Social-Class Differences in Associative Learning

Jensen's theory of Level I (associative learning) and Level II (conceptual learning) (See "Hierarchical theories of mental ability" in Cockrell, W. B. [editor] On intelligence Toronto: Ontario Inst for Studies in Education, 1970; Educability and group differences London: Methuen, 1972; and Interaction of Level I and Level II abilities with race and socioeconomic status Berkeley: U California, unpublished report, 1973.) and its implications are outlined. One of the main difficulties is that different kinds of associative learning tend to be rather specific to the task and conditions of learning, rather than yielding a common factor. A series of learning and ability tests was applied to 198 fifth-grade white children, half of whom could be classified as middle-class, half as working class; teacher ratings were also obtained. Factor analysis of 29 variables did reveal a significant though rather small factor in all types of associative learning, together with a broad Level II or "g" factor, verbal ability, a teacher-halo factor, and a separate factor in longer-term retention scores. Digit or Span Memory tests depended more on verbal ability than on the Level I factor. Jensen's statement that low-SES children were less handicapped in Level I than Level II tests was confirmed; it was also demonstrated, though at a low level of significance, that more low-SES children obtain high Level II scores than high-SES children obtain low Level II scores. However Jensen's hypotheses regarding the regression of associative memory on IQ were not confirmed. One further claim by Jensen is that Level I scores correlate with social and practical brightness in everyday life, rather than with scholastic achievement. This was not confirmed. Multiple correlations were calculated between factor scores and various criteria, and the only criteria to which Level I scores made a significant contribution was achievement in rather rote-type school subjects, namely, spelling and elementary arithmetic. AA