Ingemar Emanuelsson

Changing Differences in Intelligence? Comparisons between groups of 13‐year‐olds tested from 1960 to 1990

Abstract The purpose of the investigation is to study changes in verbal, spatial and reasoning intelligence among Swedish 13 year‐olds between 1960 and 1990. Identical tests have been used for representative samples on five occasions. On the verbal test, the scores tend to rise up to 1980, whereupon the tendency is reversed. The consequence of these contradictory trends is that the pupils’ verbal ability seems to be the same in 1990 as it was thirty years before. However, behind this stability, big differences on item‐level are hidden. The results on the spatial and the reasoning tests have risen considerably up to 1990. However, the whole increment for the girls, and the largest part of that for the boys, have taken place during the 60s and 70s. The gender differences in all tests are rather small compared to the differences between youngsters with different social backgrounds. However, during the late 80s, the differences between boys and girls, as well as those between social groups have increased. ...

A Comparison between Thirteen‐Year‐Olds Tested in 1961, 1966 and 1980

Abstract: Emanuelsson, I. & Svensson, A. 1986. Does the Level of Intelligence Decrease? A Comparison between Thirteen‐Year‐Olds Tested in 1961, 1966 and 1980. Scandinavian Journal of Educational Research 30, 25‐38. The purpose of the investigation is to study changes in intelligence among Swedish thirteen‐year‐olds during a 20‐year period. The results show that the average of spatial and reasoning intelligence has successively risen. Concerning verbal intelligence, there is a clear increase during the beginning of the 1960s. After this period, some decrease has occurred. Between social groups no changes in the differences were observed. On the other hand, between boys and girls this was the case. In verbal ability, there were only small differences between the sexes in 1961. However, in 1980 the girls were clearly ahead of the boys. Concerning spatial and reasoning ability, the boys were superior in the early 1960s. 20 years later this difference had practically disappeared.

Changes in Intelligence Over a Quarter of a Century

Abstract The purpose of the investigation is to study changes in intelligence among Swedish 13 year‐olds during a 25‐year period. The results show that the average of spatial and reasoning intelligence has successively risen. Concerning verbal intelligence, there is a clear increase during the 1960s. After this period the growth has been more irregular. No changes in the differences between social groups were observed. On the other hand, this was the case between boys and girls. In verbal ability, there were only small differences between the sexes in 1961. However, in 1985 the girls were clearly ahead of the boys. In spatial and reasoning ability, the boys were superior in the early 1960s. Twenty‐five years later this difference had almost disappeared.

A Study on Sex and Schooling

Abstract: Emanuelsson, I. & Fischbein, S. 1986. Vive la Difference? A Study on Sex and Schooling. Scandinavian Journal of Educational Research 30, 71‐84. Sex differences in achievement test results and school marks are reviewed. As a rule the pattern has been that girls ‘earn’ more in marks in relation to test results than boys. This has been the case in different school systems and time periods, at least in compulsory education up to 16 years of age. By using available Swedish data from two longitudinal research projects, one of them including boy‐girl twins, this pattern is further examined. The results show a remarkable stability over time and age. Girls have comparatively higher marks than boys in mother tongue and mathematics at the same level of achievement. There is no interaction for home background or class affiliation. The difference must therefore be seen as a result of a more general interaction between sex differences and school system.

Special Education in Comprehensive Schools: Extent, Forms and Effects

The present study aims to describe the extent and forms (integrated versus segregated) of special education support offered to pupils in comprehensive schools in Sweden over a period of 29 years and to study relations between support, background variables and goal attainment in Grade 9. The study is based on about 35,000 children born in 1972, 1977, 1982, and 1987, participating in the ongoing longitudinal project “Evaluation Through Follow‐Up”. The findings reveal that boys and pupils from lower educational home‐backgrounds and with non‐Swedish backgrounds are over‐represented among the groups that have received special education support. The findings also suggest that pupils who have received support, in general, tend to achieve educational goals in core curriculum subjects to a lesser extent than those who have never had any kind of support.

Vive la Difference? A Study on Sex and Schooling

In different kinds of school research it is almost a standard model to study differences between the two sexes. So-called student roles and sex roles are compared. This is true also for studies of school outcomes in evaluation research. Most research results continuously show up in very similar patterns over long periods of time. Time may then be regarded as historical time in a societal perspective as well as age of individual students.