental testing. Usually, the strident attacks target the repeated finding that Blacks and Whites differ in varying degrees on tests of intellectual ability (Edwards & Oakland, 2006; Jensen, 1998; Naglieri J Rushton & Jensen, 2005). While researchers are in general consensus that these differences exist, there is considerable debate about their origin (Devlin, Feinberg, Resnick, & Roeder, 1997; Kamin, 1974; Miele, 1995, 2002). Generally, four explanations are offered to explain BlackWhite differences in measured cognitive abilities. First, group differences are the result of psychometric bias, such differential item functioning, reliability, or validity (Dolan, Roorda, & Wicherts, 2004; Jensen, 1980; 1981; 1998). second, measured group differences are not manifestations of per se, but rather they reflect the degree to which a minority group's culture and language differs from the majority. This sentiment is captured in Cole and Cole's statement that intelligence cannot be tested independently of the culture that gives rise to the test (1993, p. 502). Third, researchers attribute differences to broad factors or subtest specificity (e.g., spatial abilities). Jensen (1998) and others (e.g., Rushton, 1998; Rushton & Jensen, 2003) have substantiated that certain racial/ethnic groups differ in regard to particular broad abilities. However, the extant research consistently finds the influence of these broad abilities is meager, with combinations of these factors accounting for less than 10% of the between-group variance (Jensen, 2001). The fourth explanation is that group differences are a function of the demand a subtest places on general (Spearman's g). This last proposal has its provenance in The Abilities of Man (1927), Charles Spearman's treatise on the nature of intelligence. In describing the Black-White differences in IQ, Spearman (p. 379) advanced that group difference in IQ would be most marked in just those [tests] which are known to be saturated with g. Basically, Spearman's Hypothesis proposed that the magnitude of average Black-White differences in intellectual performance is related to the demand a subtest places on the general factor. As an example, one of the common activities on various IQ tests requires the examinee to repeat a series of digits that are read aloud. Usually, the examinee is required to recall the digits as they are presented initially (forward) or in reverse order (backward). Although the content is identical, these two cognitive activities require different amounts of mental manipulation of the input, with the recall of digits in reverse order clearly placing more demands on Spearman's g (Saltier, 2001). Typically for this task, Black-White differences in performance are reliably twice as large for the backward condition as for the forward condition (Jensen and Figueroa, 1975). …