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Bateson, David John – Alberta Journal of Educational Research, 1995
The entire thesis of "The Bell Curve" disintegrates due to biased use of data, misrepresentations, and logical inconsistencies. Five basic flaws are: inferring causality from correlation, use of dubious racial categories, contradictory arguments concerning the immutability of cognitive ability and the relative contributions of heredity…
Descriptors: Cognitive Ability, Data Interpretation, Inferences, Intelligence Differences
Peer reviewed Peer reviewed
Fancher, Raymond E. – Alberta Journal of Educational Research, 1995
"The Bell Curve" declares that studies of separated identical twins--the "purest" of "direct" methods for estimating IQ heritability--indicate a value of +.75-+.80. But, the main study cited suggests a heritability of "two-thirds" for the middle class, and Herrnstein and Murray neglect to mention numerous…
Descriptors: Adopted Children, Correlation, Heredity, Intelligence Differences
Peer reviewed Peer reviewed
Kirby, John R. – Alberta Journal of Educational Research, 1995
Argues that Herrnstein and Murray's cognitive stratification is not intrinsically ominous, since context determines its meaning; their "intelligence" data actually measures educational achievement; environmental effects are underestimated; and analyses and social policy recommendations are bound to the U.S. context. Concludes that…
Descriptors: Context Effect, Educational Attainment, Educational Policy, Elementary Secondary Education