How Much Can We Boost IQ and Scholastic Achievement
01 Apr 1969-Harvard Educational Review (Harvard Education Publishing Group)-Vol. 39, Iss: 1, pp 1-123
Abstract: Arthur Jensen argues that the failure of recent compensatory education efforts to produce lasting effects on children's IQ and achievement suggests that the premises on which these efforts have been based should be reexamined.
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Journal Article•
TL;DR: For the next few weeks the course is going to be exploring a field that’s actually older than classical population genetics, although the approach it’ll be taking to it involves the use of population genetic machinery.
Abstract: So far in this course we have dealt entirely with the evolution of characters that are controlled by simple Mendelian inheritance at a single locus. There are notes on the course website about gametic disequilibrium and how allele frequencies change at two loci simultaneously, but we didn’t discuss them. In every example we’ve considered we’ve imagined that we could understand something about evolution by examining the evolution of a single gene. That’s the domain of classical population genetics. For the next few weeks we’re going to be exploring a field that’s actually older than classical population genetics, although the approach we’ll be taking to it involves the use of population genetic machinery. If you know a little about the history of evolutionary biology, you may know that after the rediscovery of Mendel’s work in 1900 there was a heated debate between the “biometricians” (e.g., Galton and Pearson) and the “Mendelians” (e.g., de Vries, Correns, Bateson, and Morgan). Biometricians asserted that the really important variation in evolution didn’t follow Mendelian rules. Height, weight, skin color, and similar traits seemed to
9,847 citations
TL;DR: The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed and mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic.
Abstract: Stereotype threat is being at risk of confirming, as self-characte ristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed. Not long ago, in explaining his career-long preoccupation with the American Jewish experience, the novelist Philip Roth said that it was not Jewish culture or religion per se that fascinated him, it was what he called the Jewish "predicament." This is an apt term for the perspective taken in the present research. It focuses on a social-psychological predicament that can arise from widely-known negative stereotypes about one's group. It is this: the existence of such a stereotype means that anything one does or any of one's features that conform to it make the stereotype more plausible as a self-characterization in the eyes of others, and perhaps even in one's own eyes. We call this predicament stereotype threat and argue that it is experienced, essentially, as a self-evaluative threat. In form, it is a predicament that can beset the members of any group about whom negative stereotypes exist. Consider the stereotypes elicited by the terms yuppie, feminist, liberal, or White male. Their prevalence in society raises the possibility for potential targets that the stereotype is true of them and, also, that other people will see them that way. When the allegations of the stereotype are importantly
7,282 citations
TL;DR: A review of research on the influence of external environments on the functioning of families as contexts of human development can be found in this article, with a focus on the patterning of environmental events and transitions over the life course as these affect and are affected by intrafamilial processes.
Abstract: This review collates and examines critically a theoretically convergent but widely dispersed body of research on the influence of external environments on the functioning of families as contexts of human development. Investigations falling within this expanding domain include studies of the interaction of genetics and environment in family processes; transitions and linkages between the family and other major settings influencing development, such as hospitals, day care, peer groups, school, social networks, the world of work (both for parents and children), and neighborhoods and communities; and public policies affecting families and children. A second major focus is on the patterning of environmental events and transitions over the life course as these affect and are affected by intrafamilial processes. Special emphasis is given to critical research gaps in knowledge and priorities for future investigation. The purpose of this article is to document and delineate promising lines of research on external influences that affect the capacity of families to foster the healthy development of their children. The focus differs from that of most studies of the family as a context of human development, because the majority have concentrated on intrafamilial processes of parent-child interaction, a fact that is reflected in Maccoby and Martin's (1983) recent authoritative review of research on family influences on development. By contrast, the focus of the present analysis can be described as "once removed." The research question becomes: How are intrafamilial processes affected by extrafamilial conditions? Paradigm Parameters In tracing the evolution of research models in developmental science, Bronfenbrenner and Crouter (1983) distinguished a series of progressively more sophisticated scientific paradigms for investigating the impact of environment on development. These paradigms provide a useful framework for ordering and analyzing studies bearing on the topic of this review. At the most general level, the research models vary simultaneously along two dimensions. As applied to the subject at hand, the first pertains
6,114 citations
Cites background from "How Much Can We Boost IQ and Schola..."
...Such findings are typically interpreted as testifying to the primacy of genetic influences in the determination of intelligence (e.g., Burt, 1966; Jensen, 1969, 1980; Loehlin, Lindzey, & Spuhler, 1975)....
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TL;DR: Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups, that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
Abstract: A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
6,069 citations
Cites background from "How Much Can We Boost IQ and Schola..."
...…Americans, for example, past and ongoing socioeconomic disadvantage, cultural orientations (e.g., Ogbu, 1986), and genetic differences (e.g., Herrnstein & Murray, 1994; Jensen, 1969) have all been proposed as factors that, through singular and accumulated effect, could undermine their performance....
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..., Ogbu, 1986), and genetic differences (e.g., Herrnstein & Murray, 1994; Jensen, 1969) have all been proposed as factors that, through singular and accumulated effect, could undermine their performance....
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Book•
01 Jan 1985
TL;DR: In this article, the authors review basic issues of theory and method in approaches to research on teaching that are alternatively called ethnographic, qualitative, participant observational, case study, symbolic interactionist, phenomenological, constructivist, or interpretive.
Abstract: This chapter reviews basic issues of theory and method in approaches to research on teaching that are alternatively called ethnographic, qualitative, participant observational, case study, symbolic interactionist, phenomenological, constructivist, or interpretive. These approaches are all slightly different, but each bears strong family resemblance to the others. The set of related approaches is relatively new in the field of research on teaching. The approaches have emerged as significant in the decade of the 1960s in England and in the 1970s in the United States, Australia, New Zealand, and Germany. Because interest in these approaches is so recent, the previous editions of the Handbook of Research on Teaching do not contain a chapter devoted to participant observational research. Accordingly, this chapter attempts to describe r~s and their theoretical _nresup~s in considerable detail and does not attempt an exhaustive review of the rapidly growing literature in the field. Such a review will be appropriate for the next edition of this handbook. From this point on I will use the term interpretive to refer to the whole family of approaches to participant observational research. I adopt this term for three reasons: (a) It is more inclusive than many of the others (e.g., ethnography, case study); (b) W Blake
4,382 citations
References
More filters
Book•
01 Jan 1981
TL;DR: The genetic constitution of a population: Hardy-Weinberg equilibrium and changes in gene frequency: migration mutation, changes of variance, and heritability are studied.
Abstract: Part 1 Genetic constitution of a population: Hardy-Weinberg equilibrium. Part 2 Changes in gene frequency: migration mutation. Part 3 Small populations - changes in gene frequency under simplified conditions. Part 4 Small populations - less simplified conditions. Part 5 Small populations - pedigreed populations and close inbreeding. Part 6 Continuous variation. Part 7 Values and means. Part 8 Variance. Part 9 Resemblance between relatives. Part 10 Heritability. Part 11 Selection - the response and its prediction. Part 12 Selection - the results of experiments. Part 13 Selection - information from relatives. Part 14 Inbreeding and crossbreeding - changes of mean value. Part 15 Inbreeding and crossbreeding - changes of variance. Part 16 Inbreeding and crossbreeding - applications. Part 17 Scale. Part 18 Threshold characters. Part 19 Correlated characters. Part 20 Metric characters under natural selection.
20,288 citations
Journal Article•
TL;DR: For the next few weeks the course is going to be exploring a field that’s actually older than classical population genetics, although the approach it’ll be taking to it involves the use of population genetic machinery.
Abstract: So far in this course we have dealt entirely with the evolution of characters that are controlled by simple Mendelian inheritance at a single locus. There are notes on the course website about gametic disequilibrium and how allele frequencies change at two loci simultaneously, but we didn’t discuss them. In every example we’ve considered we’ve imagined that we could understand something about evolution by examining the evolution of a single gene. That’s the domain of classical population genetics. For the next few weeks we’re going to be exploring a field that’s actually older than classical population genetics, although the approach we’ll be taking to it involves the use of population genetic machinery. If you know a little about the history of evolutionary biology, you may know that after the rediscovery of Mendel’s work in 1900 there was a heated debate between the “biometricians” (e.g., Galton and Pearson) and the “Mendelians” (e.g., de Vries, Correns, Bateson, and Morgan). Biometricians asserted that the really important variation in evolution didn’t follow Mendelian rules. Height, weight, skin color, and similar traits seemed to
9,847 citations
Book•
01 Jan 1966
TL;DR: In this article, the authors discuss the importance of equity and excellence in education in the context of the 1968 Equalization of EdUCATIONAL OPPORTUNITY (EOW) campaign.
Abstract: (1968). EQUALITY OF EDUCATIONAL OPPORTUNITY. Equity & Excellence in Education: Vol. 6, No. 5, pp. 19-28.
5,624 citations
5,406 citations
TL;DR: There is a lot of books, user manual, or guidebook that related to The Nature Of Human Intelligence PDF, such as : classical mechanics upadhyaya bond more third papers in non verbal reasoning 9 10 years fiesta mk4 manual a visit of charity origami insects dover origami papercraft robert j lang author powerone bdsm big magic creative living beyond fear the weaver of tomorrow and dawn strider two stories calculus finney demana waits kennedy 3rd edition mathematical models in population biology and epidemiology texts in applied mathematics as discussed by the authors.
Abstract: There is a lot of books, user manual, or guidebook that related to The Nature Of Human Intelligence PDF, such as : classical mechanics upadhyaya bond more third papers in non verbal reasoning 9 10 years fiesta mk4 manual a visit of charity origami insects dover origami papercraft robert j lang author powerone bdsm big magic creative living beyond fear the weaver of tomorrow and dawn strider two stories calculus finney demana waits kennedy 3rd edition mathematical models in population biology and epidemiology texts in applied mathematics
4,768 citations
"How Much Can We Boost IQ and Schola..." refers background in this paper
...Guilford (1967), in his recent book on The Nature of Intelligence, for example, concluded, as did Stoddard (1943), that prematurity has no effect on intelligence....
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