Heritability estimates versus large environmental effects: The IQ paradox resolved

Psychological Review

Volumn 108, Issue 2, 2001, Pages 346-369

  Dickens, William T ^a   Flynn, James R ^b  

^a BROOKINGS INSTITUTION   (United States)

^b UNIVERSITY OF OTAGO   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; BIOLOGICAL MODEL; CHILD; GENETICS; HUMAN; INTELLIGENCE; INTELLIGENCE TEST; PHENOTYPE; PSYCHOMETRY; REVIEW; SOCIAL ENVIRONMENT; STATISTICS;

ADULT; CHILD; HUMANS; INTELLIGENCE; INTELLIGENCE TESTS; MODELS, GENETIC; PHENOTYPE; PSYCHOMETRICS; SOCIAL ENVIRONMENT;

EID: 85047681202     PISSN: 0033295X     EISSN: None     Source Type: Journal    
DOI: 10.1037/0033-295X.108.2.346     Document Type: Article

References (57)

1. Bell, R. Q. (1968). A reinterpretation of the direction of effects in studies of socialization. Psychological Review, 75, 81-95.
2. Bell, R. Q., & Harper, L. (1977). Child effects on adults. Lincoln: University of Nebraska Press.
3. Broman, S. H., Nichols, P. L., & Kennedy, W. A. (1975). Preschool IQ; Prenatal and early developmental correlates. Hillsdale, NJ: Erlbaum.
4. Bronfenbrenner, U. (1989). Ecological system theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (pp. 185-246). Greenwich, CT: JAI Press.
5. Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101, 568-586.
6. Burtless, G., & Pierce, B. (1996). Changes in the structure of wages. In E. Hanuchek and D. Jorgenson (Eds.), Improving America's schools: the role of incentives (pp. 53-74). Washington, DC: National Academy Press.
7. Ceci, S. J. (1990). On intelligence - more or less: A bio-ecological treatise on intellectual development. Englewood Cliffs, NJ: Prentice Hall.
8. Ceci, S. J. (1991). How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Developmental Psychology, 27, 703-722.
9. DeGroot, A. D. (1948). The effects of war upon the intelligence of youth. Journal of Abnormal Social Psychology, 43, 311-317.
10. Duyme, M., Dumaret, A.-C., & Tomkiewicz, S. (1999). How can we boost IQs of "dull children"?: A late adoption study. Proceedings of the National Academy of Sciences, 96, 8790-8794.
11. Eyferth, K. (1961). Leistungen verschiedener Gruppen von Besatzungskindern in Hamburg-Wechsler Intelligenztest für Kinder (HAWIK). Archiv für die gesamte Psychologie, 113, 222-241.
12. Flynn, J. R. (1980). Race, IQ, and Jensen. London: Routledge and Kegan Paul.
13. Flynn, J. R. (1987). Massive gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101, 171-191.
14. Flynn, J. R. (1994). IQ gains over time. In R. J. Sternberg (Ed.), Encyclopedia of human intelligence (pp. 617-623). New York: Macmillan.
15. Flynn, J. R. (1998a). IQ gains over time: Toward finding the causes. In U. Neisser (Ed.), The rising curve: Long-term gains in IQ and related measures (pp. 25-66). Washington, DC: American Psychological Association.
16. Flynn, J. R. (1998b). Israeli military IQ tests: Gender differences small; IQ gains large. Journal of Biosocial Science, 30, 541-553.
17. Flynn, J. R. (1999). Searching for justice: The discovery of IQ gains over time. American Psychologist, 54, 5-20.
18. Flynn, J. R. (2000). IQ gains, WISC subtests, and fluid g: g-theory and the relevance of Spearman's hypothesis to race. In G. R. Bock, J. A. Goode, and K. Webb (Eds.), The Nature of Intelligence (pp. 202-227). New York: Wiley.
19. Goldberger, A. (1976). On Jensen's method for twins. Educational Psychologist, 12(1), 79-82.
20. Green, R. L., Hoffman, L. T., Morse, R., Hayes, M. E., & Morgan, R. F. (1964). The educational status of children in a district without public schools (Co-Operative Research Project No. 2321). Washington, DC: Office of Education. U.S. Department of Health, Education, and Welfare.
21. Harris, J. R. (1995). Where is the child's environment? A group socialization theory of development. Psychological Review, 102, 458-489.
22. Harris, J. R. (1999). The nurture assumption. New York: Simon and Schuster.
23. Harris, J. R., & Liebert, R. M. (1991). The child: A contemporary view of development (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
24. Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Simon and Schuster.
25. Jencks, C. (1972). Inequality: A reassessment of the effects of family and schooling in America. New York: Basic Books.
26. Jencks, C. (1980). Heredity, environment, and public policy reconsidered. American Sociological Review, 45, 723-736.
27. Jensen, A. R. (1973a). Educability and group differences. New York: Harper and Row.
28. Jensen, A. R. (1973b). Educational differences. London: Methuen.
29. Jensen, A. R. (1975). The meaning of heritability in the behavioral sciences. Educational Psychologist, 11, 171-183.
30. Jensen, A. R. (1997). Adoption data and two g-related hypotheses. Intelligence, 25(1), 1-6.
31. Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
32. Kohn, M. L., & Schooler, C. (1983). Work and personality: An inquiry into the impact of social stratification. Norwood, NJ: Ablex.
33. Lazar, I., & Darlington, R. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monographs of the Society for Research in Child Development, 47(2-3).
34. Lewontin, R. C. (1976). Race and intelligence. In N. J. Block & G. Dworkin (Eds.), The IQ controversy (pp. 617-623). New York: Macmillan.
35. Lorge, L. L. (1945). Schooling makes a difference. Teachers College Record, 46, 483-492.
36. Lucurto, C. (1990). The malleability of IQ as judged from adoption studies. Intelligence, 14, 275-292.
37. Neisser, U., Boodoo, G., Bouchard, T. J., Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.
38. Plomin, R., & Daniels, D. (1987). Why are children in the same family so different from one another? Behavioral and Brain Sciences, 14, 373-427.
39. Rushton, J. P. (1999). Secular gains in IQ not related to the g factor and inbreeding depression - unlike Black-White differences. Personality and Individual Differences, 26, 169-180.
40. Scarr, S. (1985). Constructing psychology: Making facts and fables for our times. American Psychologist, 40, 499-512.
41. Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences. Child Development, 63(1), 1-19.
42. Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype → environment effects. Child Development, 54, 424-435.
43. Scarr, S., & Weinberg, R. A. (1976). IQ test performance of Black children adopted by White families. American Psychologist, 31, 726-739.
44. Scarr, S., & Weinberg, R. A. (1983). The Minnesota adoption studies: Genetic differences and malleability. Child Development, 54, 260-267.
45. Scarr, S., Weinberg, R. A., & Waldman, I. D. (1993). IQ correlations in transracial adoptive families. Intelligence, 17, 541-555.
46. Schooler, C., & Mulatu, M. S. (in press). The reciprocal effects of leisure time activities and intellectual functioning in older people: A longitudinal analysis. Psychology and Aging.
47. Schooler, C., Mulatu, M. S., & Oates, G. (1999). The continuing effects of substantively complex work on the intellectual functioning of older workers. Psychology and Aging, 14, 483-506.
48. Spenner, K. I. (1983). Deciphering Prometheus: Temporal change in the skill level of work. American Sociological Review, 48, 824-837.
49. Stoolmiller, M. (1999). Implications of the restricted range of family environments for estimates of heritability and nonshared environment in behavior-genetic adoption studies. Psychological Bulletin, 125, 392-409.
50. Turkheimer, E. (1991). Individual and group differences in adoption studies of IQ. Psychological Bulletin, 110, 392-405.
51. Turkheimer, E. (1997). Spinach and ice cream: Why environmentalist social science is so difficult. [Working paper]. Charlottesville, VA: University of Virginia.
52. Turkheimer, E., & Gottesman, I. I. (1996). Simulating the dynamics of genes and environment in development. Development and Psychopathology, 8, 667-677.
53. Turkheimer, E., & Waldron, M. (2000). Nonshared environment: A theoretical, methodological, and quantitative review. Psychological Bulletin, 126, 78-108.
54. Willerman, L., Naylor, A. F., & Myrianthopoulos, N. C. (1974). Intellectual development of children from interracial matings: Performance in infancy and at 4 years. Behavior Genetics, 4, 84-88.
55. Winship, C., & Korenman, S. (1997). Does staying in school make you smarter? The effects of education on IQ in The Bell Curve. In B. Devlin, S. E. Fienberg, D. P. Resnick, & K. Roeder (Eds.), Intelligence, genes, and success: Scientists respond to The Bell Curve (pp. 215-234). New York: Springer.
56. Winship, C., & Korenman, S. (1999). Economic success and the evolution of schooling and mental ability. In S. Mayer & P. E. Peterson (Eds.), Earning & Learning: How Schools Matter (pp. 49-78). Washington, DC: Brookings.
57. Wolfle, L. M. (1980). The enduring effects of education on verbal skills. Sociology of Education, 53, 104-114.