The accomplishment ratio : $b A treatment of the inherited determinants of disparity in school product — John Shaqi
The accomplishment ratio : $b A treatment of the inherited determinants of disparity in school productFranzen, Raymond
Science
The accomplishment ratio : $b A treatment of the inherited determinants of disparity in school product
Franzen, Raymond
Ability -- Testing; Educational psychology; Educational tests and measurements
As the unit characteristics are certainly not so closely allied to our
social needs as “mechanical intelligence” and “social intelligence” or
even “rote memory for numbers,” we may not even distinguish presence
of any five hundred elements from presence of any other five hundred
elements in terms of what we now measure as intelligence. It is just as
likely that all the elements of intelligence are necessary for every
vocation and that all contribute to success of any one kind as it is
likely that some are necessary for one vocation and others for another.
This is a question of more or less. I believe that the amount to which
a person’s specific talents, his vocation as distinct from his general
power, are shaped by the combinations of elements which make up his
inheritance, is much less than believed by Francis Galton, who says:
“There cannot then remain a doubt but that the peculiar type of ability
that is necessary to a judge is often transmitted by descent.” And again:
“In other words, the combination of high intellectual gifts, tact in
dealing with men, power of expression in debate, and ability to endure
exceedingly hard work, is hereditary.”[19]
I believe that the amount of influence which inheritance has upon the
_kind_ of thing a man does in life has been overestimated; that the
inherited factors influence more the _way_ in which he shall do whatever
the environment influences him to do. This leaves plenty of play for the
close correlation between parents and children in both intelligence and
vocation. The former is the result of inheritance, the latter is the
result of environment. All competent psychologists would agree to-day to
less specific inheritance than a basis, for instance, for the distinction
in vocation of minister and orator; and more specific inheritance than
for such a statement as “We inherit how well we will do, we learn what we
will do.” There would be substantial agreement to the statement that the
inherited nervous bases of a very intelligent plumber are more like those
of a very intelligent statesman than like those of a stupid plumber. This
question is, _how much_ inheritance we can conceive of as being made
up of neuro-chemical elements determining us to do one kind of a thing
rather than another.
Public-domain text, read in full here on John Shaqi.
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