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 performances on selected measures of reading achievement and intelligence of 24 educationally disadvantaged adults and two groups of elementary children were investigated and compared. The first group of children was drawn from a low socioeconomic level, and the second, from a high socioeconomic level. There was a stronger correlation between…

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)

Synthesize findings from 31 studies on differences between pupils in regular primary education and those in special education in the Netherlands to determine whether the number of special-education placements can be reduced. Finds that pupils in regular education and special education differ in achievement and general intelligence. Contains 29…

Cumulative deficit is an hypothesis concerning the cause of lower mental test scores of groups considered environmentally deprived. It presupposes a progressive decrement in test scores, relative to population norms, as a function of age. Clarification of the theoretical issues and the methodological problems involved in establishing the…

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)

This study investigated the relationship between (1) achievement marks assigned by teachers to elementary grade, lower socio-economic status boys and girls, and (2) pupils' racial background, sex, intelligence quotient, and tested achievement. A pupil and a teacher sample were chosen from five Minneapolis inner-city schools. The pupil sample…

The thesis that intelligence is based on heredity was dramatically revived in 1969 by an article in the "Harvard Educational Review" by Arthur Jensen, a psychologist at the University of California at Berkeley. The article, which received wide attention, was sharply criticized by those who hold that it is environment rather than genes which puts…

Discusses the most widely used individual intelligence tests: Wechsler Intelligence Scale for Children (WISC) and Stanford-Binet Intelligence Scale (Form L-M). Covers what the tests measure; psychometric or technical properties of the tests; and how test results are used. (JOW)

Reviews and critically analyzes the book, "The Bell Curve: Intelligence and Class Structure in American Life." The author discusses cultural bias in intelligence tests, the errors made in assessing the cognitive abilities of blacks, and the negative effects stemming from belonging to the underclass in American society. (GR)

A review of the historical components of American Indian education (including missions, institutional histories, and tribal histories) was followed by an effort to identify in the literature specific problem areas accounting for the apparent failure of formal education systems imposed on Indians. Specific causal relationships for this failure were…

Research in Palo Alto, California, is attempting to discover distinguishing characteristics of educationally handicapped children (EH) and to clarify the causes of their learning disabilities. 76 EH children and their 76 same sex siblings (EH sibs) were matched with 76 academically successful students (SA) and their same siblings (SA sibs).…

Urban and rural Aboriginal- and Anglo-Australian children were tested for reading and math achievement, for nonverbal psychometric test intelligence, and for three cognitive styles. Psychometric intelligence was clearly a more powerful predictor of the effects of culture and location on school achievement than was cognitive style. (Author/CMG)

This is an extensive study of Ann Arbor's first school desegregation effort, involving the 1965 closing of Jones elementary school and subsequent reassignment of its predominantly Negro population to predominantly white schools. The research focused on the first year of school desegregation, exploring academic, social, behavioral, and attitudinal…

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)