A critique arguing: (1) that the assumptions underlying the use of intelligence tests are invalid; (2) that findings regarding individual differences can not be generalized to differences between populations; and, (3) that the studies cited as evidence were both incorrectly designed and improperly executed. (JM)

Unlike the social insect, man is profoundly ambivalent in his social role: the behavioral dispositions which produce complex social interdependence and self-sacrificial altruism must be produced by culturally evolved indoctrination, which has had to counter self-serving genetic tendencies. (Author/JM)

Isolates and tries to explain a phenomenon called the altruistic paradox, which refers to the fact that mankind individually and collectively can be both cruel and kind at one and the same time. (Author/JM)

Describes redesigning of a genetics course on the basis of Pella's referents, Banathy's system, and Bloom's taxonomy in effort to evaluate affectively behavioral changes among reference groups of science and nonscience majors, in addition to genetics students. Indicates preference of learning environment to course content in results analysis. (CC)

Knowledge about gene defects (such as the Sickle Cell Gene) should be given to those who show positive laboratory tests. Conflict between gene therapy, aimed at removing the defective gene, and ethical problems should be resolved from the perspective of the effect on future generations. (PS)

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)

Topic 7, Atomic Bombs and Radiation, from a theme issue on Teaching World History Through Science Fiction, stimulates discussion on mutation and radiation effects. (JB)

Reviews studies of the effects of lysergic acid diethylamide (LSD) on man and other organisms. Concludes that pure LSD injected in moderate doses does not cause chromosome or detectable genetic damage and is not a teratogen or carcinogen. (JM)

Explores the theory of developmental dyslexia and the theory of developmental immaturity and notes that evidence is not currently available to enable acceptance or rejection of either theory. Proposes research that is both cross-sectional and longitudinal in th areas of assessment and preventive programs. Includes a pro-reaction and a con-reaction…

This is a response to Shockley (1971) which summarizes the original Light and Smith work; outlines Shockley's criticisms; responds to the statistical issues; and concludes with the methodological implications of the disagreement. (VW)