Taylor (1980) claims to show that the similarity in IQ between monozygotic twins reared apart found in prior studies is due to similarity in their environments. A reanalysis using Taylor's classification of environments but an alternative IQ measure shows that his findings do not constructively replicate. (Author/RD)

A discussion of two questions is considered important: (1) why are there different races and how might they have come to be, and (2) given the observed biological differences among races, what, if any, is their significance for society. Discusses the race-IQ question and presents evidence to support environmental influence on IQ results. (DF)

It is the particular concern of the present paper to examine some important features of the cognitive deficit model, and in particular, to look closely at the assumptions on which compensatory education is based. (Author)

A DISCUSSION ON THE VARIOUS RACES WAS PRESENTED. STATISTICS SHOWED THAT LIKENESSES AMONG GROUPS WERE ABOUT 95 PERCENT, WHILE DIFFERENCES WERE ONLY 5 PERCENT. FROM THE BIOLOGICAL STANDPOINT, THERE WAS NO PHYSICALLY INFERIOR OR PHYSICALLY SUPERIOR RACIAL TRAITS. THERE WAS NO PROOF THAT "RACE" AND INTELLIGENCE WERE LINKED. RATHER EVIDENCE…

Comparing group intelligence according to racial or geographic orgin has neither social nor scientific value; the emphasis in education and the social economy is not the creation of equality but the development of each individual to his maximum performance. (Author/JM)

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)

In an investigation of racial differences on an "intelligence" test containing items specific to the Black environment, black subjects had a higher mean score than white subjects and there was no positive correlation between the Black Intelligence Test and the Shipley Institute of Living Scale, a traditional intelligence test. Thus, racial…

THE REPORT OF UNESCO COMMITTEE STATED THAT THERE WERE NOT MEASURABLE DIFFERENCES BETWEEN WHAT IS DUE TO INNATE CAPACITY AND WHAT IS THE RESULT OF ENVIRONMENTAL INFLUENCES, TRAINING, AND EDUCATION. TESTS WHICH HAVE MADE ALLOWANCE FOR MOST DIFFERENCES IN ENVIRONMENTAL OPPORTUNITIES HAVE SHOWN ESSENTIAL SIMILARITY IN MENTAL CHARACTERISTICS AMONG ALL…

In this study, the relationship between a refined measure of the learning environment of the home and the levels and profiles of a set of mental ability scores of children from five Canadian ethnic groups was examined. Significant group differences persisted in the verbal, number, and reasoning scores. (Author/JMB)

The assumption that a singular biological resource pool embedded in the central nervous system results in differences in macrolevel outcomes because of the constraints it imposes on efficiencies of microlevel processing is refuted. Moderating effects on the causal pathways between microlevel and macrolevel performance are discussed. (SLD)