Integration of the Literature on the Intelligence of Japanese Children and Analysis of the Data from a Sequential Simultaneous Perspective

Abstract

This study reviewed, integrated and interpreted the literature on Japanese intelligence that followed from Lynn's (1982) conclusion of an 11-point WISC-R IQ superiority of Japanese over American children and adolescents. Reanalyses of Lynn's data, as well as subsequent research, suggest that the supposed 11-point Japanese superiority is exaggerated. In addition, this study explored the hypothesis that Japanese children perform significantly better on simultaneous processing than on sequential processing. Regression equations derived from a sample of American children who were tested on both the WISC-R and K-ABC were applied to Lynn's data on Japanese children. Results of these analyses supported the hypothesis of a discrepancy, with Japanese Simultaneous processing being significantly greater than Sequential processing, relative to American children, across virtually the entire 6-to 16-year age range.