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)

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)

Milkman (TM 504 643) accuses Arthur Jensen of misapplying heritability data in speculating on the causes of racial differences in intelligence test scores, and offers a method for illuminating Jensen's alleged error. It is contended in this article that Milkman has misconstrued Jensen's argument and that his method is without point. (Author/CTM)

This article reviews sex studies of children of cousin marriages and three studies of children of incestuous matings. It is argued that these studies, taken as a whole, provide no substantial evidence for an inbreeding depression effect within the polygenic system commonly asserted to determine IQ. (Author/DB)

Criticizes claims in "The Bell Curve" that a high value for heritability of intelligence constrains the extent to which environmental changes can increase intelligence. Cites adoption studies and the increasing intelligence of successive cohorts of U.S. children as evidence that intelligence can increase substantially without heroic…

The question as to whether males and females have different kinds of intellectual abilities is addressed. The evidence that there are some differences in cognition and perception between men and women is reviewed. (KR)

Presents social scientists' claim that IQ scores can determine a person's social, educational, and occupational future at an early age. Echoes the Platonic idea that each individual should be put to the use for which nature intended, and that IQ, which is thought to be hereditary, can effectively predict this use. (58 citations) (EMH)

Reviews Richard Herrnstein's article and book concerning I.Q. and argues that the questions of the nature of intelligence and the respective influences of environment and heredity are important not just in the interpretation of statistical evidence but because these questions have implications in the lives of human beings. (Author/JM)

The author reexamines the controversy surrounding his genetic hypothesis in an attempt to clarify his contention that differences in IQ scores between blacks and whites may be attributable as much to heredity as environment. (EH)

Ronald C. Johnson argued that if early environmental stimulation or deprivation has a significant effect on intellectual ability, then individuals who are genetically identical and who are exposed to a common early environment should resemble one another more closely in IQ than similar individuals who have not shared a common environment. Johnson…

An intensive logical and empirical critique of Herrnstein's suggestion that a state of equal social, economic, and educational opportunities in a society would inevitably produce a meritocracy based on hereditary potential for intelligence. (JM)

Argues that education, and not mere training, is what must be emphasized to give the black man a sense of something inalienably possessed, to give him personal power, and to provide a measure of survival for him today. (JM)

Sets of randomly generated numbers are used to produce simulated data sets to illustrate that high heritability of a property within each of two populations may be consistent with a vanishingly small heritability in the combined population. (A response by Jensen appears in the next issue of Journal of Educational Statistics, p.385). (CTM)