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  1. Inventing the ‘normal’ child: Psychology, delinquency, and the promise of early intervention.Katie Wright - 2017 - History of the Human Sciences 30 (5):46-67.
    Constructions of normality and abnormality in discussions of young people changed considerably in the early to mid-twentieth century in many parts of the world, including Australia. The perennial trope of youth as a threat assumed a distinctly new form in this era, as the troubled and troublesome child, the incipient and confirmed delinquent, was reconfigured through emerging knowledges of the human sciences. Exploring the effects of new concerns with the ‘normal’, this article begins by examining the construct of normalcy and (...)
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  • Race, the heritability of IQ, and the intellectual scale of nature.Douglas Wahlsten - 1980 - Behavioral and Brain Sciences 3 (3):358-359.
  • Genetic influences on IQ.F. Vogel - 1980 - Behavioral and Brain Sciences 3 (3):358-358.
  • Correlation, regression and biased science.Atam Vetta - 1980 - Behavioral and Brain Sciences 3 (3):357-358.
  • Antitest views are refuted.P. E. Vernon - 1980 - Behavioral and Brain Sciences 3 (3):356-357.
  • An existence proof for intelligence?Steven G. Vandenberg - 1980 - Behavioral and Brain Sciences 3 (3):355-356.
  • Spooks and spoofs: relations between psychical research and academic psychology in Britain in the inter-war period.Elizabeth R. Valentine - 2012 - History of the Human Sciences 25 (2):67-90.
    This article describes the relations between academic psychology and psychical research in Britain during the inter-war period, in the context of the fluid boundaries between mainstream psychology and both psychical research and popular psychology. Specifically, the involvement with Harry Price of six senior academic psychologists: William McDougall, William Brown, J. C. Flugel, Cyril Burt, C. Alec Mace and Francis Aveling, is described. Personal, metaphysical and socio-historical factors in their collaboration are discussed. It is suggested that the main reason for their (...)
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  • Tests are not to blame.Leona E. Tyler - 1980 - Behavioral and Brain Sciences 3 (3):354-355.
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  • Intelligence and test bias: Art and science.Robert J. Sternberg - 1980 - Behavioral and Brain Sciences 3 (3):353-354.
  • Error and bias in the selection of data.Robert Rosenthal - 1980 - Behavioral and Brain Sciences 3 (3):352-353.
  • In support of Bias in Mental Testing and scientific inquiry.Cecil R. Reynolds - 1980 - Behavioral and Brain Sciences 3 (3):352-352.
  • The Spearman-Jensen hypothesis.R. Travis Osborne - 1980 - Behavioral and Brain Sciences 3 (3):351-352.
  • The definitive work on mental test bias.Langdon E. Longstreth - 1980 - Behavioral and Brain Sciences 3 (3):350-351.
  • Test bias and problems in cross-cultural testing.Paul Kline - 1980 - Behavioral and Brain Sciences 3 (3):349-350.
  • Controversies surrounding mental testing.Oscar Kempthorne & Leroy Wolins - 1980 - Behavioral and Brain Sciences 3 (3):348-349.
  • Précis of Bias in Mental Testing.Arthur R. Jensen - 1980 - Behavioral and Brain Sciences 3 (3):325-333.
  • Correcting the bias against mental testing: A preponderance of peer agreement.Arthur R. Jensen - 1980 - Behavioral and Brain Sciences 3 (3):359-371.
  • Intelligence testing: the importance of a difference should be evaluated independently of its causes.Lloyd G. Humphreys - 1980 - Behavioral and Brain Sciences 3 (3):347-348.
  • Compensatory education has succeeded.Jerry Hirsch, Mark Beeman & Timothy P. Tully - 1980 - Behavioral and Brain Sciences 3 (3):346-347.
  • Individual versus collective social justice.William R. Havender - 1980 - Behavioral and Brain Sciences 3 (3):345-346.
  • Criteria of test bias: do the statistical models fit reality?Gordon M. Harrington - 1980 - Behavioral and Brain Sciences 3 (3):345-345.
  • Achievement test bias.Donald Ross Green - 1980 - Behavioral and Brain Sciences 3 (3):344-344.
  • Implications of valid IQ differences: An unstatesmanlike view.Robert A. Gordon - 1980 - Behavioral and Brain Sciences 3 (3):343-344.
  • Bias cuts deeper than scores.Judith Economos - 1980 - Behavioral and Brain Sciences 3 (3):342-343.
  • The problem of hierarchial thought in the work of Arthur Jensen.Douglas Lee Eckberg - 1980 - Behavioral and Brain Sciences 3 (3):340-341.
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  • Competent teachers and competent students.Bruce K. Eckland - 1980 - Behavioral and Brain Sciences 3 (3):341-342.
  • Test bias: What did Yale, Harvard, Rolls-Royce, and a black have in common in 1917?Donald D. Dorfman - 1980 - Behavioral and Brain Sciences 3 (3):339-340.
  • Unbiased tests and biased people.Ann M. Clarke - 1980 - Behavioral and Brain Sciences 3 (3):337-339.
  • They talk of some strict testing of us – Pish.Raymond B. Cattell - 1980 - Behavioral and Brain Sciences 3 (3):336-337.
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  • Differential construct validity.Nathan Brody & Erness B. Brody - 1980 - Behavioral and Brain Sciences 3 (3):335-336.
  • Population validity and admissions decisions.Hunter M. Breland - 1980 - Behavioral and Brain Sciences 3 (3):334-335.
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  • Social bias in mental testing.C. Loring Brace - 1980 - Behavioral and Brain Sciences 3 (3):333-334.