How Much Can We Boost IQ and Scholastic Achievement

  title={How Much Can We Boost IQ and Scholastic Achievement},
  author={Arthur Robert Jensen},
  journal={Harvard Educational Review},
  • A. Jensen
  • Published 1 April 1969
  • Education
  • Harvard Educational Review
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. 
Abstract Preschool education has often been acclaimed as an important influence on educational achievement capable of offsetting or even compensating for social, economic and educational
A developmental framework for research with gifted children
By extending and transforming certain Piagetian ideas about development, it is possible to construct a coherent framework for research on creativity, giftedness, and genius.
TITLE The Establishment of Learned Reinforcers in Mildly Retarded Children
Neurological aspects of learning disabilities: A case for the disadvantaged.
Race, the heritability of IQ, and the intellectual scale of nature
A critical response to selected arguments presented by Arthur Jensen regarding intelligence testing, race, and heritability.
Ability and Learning: a theoretical synthesis
ABSTRACT The contribution of 20 intelligence theorists are reviewed and organised according to six conceptual paradigms. Implications of the conceptions of ability and learning for educational
Effects of Educational Intervention Programs on the Cognitive Development of Young Children
Nearly 50 years after the first systematic studies of the effects of educational programs on the intellectual development of young children there is still debate on whether such programs are useful.
Happenings on the Way Back to the Forum: Social Science, IQ, and Race Differences Revisited.
Professor Deutsch reviews the literature on compensatory education, intelligence testing, and the nature of educational environments and concludes that Arthur Jensen had constructed an article which
Interpretation of Heritability
It is suggested that the controversial implications concerning compensatory education and racial differences from Jensen's work on the heritability of intelligence result from an inappropriate
Intelligence about Intelligence
  • Gil Gaudia
  • Education
    The Elementary School Journal
  • 1973
The elementary-school teacher faces the critical problem of assessing and understanding the construct called intelligence. Basic to the solution of the problem is an appreciation of the roles that


Genetics and Intelligence: A Review
A survey of the literature of the past 50 years reveals remarkable consistency in the accumulated data relating mental functioning to genetic potentials. Intragroup resemblance in intellectual
The Psycho-Motor Development of African Children in the First Year, and the Influence of Maternal Behavior
(1958). The Psycho-Motor Development of African Children in the First Year, and the Influence of Maternal Behavior. The Journal of Social Psychology: Vol. 47, No. 2, pp. 185-195.
The effect of a change to a relatively superior environment upon the IQ's of one hundred children.
in an improvement that raises the quantitative intellectual responses of some children suffering from speech handicaps. Skeels and Fillmore report a retarding effect on mental development of poor
Heritability of Intelligence
The concept of heritability is not difficult to define. The difficulties appear when one attempts to estimate it for a particular characteristic in a population of human beings.
Learning Patterns in the Disadvantaged
The authors review evidence and suggest future directions for research on the learning patterns of disadvantaged children. After a detailed description of a specific case of research, some
The psychological costs of quality and equality in education.
A review of research indicates that the serious, inadequacies experienced in school by disadvantaged children, especially Negro boys, have their origins primarily in prenatal damage, father absence,
Mental retardation, mental age, and learning rate.
The results show that learning rate is a function of IQ as well as of MA, and children of average IQ learned serial and paired-associate lists significantly faster than retarded young adults with IQs between 60 and 60 but with approximately the same MA as the children.
Pygmalion in the classroom
In 1965 the authors conducted an experiment in a public elementary school, telling teachers that certain children could be expected to be “growth spurters,” based on the students' results on the
Early experience and the socialization of cognitive modes in children.
This paper deals with the question: what is cultural deprivation and how does it act to shape and depress the resources of the human mind? The arguments presented are: first, that the behavior which
Patterns of mental ability and socioeconomic status.
The present paper attempts to throw a new light on the nature of SES differences in intelligence by exploiting the puzzling observation made by many teachers and by the present writer that low-SES children with IQ's in the range 60 to 80 appear to be much brighter socially, than those who are below the family average.