Probes at some of the conclusions reached by Jencks on the effects of heredity and environment on academic achievement. (JF)

Survey indicates it is imperative that cultural differences are accounted for when assessing mental retardation, and the necessity for a proper evaluation of the IQ. (RK)

Research indicates that less streaming of the grammar school ability band leads to social and academic gain for more pupils but with some loss in performance by the brightest boys. Perhaps too wide an ability range in the class would increase this loss intolerably. (Author)

Analyzes and refutes two propositions of H.J. Eysenck: (a) that intellectual differences in our culture are overwhelmingly determined by genetic factors, and (b) that the 15-point mean I.Q. gap between black and white Americans is largely determined by genetic factors. (JM)

Results argue against the too frequent use of human figure drawings as a single, stable, and accurate measure of intellectual ability. (Authors/CB)

Data clearly failed to support the general hypothesis that active students would be quite similar to student activists along the dimensions studied; instead, when differences were found, the results tended to group active students with passive students and differentiate both from student activists. (Authors/MB)

While father absence due to divorce, desertion, or separation had the most negative influence in the initial 2 years of the child's life for boys and girls, father absence due to death was the most detrimental when it occurred in the 6 - 9 period of the boy's life. (Author)

The counselor who is ignorant of Blackness and who pretends to accept the Black individual is reandering the ultimate in disrespect. To accept what one does not know is to accept a nonentity. Counselors must be willing to make the commitment to challenge their own racism at a deeply personal level and extend their personal competence and humanness…

Trend exhibited by the subjects of the present study was for men to show an earlier and more rapid decline than women, possibly as a reflection of their shorter life span. (Authors)

Findings, confirming the results of an earlier study using a less deprived population, indicated that young black children do not benefit from having the Binet administered in Negro Dialect. (Author)

The generalized self-fulfilling prophecy phenomenon failed to be supported in this study, but the significant differences related to the teacher-opinion dimension underscore the complexity of teacher-pupil interaction. (Authors/MB)