In this article, it is argued that it makes sense to define and distinguish three levels of human intelligence: intelligence as genotypical potential, intelligence as actualised in environmental interaction, and intelligence as measured by tests (IQ). This raises the questions of what is meant by the term "intelligence as potential", and…

Results of twin studies clearly demonstrate that genetic factors play an important role in the rate of language acquisition and linguistic proficiency attained by normal and impaired children and adults [see Stromswold, K. (2001). The heritability of language: A review and meta-analysis of twin, adoption and linkage studies. "Language," 77,…

The portions of Inequality: A Reassessment of the Effect of Family and Schooling in America (Jencks, et al 1972) concerned with inequality in cognitive skills and estimating the heritability of IQ scores are reviewed. For related articles see TM 501 196-200. (MLP)

Part I of a 3-part report. See also AA 501 769 through AA 501 772.

The social-class, ethnic, and racial differences in performance on tests of intelligence and scholastic achievement are discussed. Significant deficiencies exist in the means of lower-class and certain racial groups for many measures of ability, motivation, and performance. Composite attempts to estimate the proportion of phenotypic variance in IQ…

Author offers a way of viewing cognitive development that will engender some possible answers'' in early childhood education more consistent with human and humane development. (Author/CB)

Compares academically-oriented, Montessori, British Infant schools and child development or traditional nursery schools. Suggests that a combination of structured learning activities and free play periods is desirable. (NH)

In an effort to isolate the emergence and causes of social class differences in intellectual performance, this longitudinal study was undertaken as a follow-up on a cross-sectional study that yielded no social class differences on the Cattell Infant Intelligence Scale for 12-, 18-, and 24-month-old black children. In the present study, 89 children…

This collection of essays about intelligence stems from the revived nature-nurture controversy about the origins of mental abilities, led notably by Arthur Jensen, whose article in 1969 created a furore in the U.S.A., and more lately by H. J. Eysenck in Britain. In planning this book, an attempt has been made to step back from the debate itself…

This paper examines evidence supporting the hypothesis that environment differentially affects intelligence in a sex-specific manner. The current position that environment and heredity contribute interactively to intelligence obscures the greater vulnerability and exposure of males to environmental influences and the reciprocal lack of equivalent…

Cognitive deficits in black and other minority children have been assumed, described, and then explained. In direct and indirect ways, the "evidence," especially in the broad public domain has been mounting to suggest a genetic cause for discovered differences between racial groups on test of aptitude and achievement. It is the purpose of the…

Areas of agreement and disagreement concerning intellectual developmental and the problems of mental retardation espoused by the author and by Uzgiris are discussed in this paper. The importance of environmental factors, along with the genetic and/or constitutional nature of the organism on which these environmental events impinge, is seen as…

Much of our thinking about contemporary social problems reflects tacit presuppositions regarding the operation of heredity and environment in human behavior. These beliefs have important implications for practical decisions. Advances in genetics, psychology, anthropology, and other disciplines have contributed much to a clarification of the…

This paper has attempted to outline some basic aspects of Piaget's theory and place them in cross-cultural perspective. Several questions concerning approaches and the relevance of cross-cultural research for classification of Piagetian theory were discussed: (1) What types of questions within Piagetian theory are amenable to cross-cultural…