Carroll: I wondered why in your paper you did not consider the very large amount of evidence that has to do with the relation of intelligence and school learning, for example. I know that there are many questions to be raised about it, but nevertheless, I've always felt that this is the prime source of evidence that intelligence has to do with learning rates in school. There is some evidence now that you can do better in measuring learning rates by giving work sample tests, for example, rather than by giving standardized intelligence tests. But you're still measuring individual differences in something that seems to be relevant. So I think that whole area of research has to be considered in thinking about the relation of intelligence and learning. And, also, the lack of discussion of data, for example, on the SAT [Scholastic Aptitude Tests] and college success. Though that has many questions, if you look at it from the standpoint of what it would be if you did not have the restrictions of talent that are involved in so many of the correlations, there would be a large correlation between intelligence and learning.
Adams: Jack, I don't have any excuse. I narrowly concentrated on experimental psychology and individual differences and simply leave that to somebody else. I agree with you, it is pertinent--I didn't touch it.
Carroll: You're forgiven.
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