Abstract :
A test is made to determine whether South African Black–White differences on various tests of cognitive performance are like the Black–White differences in the United States in being positively associated with a testʹs g loadings, where g is the general factor of intelligence. Data are analyzed from Skuy, Schutte, Fridjhon and OʹCarroll [Skuy, M., Schutte, E., Fridjhon, P., & OʹCarroll, S. (2001). Suitability of published neuropsychological test norms for urban African secondary school strudents in South Africa. Personality and Individual Differences, 30, 1413–1425) of 154 13- to 15-year-old secondary school students in Soweto, Johannesburg, on the Wechsler Intelligence Scale for Children–Revised (WISC-R). The more highly correlated a sub-test was with g, the more it predicted the African–White difference (r =0.77, p=0.05). The effect remained even when the Vocabulary sub-test was excluded or when g was extracted from the Black rather than from the White standardization sample (r=0.60, P<0.05), as it did as well if Spearmanʹs rho was used instead of Pearsonʹs r (g from Whites=0.74, g from Blacks=0.74, P< 0.005). Understanding observed Black–White differences around the world requires new research on the nature and nurture of g.
