Let's understand Skodak and Skeels,finally 1     

Arthur R. Jensen 《教育心理学家》2013,48(1):30-35

The well‐known study by Skodak and Skeels (1949), in which one hundred infants who were born to unwed mothers of below‐average IQ and were adopted into superior foster homes and grew up to obtain Stanford‐Binet IQs averaging 20 points higher than the IQs of their biological mothers, has frequently been interpreted as a contradiction of the evidence for the high heritability of intelligence. It is here shown that this is a misinterpretation of the Skodak and Skeels results, based on failure to consider the prediction made from a simple polygenic model of parent‐offspring resemblance. The Skodak and Skeels data, when analyzed properly in terms of a quantitative‐genetic model, are found to be not all improbable or contradictory of a broad heritability for IQ in the range of .70 to .80. Also, the common fallacy of generalizing the results of Skodak and Skeels as an environmental explanation of the cause of the approximately 1 σ mean white‐Negro IQ difference is explicated from the standpoint of genetic theory.  相似文献   

An Introduction to American Education by John T. Wahlquist. The Ronald Press Company,New York. 323 pp. $3.75     

Harry T. Jensen 《The Educational forum》2013,77(1)

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Outlines And Exercises For A First Course In Education,by Ward G. Reeder. The Macmillan Company. 157 pp. $1.40     

Harry T. Jensen 《The Educational forum》2013,77(1)

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Stress in Families of Young Children with Down Syndrome, Williams Syndrome, and Smith-Magenis Syndrome     

Deborah J. Fidler  Robert M. Hodapp  Elisabeth M. Dykens 《Early education and development》2000,11(4):395-406

This study examined whether stress levels differ in families of young children with three different genetic etiologies of mental retardation, and whether child characteristics associated with those genetic etiologies may help explain these differences. Participants were sixty families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. All children were between the ages of 3 and 10 years. Parents completed Achenbach's Child Behavior Checklist, the Questionnaire on Resources and Stress-Friedrich edition, and a demographic questionnaire. Families of children with Down syndrome experienced significantly less Pessimism than the other two etiology groups and significantly less Parent and Family Problems than families of children with Smith-Magenis syndrome. The strongest predictor of Parent and Family Problems was maladaptive behavior in Smith-Magenis syndrome, younger age in Down syndrome, and both maladaptive behavior and younger age in Williams syndrome. Maladaptive behavior predicted Pessimism in families of children with Smith-Magenis syndrome, but none of the variables examined significantly predicted Pessimism in the other two syndromes. The importance of behavioral phenotype research is discussed for practitioners working with young children with mental retardation and their families.  相似文献   

Making a Difference: Women in management in Australian and Canadian faculties of education     

Johanna Wyn  Sandra Acker  Elisabeth Richards 《Gender and education》2000,12(4):435-447

This article reports a study of Australian and Canadian women in management positions in university faculties of education. It provides a perspective on the contradictory and multilayered experiences of the first cohort of academic women to reach management positions in any significant numbers in education. The article explores the way in which women are positioned as different but at the same time negotiate their place by using marginality and difference as strengths. Many of the women continue to hold to feminist agendas that were forged in relation to the university of a quarter of a century ago. They have strong commitments to 'making a difference'. The authors raise the question of how these agendas will operate in the years to come and whether we can anticipate a new feminist politics of leadership.  相似文献   

Information retrieval interaction: P. Ingwersen. Taylor Graham, Los Angeles (1992). x + 246 pp., $55, ISBN 0-947568-54-9.     

Elisabeth Logan 《Information processing & management》1993,29(6)

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Understandingg in terms of information processing     

Arthur R. Jensen 《Educational Psychology Review》1992,4(3):271-308

Psychometric g, the general factor in individual differences in all types of tests and performances involving any mental ability, has much wider importance and implications than are encompassed by the field of psychometrics. It is argued that the nature of g must be understood in terms of information processes rather than in terms of the specific knowledge and skills that are seen in the content of conventional mental tests. The wide range of individual differences in g and disparities in the distribution of g in different subpopulations have important implications for understanding some of the major problems confronting public education.  相似文献   

Ida Marian Robinson, 1903-1985     

J E Jensen 《Bulletin of the Medical Library Association》1988,76(2):202-203

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Research and teaching in the universities of Denmark: Does such an interplay really exist?   总被引：1，自引：0，他引：1  

Jens-Jørgen Jensen 《Higher Education》1988,17(1):17-26

The unity of research and teaching is an ingrained principle in university policy in Denmark, but this principle has also been subjected to increasing criticism. This article presents an investigation, consisting of about 50 interviews with teachers from higher educational institutions in Denmark, aiming at the illumination of this issue. According to the conclusions of this investigation it is the basic experience of the teachers that an important interplay exists between research and teaching of the individual teacher, and that almost none would prefer to work in a pure research institution. At the same time the teachers have some crucial reservations. Firstly it can be difficult to administer this twofold task. Secondly the interrelationships are dependent on several factors, the most important of which is the level of teaching and the disciplinary context. This latter factor is explained by differences pertaining to the very nature of varying disciplines - demonstrated and analyzed with reference to Thomas Kuhn and Basil Bernstein. Finally, the importance of the interrelationships between research and teaching for higher educational and research policies in broader perspective is discussed.  相似文献   

Efficacy and authority of the message sender during emergency evacuations: a mixed methods study     

Elisabeth J. Ploran  Mary Anne Trasciatti  E. Christa Farmer 《Journal of Applied Communication Research》2018,46(3):291-322

To understand why coastal residents do not always evacuate before storms, a pair of studies analyzed evacuation decision-making among residents of Long Beach, NY and surrounding municipalities on Long Island, NY via a mixed methodology approach. First, residents who lived in Long Beach, NY during ‘Superstorm’ (hurricane turned post-tropical cyclone) Sandy in October 2012 were interviewed about their evacuation decision. Second, 34 pre-storm messages were developed and administered to residents of the same area: faced with a hypothetical oncoming hurricane, respondents indicated after each message whether they would evacuate. In the interviews, residents spoke more about friends and family than traditional authority figures; survey results, however, imply that residents are more likely to evacuate given messages from traditional authority figures. This can be resolved with the Elaboration Likelihood Model of persuasion, which suggests that motivation and emotional state influence information processing. Implications for actual emergency message formation are discussed.  相似文献