THE INTELLECTUAL TEST DIFFERENCES BETWEEN NEGRO AND WHITE FIRST- AND FIFTH-GRADERS OF DIFFERENT SOCIAL CLASSES WERE CONSIDERED. THE LORGE-THORNDIKE, LEVEL I, PRIMARY BATTERY WAS USED FOR FIRST GRADERS, AND LEVEL III FOR FIFTH GRADERS. IT WAS CONCLUDED THAT RACE INFLUENCE TENDS TO BECOME MORE MANIFEST AND CRUCIAL AS THE SOCIAL CLASS LEVEL…

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)

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…

Early readers came from higher socio-economic levels and smaller families, their mothers had more education, they spent more time in sedentary activities, and they received a variety of kinds of help. (Authors)

In this response to the critiques by Jensen and McVicker Hunt, we focus on the meaning of g, the permanence of effects produced by early education, and the educational significance of IQ gains produced by early education programs. New longitudinal data from our study presented. (Author/RD)

The Ramey and Haskins intervention experiment is examined. Narrow transfer of training from cognitive intervention techniques to IQ test performance in early childhood, rather than enhancement of the g factor itself, is hypothesized as a cause of the typical fadeout of early IQ gains in later childhood. (Author/RD)

Ramey and Haskins report two findings of major importance: absence of decline in test scores and absence of mother-child correlation for treated children. Implications of these findings are discussed. (Author)

The objective of this study was to develop and evaluate two procedures for providing preschool education for rural 4-year-olds by using a mobile laboratory. The project used "readimobiles" to determine the effectiveness of a structured, psycholinguistically-based preschool curriculum on black, disadvantaged children. There were three…

Infants judged to be at risk for subnormal intellectual growth were randomly assigned to experimental and control groups which varied as to educational curriculum activities. Two types of evidence, group differences and parent-child IQ correlations, demonstrate the importance of early environments in intellectual development. (Author/RD)

Down Syndrome children (N=229), aged 1-83 months, from Australia, Canada, and Germany were tested using the Bayley Scales of Infant Development. Test performances on the Bayley's Mental and Motor scales were not dissimilar, leading to the conclusion that young Down Syndrome children from different countries with relatively comparable standards of…

Infants judged to be at risk for subnormal intellectual growth were randomly assigned to an experimental (N=27) or a control (N=25) group. Infants in both groups received medical care and dietary supplements; their families received social work services on a request basis. Experimental children participated in an educational day care program…

A synthesis of literature on the Mexican Americans of Texas and the Southwest provides an overview of the general research findings. The volume is intended as a resource for teachers and others who work with Mexican American children. Part 1 is a concise history of the population. Part II presents a synthesis of current literature on the social…