Concludes that if abilities are examined in terms of the experiences children undergo in any culture, it is apparent that there are few dumb children if they are classified from the perspective of the community of adaptation. (Author/AM)

This paper updates the discussion of Francoys Gagne's Differentiated Model of Giftedness and Talent (DMGT), which proposes a clear distinction between these two most basic concepts in the field of gifted education. Under the DMGT model, giftedness is defined as the possession and use of untrained and spontaneously expressed superior natural…

Few books have generated as much controversy as the recently published "The Bell Curve: Intelligence and Class Structure in American Life." The tremendous polarization on the issue of the relationship between intelligence quotient (IQ) to race and social class, reinforced by the book, and the potential this book has for undermining…

This book contains papers that discuss the "g factor" (general intellectual capacity) in discerning intelligence and how to influence the development of intelligence. The g factor relates to the theory that individuals who do well on one mental ability test tend to do well on other mental ability tests due to an innate ability. Chapters…

The results and interpretation of three years of research into inequality are presented in this book. Chapters cover these topics: (1) from equal opportunity to equal results; (2) inequality in the schools--access to schools and colleges, expenditure differences between schools and individuals, access to privileged school mates, and access to fast…

Reviews the current theories concerning individual differences in cognitive functioning. While some argue that heredity places a genetic cap on intellectual development, others emphasize the dynamic interrelationship between cultural and environmental factors. Concludes that intelligence is more complex than the heredity advocates allow. (MJP)

Swedish longitudinal studies of twins support Scarr-Salapatek's explanation of nature-nurture influences on intelligence. This model predicts more genetic variance in test results for advantaged than disadvantaged groups. Jensen's work, however, suggests equal amounts of variance among different social classes. (Author/CP)

Results of seventh-grade students taking Scholastic Aptitude Test indicate that, by age 13, a large sex difference in mathematical reasoning ability exists; among students scoring greater than 700, boys outnumbered girls 13 to 1. Hypothesized factors thought to influence the difference (such as course taking, attitudes) were not supported by data…