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Jensen, Arthur R. (1969) How Much Can We Boost iq and Scholastic Achievement?

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Jensen, Arthur R. (1969) How Much Can We Boost IQ and Scholastic Achievement? Harvard Educational Review, 39(1): 1-123.
Arthur Jensen argues that the failure of recent compensatory education efforts to produce lasting effects on children's I0 Q and achievement suggests that the premises on which these efforts have been based should be reexamined.
He begins by questioning a central notion upon which these and other educational programs have recently been based: that IQ differences are almost entirely a result of environmental differences and the cultural bias of IQ tests. After tracing the history of IQ tests, Jensen carefully defines the concept of IQ, pointing out that it appears as a common factor in all tests that have been devised thus far to tap higher mental processes.
Having defined the concept of intelligence and related it to other forms of mental ability, Jensen employs an analysis of variance model to explain how IQ can be separated into genetic and environmental components. He then discusses the concept of "heritability," a statistical tool for assessing the degree to which individual differences in a trait like intelligence can be accounted for by genetic factors. He analyzes several lines of evidence which suggest that the heritability of intelligence is quite high (i.e., genetic factors are much more important than environmental factors in producing IQ differences).
After arguing that environmental factors are not nearly as important in determining IQ as are genetic factors, Jensen proceeds to analyze the environmental influences which may be most critical in determining IQ. He concludes that prenatal influences may well contribute the largest environmental influence an IQ. He then discusses evidence which suggests that social class and racial variations in intelligence cannot be accounted for by differences in environment but must be attributed partially to genetic differences.
After he has discussed the influence on the distribution of IQ in a society on its functioning, Jensen examines in detail the results of educational programs for young children, and finds that the changes in IQ produced by these programs are generally small. A basic conclusion of Jensen’s discussion of the influence of environment on IQ is that environment acts as a “threshold variable.” Extreme environmental deprivation can keep the child from performing up to his genetic potential, but all enriched educational program cannot push the child above that potential.
Finally, Jensen examines other mental abilities that might be capitalized on in an educational program, discussing recent findings on diverse patterns of mental abilities between ethnic groups and his own studies of associative learning abilities that are independent of social. class. He concludes that educational attempts to boost IQ have been misdirected and that the educational process should focus on teaching much more specific skills. He argues that this will be accomplished most effectively if educational methods are developed which are based an other mental abilities besides I.Q.

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