 Hello everyone, I welcome you all once again to my channel explore education and I am Dr. Rashmi Singh assistant professor department of education assist Kanna girls to the college University of Allahabad and it is my email ID and the lecture which I am going to discuss today is Arthur Jensen's view on intelligence. Do subscribe my channel to get all my videos and my future videos too and this video will be very useful for various teaching examinations as intelligence is the most hot topic to be asked in examinations. Okay, so let's start. First of all, we have talked about intelligence. I have ended the topic of intelligence from my side, but there is a topic of intelligence that is so unintelligent. I have talked about intelligence. And as you can see, Jensen is very, very less popular in field of intelligence. Very few people would know that Arthur Jensen is not very good at intelligence because he is not in syllabus generally. So how will we know about things without syllabus? We don't know. But he is very simple, very easy, very small, very simplistic approach that he has told. But if this is asked in examination then we will not be able to answer it because we have never taught him. And if we will teach him, then he has said very easy things. So only because of the influence of intelligence, we do not know him, because of this our question will not be able to answer or it will be wrong. So, and this thing is definitely a multi-dimensional concept of intelligence. And so many people have explored it and it is still unexplored. We cannot say that we have fully understood intelligence. That is why in the future, how many theories will come on intelligence? How many more things will we learn about it? This cannot be said. So today's topic will be added in the play list of intelligence again. And Arthur Robert Jensen did not know what he said about intelligence. So let's learn about him too. Arthur Robert Jensen was an American psychologist and writer. He was a professor of educational psychology at the University of California, Berkeley. He was a professor of educational psychology at the University of California. And why he was known for? Before his work in psychometrics and differential psychology, this study of how and why individuals differ behaviorally from one another. So he was studying why individuals behave differently from one another. He was a major proponent of the hereditary and position in the nature and nurture debate. We have talked about the nature and nurture debate and this is a very old age debate that nature, the nature of a human being, influences it more, and it determines whether he has intelligence, personality, or make up, or nurture. Nurture means portion, which he is getting from the environment. How are we giving him the environment, how is his parents, how is his diet, how are his caregivers. And nature, which is inherited from the nature of his parents, which is in his genes. So this is a very age-long debate and then this culmination happens that both have their role. But the author Robert Jennings says that he is given the hereditary position. He says that heredity plays a more important role. He says that the position that genetics play a significant role in behavior traits such as intelligence and personality. He says that we are intelligent and according to that we have a person who meets our parents. That means he plays a significant role. His role is very important. What kind of conversation we are getting? Jensen was controversial largely for his conclusions regarding the causes of race-based differences in IQ. When we make these race-based differences in IQ, that means there is a particular race, which has more IQ, and there is a particular race, which has less IQ because we have to be very careful about it. So he is controversial. And in 2019, he tells us that he is the most controversial intelligence researcher among 55 persons covered. If we don't talk to children, then they are the most controversial. So that's what he said. In the last minute, he said that there are people of academic racism. So do you know what he said? How is the definition of intelligence? He says that a working definition of intelligence then is that it is the G factor of an indefinitely large and varied battery of mental illness. That means we have understood that this is also influenced by spearmen. Because spearmen has a lot of theories. Hardly any theory that is not influenced by the G factor or the S factor. So what does the G factor say? That the G factor is used in disabilities. So he is saying that we are forced to infer that G is of considerable importance in real life by the fact that G constitutes the largest component of the total variance in all standard tests of intelligence or IQ. He is saying that the standardised tests of intelligence, IQ, and other aspects of it have a major portion of the considerable importance of the G factor. In the same way, G is by far the largest component of variance in scholastic achievement. And that is why the G factor of our general intelligence determines that the scholastic achievement will be in school, education, and education. So in this way, he is defining the intelligence. He is clearly understanding that this is influenced by spearmen, the G factor of spearmen. Then the model of intelligence. This is the speciality of his theory. He gave us a hierarchical model of intelligence in which he said that intelligence is made up of two forms of intelligence. He said that Arthur Jensen proposed a hierarchical model of intelligence consisting of abilities operating at two levels. He is saying that this kind of intelligence works in two ways. Level one and level two. He is telling the hierarchy of level one and level two. So level one is associative learning in which output is more or less similar to the input. He is saying that the output is more or less similar to the input. This means that there is no role in processing. The input is the output. For example, we have learned the road learning. We have not used any science. We have not used any memory. But level two is called cognitive competence. As the word cognitive comes, brain processing, perception, abstract thinking, and all the inclusion. And it involves higher order skills. And our higher order thinking processes are involved. As they transform the input to produce an effective output. As soon as the role of processing comes, the input will come in the form of some effective output. So he is saying that level one ability is associative learning which consists of short term memory, road learning, attention and simple associative skills. So level two is cognitive learning. So level one is associative learning, level two is cognitive learning which consists of abstract thinking, thought, conceptual learning, and use of language in problems. So higher order thinking is involved. And your associative learning is involved in lower order thinking. So he argued that level one ability is equally distributed across all racial and national groups. In any race or nation, level one is equal distribution. But on the contrary, level two is cognitive learning. cognitive learning. It's concentrated more on the middle class Anglo-American populations than in the lower class by black population. So, they are going to the academic racism that they have made a fight between Shwet and Shwet. They are saying that the people of Shwet, the people of Anglo-American population, the factor of level 2 in that is getting better and better. But the black population is getting less and less. Then they are saying that your intelligence is inherited. That is to say, as it is in the black population, when the child is born, it will acquire genes in the same way. So, that's why they are less intelligent and more intelligent. That's why this is a valid issue. Since level 2, ability is apparently to be more important for success in school. Brother, what do we need for success? It's not just about the learning memory. There is no need for attention, problem solving, higher order thinking, etc. And what level 2 is better? According to them, Anglo-American is better. That's why they are saying that the quality of the achievement is also better for them. That's what they are saying. Since level 2, abilities appear to be more important for success in school, white and Asian children are at an advantage. So, the Shwet and Asian children live on the upper edge, whereas the black population lives on the lower edge. Because of the low variance of cognitive level, like a cognitive learning of level 2. And the special thing is that it is inherited. If it wasn't inherited, then it wouldn't have been shared with other people. But since it is inherited, that's why this is happening. This is their model of intelligence. This is their viewpoint on the wisdom of Arthur Robert Jensen. Okay. Then he wrote a lot of books. Ethics and Education, Educability and Group Differences, Bias in Mental Testing, Straight Talk about Mental Tests. One minute. This... I think it's in the middle. I'm so sorry. This is a slight truth in the middle. I said that it is going to end. What did Jensen say about intelligence? Arthur Jensen's emergence as an important figure in the history of human intelligence theory occurred in February of 1969. In 1999, he is writing an article. Publication of a controversial essay in the Harvard Educational Review. In the Harvard Educational Review, he writes an article in 1999. And from here, he emerges as an important figure in the theory of human intelligence. And look at the title of his article. How can we boost IQ and Scholastic Achievement? So, it is very catchy in itself. It seems like there is a lot of new information in it. How can we increase IQ and Scholastic Achievement? And what are the evidence in this? Jensen presented evidence that racial differences in intelligence test scores may have a genetic origin. Look, this is something that has not been said before. He is saying that the white Anglo-American and your black population have a genetic origin in their intelligence test scores. This has revived the age-old debate on the relative importance of genetics in determining intellectuality. And he has made this very old issue a warning and revived it again. That our body's function is more of intelligence or genetics or personal. Genetics is more of the role or environment. So, he is saying that it is more of the role of genetics. So, from here, this issue rises again. When this article is published, how can we boost IQ and Scholastic Achievement? Then, despite the controversial nature of his claims. It is a very controversial nature. It is very controversial. But despite this, Jensen, in 2003, made prestigious, which prize do we win for? For original contributions to the understanding of the connection between the human genome and the human society. He had this originality that he tried to tell us how true and how wrong it is. But he tried to tell us that there can be a correlation or connection between the human genome and the human society. So, for this contribution, what prize do we win in 2003? And his article is being published in 1999. Where is it being published? What is the title of the forward educational review? How can we boost IQ and Scholastic Achievement? This slide was hidden in my mind. Then, the model of intelligence. Then, the books of author Jensen. Many books have written that genetics and education are written. Educability and group differences. Bias in mental testing. Straight talk about mental tests. Why are they written on mental testing? Because we will talk about the culture-free test. Culture-fair test. We talk that the test is culture-free. Culture-fair should be done. If a person from any culture does it, then there shouldn't be any difference. But if there is a difference, then there will be books like this in the ministry group. Then, we will include concluding remarks. What should we say to the overall awful Jensen? According to him, you are saying that genetic differences in intelligence exist among people coming from different races, nationalities and social classes. They are not saying that there is a socio-economic background that is influencing our intelligence. They are saying that our caste, nationality and our race are influencing our intelligence. And this is also inherited. Jensen, on the basis of his studies, believed that genetic factors are more important than environmental factors for one's intelligence. He believed in his researches and his intelligence. He said that the unwholesome is more important than what you talk about. For whom? For someone's intelligence. Then Jensen claimed on the basis of his research that general cognitive abilities are essentially an inherited trait. Before that, no one has said that cognitive ability is an inherited trait. Determined pre-dominantly by genetic factors rather than by environmental definitions. No one has said it so seriously. People are saying that personality is more important than personality. Someone is saying that there is a role in the environment, someone is saying that there is a role in genetics, but they are saying that there is more role in genetics. Cognitive ability is an inherited trait. That is why they are saying that there is a difference between the race and the population because of the test of intelligence. Then Arthur Jensen was arguably the father of modern academic racism. This is what I liked the most. Academic racism. This concept of racism has been fulfilled. If you are an American population, if you are a Swede, you will speak well and if you are an Ashwede, you will not speak well. This is a policy achievement that will differ. People can say that. Jensen was responsible for re-selecting the idea that the black population is inherently and immutably less intelligent. They realized that the Ashwede population is less intelligent and the Ashwede population is more intelligent. An ideology that immediately became known as Jensenism is why Jensen's name was called Jensenism. It is very interesting. It is easy to understand that the genetic factor is more important. Secondly, the hierarchy model of intelligence has two levels, level one and level two. Level one is associative learning in which the short-term memory is being talked about in the short-term learning. Level two is cognitive learning. Higher-order thinking skills are involved. It plays a more role in the achievement of the school. The most important thing is that level one is the distribution of all races and nationalities. There is one thing where level two is not like that. That is why it comes in the middle and it is also the same in the middle. According to Jensen, not according to me. According to Jensen, not according to me. According to Jensen, not according to me. According to Jensen, not according to me. Okay. So, thank you. And don't forget to like and subscribe to my channel. And this topic we may have never heard of before. Jensen has been said a lot in his mind. A lot of people have said a lot. So, as soon as I get a small matter in the middle, I will add it in intelligence so that it becomes a complete playlist for intelligence. Okay. 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