How much could we boost scholastic achievement and IQ scores? A direct answer from a French adoption study
How much could we boost scholastic achievement and IQ scores? A direct answer from a French adoption study
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我们可以在多大程度上提高学业成绩和智商分数？
DOI：
10.1016/0010-0277(82)90011-7
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发表时间：
1982
期刊：
影响因子：
3.4
通讯作者：
S. Tomkiewicz
中科院分区：
文献类型：
--
作者：
M. Schiff;M. Duyme;A. Dumaret;S. Tomkiewicz
我们观察了32名受试者，他们的亲生父母都是非技术工人。这些受试者在出生时被遗弃，在大约4个月大时被安置在社会职业量表前13%的家庭中。通过与两项大规模研究中观察到的非熟练工人的子女群体进行比较，估计了这种社会阶层变化的影响。32名受试者中的20名也有一个内部对照组：在“自然”环境中长大的同父异母兄弟姐妹。观察到的效果是增加了14个智商点的平均智商分数估计与2个测试和减少了4倍的概率重复一个等级。尽管受试者数量较少，但这些影响是显著的;我们已经证明，这些影响中的大部分不能归因于方法学偏倚。因此，我们的观测为詹森在1969年提出的问题提供了直接的定量答案。
We observed 32 subjects whose biological parents were both unskilled workers. Abandoned at birth, the subjects had been placed at approximately 4 months of age into families spanning the top 13% of the socio-professional scale. The effects of this change in social class were estimated by comparisons with groups of children of unskilled workers observed in two large scale studies. An internal control group was also available for 20 of the 32 subjects: the biological half-siblings who had been reared in their ‘natural’ environment. The effects observed are an increase of 14 IQ points in the mean IQ score estimated with 2 tests and a reduction by a factor of 4 in the probability of repeating a grade. These are significant despite the small number of subjects; we have shown that the bulk of these effects cannot be attributed to methodological biases. Our observations thus provide a direct quantitative answer to the question posed by Jensen in 1969.