Ability rise in NAEP and narrowing ethnic gaps?
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The reduced variability may be explained by improved nutrition primarily benefiting malnourished individuals and educational changes mainly improving the abilities of the least able.
“This reduced variability may, as suggested, both be explained by improved nutrition primarily benefiting malnourished individuals [32, 33] and educational changes mainly improving the abilities of the least able [34].”
From The secular trend of intelligence test scores: The Danish experience for young men born between 1940 and 2000 (2021) · cites this paper as [34]
Cites
A dynamical model of general intelligence: The positive manifold of intelligence by mutualism.
Van Der Maas, H. L. J., Dolan, C. V., Grasman, R. P. P. P., Wicherts, J. M., Huizenga, H. M., & Raijmakers, M. E. J. (2006) · Psychological Review · doi:10.1037/0033-295x.113.4.842 · Cited by 1,006 · see citing works
Understanding the Black-White Test Score Gap in the First Two Years of School
Fryer, R. G., & Levitt, S. D. (2004) · Review of Economics and Statistics · doi:10.1162/003465304323031049 · Cited by 936 · see citing works
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One Century of Global IQ Gains: A Formal Meta-Analysis of the Flynn Effect (1909–2013)
Pietschnig, J., & Voracek, M. (2015) · Perspectives on Psychological Science · doi:10.1177/1745691615577701 · Cited by 316 · see citing works
Rindermann, H., Becker, D., & Coyle, T. R. (2020) · Intelligence · doi:10.1016/j.intell.2019.101406 · Cited by 50 · see citing works
Self-citationWai, J., & Lincoln, D. (2016) · Intelligence · doi:10.1016/j.intell.2015.11.002 · Cited by 15 · see citing works
Hegelund, E. R., Teasdale, T. W., Okholm, G. T., Osler, M., Sørensen, T. I. A., Christensen, K., & Mortensen, E. L. (2021) · PLOS ONE · doi:10.1371/journal.pone.0261117 · Cited by 12 · see citing works
- Authors
- Rindermann, H., & Thompson, J.
- Affiliations
- Chemnitz University of Technology (DE)
- University College London (GB)
- Corresponding author
- Rindermann, Heiner
- Venue
- Intelligence
- Publisher
- Elsevier BV
- Published
- 2013-11
- Volume
- 41
- Issue
- 6
- Pages
- 821-831
- ISSN
- 0160-2896 (ISSN-L)
- OpenAlex
- W1971311478
- Cited by
- 48
- References
- 2
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 4 · 2023: 3 · 2022: 4 · 2021: 4 · 2020: 1 · 2019: 2 · 2018: 5 · 2017: 4 · 2016: 5 · 2015: 8 · 2014: 5
- FWCI
- 27.05
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Intelligence (publishedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
- Keywords
- National Assessment of Educational Progress, ethnic achievement gap, demographic change, racial differences in achievement, reading and mathematics achievement, black-white gap
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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