On the high intelligence and cognitive achievements of Jews in Britain

A number of studies in the United States have found that Jews obtain higher average IQs than white gentiles. This paper examines whether this is also the case in Britain. Three early studies are summarized that found that Jews in Britain have mean IQs in the range of 110–113. New data are presented for two nationally representative samples of 7–16 year olds in which Jews had mean IQs of 108.5 and 107.7. Taking all five studies into account, it is proposed that the best reading of the IQ of Jews in Britain is 110. It is proposed that the best reading of the IQ of Jews in the United States is 109.5. Data are presented for the numbers of Jewish Fellows of the Royal Society in relation to their proportion in the population. It is found that Jews were over-represented by a factor of 3.7 in the years 1901 through 1940 and by a factor of 7.6 in the years 1950 through 2003. Data are also presented for the numbers Jewish Nobel prize-winners in Britain and the United States for 1901 through 2003. It is shown that Jews are over-represented among Nobel prize-winners by a factor of 8.0 in Britain and 12.3 in the United States. It is proposed that the over-representation of Jews among Nobel prize-winners can be partly explained by the higher average Jewish IQ.     

Brief report: Changing perspectives on aging and intelligence: An empirical update

This study updated the examination of a four-phase, chronological progression model of published research perspectives on aging and intelligence. Phase I research emphasized the inevitable decline of intelligence during adulthood. Phase II research described aging intelligence as a complex multidirectional process with different functions increasing, decreasing, or remaining stable across the life span. Phase III research entailed interventions to enhance aging intelligence. Phase IV research viewed intelligence as continuing to develop and improve throughout adulthood. It was hypothesized that Phase I and Phase II research would decrease during 1986–1995 compared to 1966–1975 and 1976–1985, while Phase III and Phase IV research production would increase in 1986–1995 compared to the previous two decades. A review of 277 articles and 50 dissertations supported the predicted evolution from the unidirectional inevitable decline model toward perspectives describing the plasticity of adult intelligence and the further development and improvement of intelligence across adulthood.     

The Construct Validity of Curriculum-Based Measurement of Reading: An Empirical Test of a Plausible Rival Hypothesis

Research has confirmed that curriculum-based measurement (CBM) of oral reading fluency and measures of reading comprehension are highly correlated, as predicted by developmental theories of reading. Research on CBM, however, has only begun to rule out plausible alternative explanations of this relationship—an important aspect of a strong program of construct validation (e.g., Messick, 1989). This study investigated one such rival hypothesis by examining the relative roles of general cognitive ability, speed and efficiency of elemental cognitive processing, and oral reading fluency in the prediction of reading comprehension. Results of simultaneous multiple regression analyses substantiate the construct validity of CBM oral reading fluency. These findings indicate that the significant relationship between oral reading fluency and reading comprehension cannot be explained by general cognitive ability or by processing speed and efficiency. CBM oral reading fluency also did not correlate significantly with any of the processing speed and efficiency tasks. Interestingly, however, CBM oral reading fluency accounted for less variance in reading comprehension (r² = .17) than expected based on the results of previous research and less than that explained by general cognitive ability (r² = .24). When controlling for psychometric g and processing speed in the regression analyses, CBM oral reading explained 11% of the variance in reading comprehension. Implications of these results for further research on the construct validity of CBM are discussed.     

Intelligence and dyslexia: Implications for diagnosis and intervention

In this paper we critically examine theoretical issues and practical consequences of including IQ in the definition of dyslexia. According to the discrepancy criterion individuals are classified as dyslexic if their reading skills are below what would be expected from their IQ scores. However, we argue that intelligence is a fuzzy concept and that there is no clear causal relationship between intelligence level and word decoding skills. Also, high and low IQ poor readers show the same reading performance patterns, indicating that both groups might benefit from the same remedial activities. Evidence for the critical role of phonological skills in dyslexia is presented and a more recent definition of dyslexia is discussed in relation to these findings. Finally, two alternative, more outcome-based classifications of poor readers are suggested and some critical consequences for individual interventions are outlined.     

The personality assessment system: A radical hypothesis

Two stories are presented. The first story is about a clinical practitioner developing an assessment method beginning with a connection of test “signs” with behavior, and proceeding to a system that could mystify observers. The second story is about the application of scientific methods to explain how the system could work. Together the stories are an example of practice informing science, and science informing practice. The basic hypothesis used is that much of what we call personality is “caused” by differential aptitudes as modified by long-term learning. It is also assumed that people would prefer to use those aptitudes they feel are their better ones and avoid those in which they feel weaker.     

Morningness–eveningness and intelligence: early to bed, early to rise will likely make you anything but wise!

Research examining various psychological correlates of circadian type (also known as diurnal preference) has been, over the years, quite expansive. A notable omission within this research program would appear a systematic exploration of the relation between intelligence and morningness-eveningness. The present study redressed this imbalance. 420 participants performed two self-report inventories assessing circadian type, as well as measures of intelligence from two psychometric batteries: CAM-IV and the ASVAB. The results indicate that, contrary to conventional folk wisdom, evening-types are more likely to have higher intelligence scores. This result is discussed in relation to current theories concerning the nature of human cognitive abilities.     

Integrating traditional and non‐traditional approaches to treat a client with a co‐occurring addictive and mental disorder: A case study

This paper presents a case study of a male client with co‐occurring addictive and psychological problems. The aim is to describe this client's treatment within an inpatient facility that provided integrated care for those diagnosed with both mental illness and substance abuse. The course of treatment from admission to discharge and follow‐up are discussed in an effort to provide a detailed account of the treatment modalities used to best help this client. Implications for counselling clients with similar issues and concerns are discussed.     

Spirituality moderates the effect of stress on emotional and physical adjustment

This study examined the relationship of spirituality with emotional and physical adjustment to daily stress. One hundred and thirteen college students completed questionnaire measures of spirituality, daily stress, affect, and physical symptoms at two times one month apart. The results showed that spirituality buffered the adverse effect of stress on adjustment, controlling for the use of various coping strategies. The findings have implications for developing prevention programs to improve people's coping skills by incorporating greater emphasis on spirituality.     

Linking emotion regulation strategies to affective events and negative emotions at work

This study examined the use of specific forms of emotion regulation at work, utilizing Gross’s [Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology 2, 271–299] process-based framework of emotion regulation as a guiding structure. In addition to examining employee self-reported usage of these emotion regulation strategies, we assessed the types of discrete negative emotions and negative affective events associated with their use. Results demonstrated that employees reported using a wide variety of emotion regulation strategies, and that each strategy tended to align with a distinct set of discrete negative emotions and affective events. These findings support expanding the focus of emotion regulation strategies at work beyond the deep acting (i.e., changing feelings) and surface acting (i.e., changing expressions) distinction. The results also suggest that focusing on specific strategies, rather than categories of emotion regulation, could enhance understanding of how employees manage their emotions at work.