It was clear that my topic, intelligence, was much too broad for the 
time allowed and instructor expectations for my bibliography.  I narrowed 
it to cultural validity of intelligence testing, thereby making this task 
manageable.  I found that most of the literature on my topic was written 
in the '70s and in the mid '90s, though I have included some works prior to 
those periods that are worth noting, either for historical value, or because 
they provide a   background  to subsequent literature.  For instance, I 
included a 1925 work, Racial Influences in the Mental and Physical 
Development of Mexican Children, edited by Franklin C. Paschal and Louis 
R. Sullivan, who were a psychologist and an anthropologist, respectively.  
The study is not actually about Mexican children, but American children of 
Mexican, and perhaps other Latino heritage, and concluded that white 
Mexican-American children scored better on intelligence tests than 
Mexican-American children of Indian parentage.  I do not doubt that these 
children did score as reported, but the study, like many others of its type, 
did not consider cultural and other factors that might affect test results.  
Interesting for its racism, this book must be considered, if not excused, in 
light of the period in which it was written.  I have included it less for 
scientific value than as an example of the root of the debate.  Overall, 
however, I have concentrated my bibliography on works of more recent 
authorship.  

	Some later studies did consider environmental factors such as 
culture, family expectations, education levels of the parents, nutrition, 
etc., but discarded them, giving rise to the genetic determinist school of 
thought.  One of the most important works on the topic of IQ and race was 
published in 1969 by Arthur Jensen, and appeared in the Harvard 
Educational Review.  This journal article, How Much Can We Boost IQ and 
Scholastic Achievement? created a huge debate that kept publishers 
churning out responses for well over a decade, and which has recently 
been revived by publication of The Bell Curve, by Richard Herrnstein and 
Charles Murray.  I did not include Jensen's Harvard Educational Review 
article in this bibliography.  Instead, I  added his work, Genetics and 
Education, which contains the full text of the Harvard article, plus 
Jensen's expanded thoughts on it, as well as a bibliography of responses, 
both pro and con.

	Because my classmates are my intended audience for this 
bibliography, I have looked to works suitable for graduate level students.  
Some of the included readings are difficult going, but I've excluded many 
jargon-filled works written for psychology professionals.  I believe that 
both sides of the nature/nurture debate in IQ testing are adequately 
published for the motivated general reader, as well as professionals in the 
field.  Because my audience is comprised of library students, I also felt it 
was important to present the issues as fully and as objectively as 
possible.  Therefore, the user will find balance in my choice of works.  And 
though I have a bias on this issue, I have striven to write the annotations 
with as much objectivity as possible.  Selecting from the works in my 
bibliography will allow the user to make up her own mind about where she 
stands on this issue.

	My search for these works has involved a number of sources.  My 
launch point was the Internet.  Using a product written by Quarterdeck, 
called WebCompass, I was able with one query to search Yahoo, Infoseek, 
Alta Vista, Excite, Open Text, WebCrawler and Lycos.  I used the search 
terms "intelligence tests" and "cultural intelligence," and received a 
number of good responses, some that were not useful for my purposes, 
such as information on artificial intelligence, and some that I have chosen 
not to use because I feel they add no intelligent discourse to the debate, 
such as that of  the white supremacist groups.  Many of  the good 
responses were reviews or replies to The Bell Curve, such as the 
interview of Robert Sternberg by Skeptic Magazine, but also represented 
were Web pages by or about Howard Gardner and his multiple intelligences.

	My next stop took me to a medium sized public library (Koelbel).  
There I found The Bell Curve, numerous reviews and responses to it, and a 
scattering of journal articles.  Resources utilized included an online 
catalog search and a  search of Koelbel's LAN system, which contains 
periodicals in their collection.  I browsed the shelves, but found little 
that was suitable for my audience.

	It was obvious that I needed an academic library, so my next several 
trips were to the Auraria Library, where I did the bulk of my research.  A 
CARL online catalog search led me to the shelves I needed,  where I 
browsed fruitfully.  Other resources at Auraria included CARL's UNCOVER 
system, ERIC CD ROMs, PsychLit CD ROMs, and Auraria's journal index on 
hard copy.  Interestingly, I found much more of use to me in the ERIC 
system than in PsychLit.  I found one of the most useful techniques for 
locating works was in browsing authors' bibliographies and scanning for 
other authors' titles within the text of a book.  This last method was 
especially useful for finding works that were opposed by the author, since 
so many books were attacks of someone else's theory, or a defense of 
one's own.

	Once I found an item I wanted to include in the bibliography, I tried 
to search out reviews.  Often, these were not available.  I checked Book 
Review Index and Book Review Digest  in all cases, though not always 
successfully, and found an index for Psychology papers that turned up 
surprisingly little.  Checking the reputation of the author was often very 
easy.  I found, at least with literature published after 1969, that scholars 
in this field comprise a small community.  As I scanned the literature, 
names came up again and again.   Even when attacking someone's work, 
writers often had good things to say about the reputations of their 
opponents.

	I used a variety of search terms to gather information.  Searching 
for "cultural intelligence" worked very well on the Internet, but poorly in 
the library.  The library databases yielded the best results when I 
searched under "intelligence testing racial" or "intelligence testing 
gender."  The descriptor fields in ERIC gave me additional ideas for search 
terms, as did the other entries field in CARL.  Other search terms I used 
were:

IQ Cultural (Racial, Gender)

Abilities Testing

Intelligence Testing Ethnic

Intelligence Testing Minorities

Aptitude

Intelligence Tests

Intelligence Racial (Ethnic, Gender)



	I found that one of the most frustrating things about this 
bibliography was choosing what to include and what to omit for the sake 
of brevity or clarity.  The things I left out were covered in works I 
included, but my desire would have been to include works that would give 
the user more choices, even though I believe that more is not always 
better.  But along with the frustrations were a number of rewards.  My 
schedule was somewhat flexible during this project, and I discovered the 
most productive times to work in the library.  For instance, at an 
academic library, browsing the shelves is okay during  weekdays.  But 
getting to the terminals and PCs, and getting help from the reference desk 
is much better on weekends or late evenings.  In the public library, the 
opposite is true; terminals and reference desk assistance are most 
available during business hours.  Because I was able to tailor my time to 
the library, I received a great deal of assistance and unlimited computer 
time, which saved me search time in the long run.  And, of course, 
something I already knew, but was able to reconfirm is that librarians are 
a helpful group of people and very generous with their time and knowledge.




Bibliography
 
Bower, Bruce.  "IQ's Evolutionary Breakdown:  Intelligence May Have 
More Facets  Than Testers 
Realize"  Science News.  147:14 (April 8, 1995) 220-222. Some 
evolutionary scientists believe specialized cognitive processes have 
evolved over hundreds of thousands of years, in contrast with traditional 
intelligence teaching, which says that one single factor is responsible for 
all types of cognitive skills (the g factor).  This article is useful for those 
who need an overview of the physiology of intelligence (and the g factor, 
which appears frequently in works on intelligence testing) and an 
awareness of differing theories among scientists.  Suitable for the 
general reader. 

Cordasco, Francesco, ed.  The Bilingual-Bicultural Child and the Question 
of Intelligence.             New York:  Arno Press, 1978. A collection of 
journal articles which specifically address intelligence testing and 
cultural problems specific to bilingual children.  It includes many articles 
on the testing of Spanish-speaking children, a subgroup about whom there 
is relatively little literature on this topic.  The articles speak for 
themselves, but the editor has included an introduction and bibliography.  
Suitable for students, researchers and interested lay readers.

Cronbach, L.J., and P.J.D. Drenth, eds.  Mental Tests and Cultural 
Adaptation.  The Hague, Netherlands:  Mouton Publishers, 1972. 
	A collection of papers presented at a conference held in Istanbul in 
1971 and sponsored by a NATO advisory group.  Many of these papers 
address the problem of administering tests to groups outside the tests' 
cultural origins.  It is a good source for information on international 
intelligence testing issues.  The collection is divided by topics of the 
conference and includes introduction summary and commentary by the 
editors, as well as a list of conference participants and subject index.  
Suitable for students, researchers and lay readers.

Deutsch, Martin,  Irwin Katz, Arthur R. Jensen, eds.  Social Class, Race and 
Psychological Development.  New York:  Holt, Rinehard and Winston, Inc., 
1968. 	A collection of multi-discipline scholarly papers which 
address race and social ills and inequalities.  The book contains a variety 
of views which offer a variety of solutions.  This is a good book for 
developing an awareness of the issues in race and social inequality, but 
one should be aware that the biological view addresses the genetic 
determinist view of intelligence.  The book is structured from physical 
issues to psychological to sociological.  It contains preface, introduction, 
name index and subject index.  Suitable for college students and motivated 
general readers.

Eckberg, Douglas Lee.  Intelligence and Race:  The Origins and Dimensions 
of the IQ Controversy.  New York:  Praeger Publishers, 1979. 
	The author looks at the historical arguments on the question of 
intelligence testing and various cultural groups and races.  He critiques 
other writers and their positions.  This book is useful for establishing  the 
chronology of the nature vs. nurture debates in intelligence testing and for 
discovering the names and background of the major players up to 1979.  
Excellent for comparative and historical value, and the author's 
bibliography is extensive.  In addition to the bibliography, the author has 
included a list of tables, subject index and foreword by John Garcia, of 
UCLA's psychology department.  This work is suitable for students or 
scholarly researchers.

Eells, Kenneth, Allison Davis, Robert J. Havighurst, Virgil E. Herrick, Ralph 
W. Tyler.  Intelligence and Cultural Differences:  A Study of Cultural 
Learning and Problem-Solving.  Chicago:  University of Chicago Press, 
1951. 	This contains Eells' doctoral dissertation and input from the 
other authors.  The study was based on children located in one community 
and defined participants by economic status and the following racial or 
cultural categories:  white, black, foreign born white, other races.  The 
attempt was to assess the importance of various factors as explanations 
for differences in IQ in children of different cultural backgrounds.  The 
study shows that  education of parents, income, interests in reading and 
books, and nature of housing tend to be related to IQ performance.  The 
text is structured so that part one defines the problems.   Part two is a 
summary of the field study.  Part three is a report of the field study.  The 
authors have included appendices, bibliography and index.

Flynn, James R.  Asian Americans:  Achievement Beyond IQ.  Hillsdale, N.J:  
Lawrence Erlbaum Associates, Publishers, 1991. 	The author looks 
at research on the high achievement of Asian Americans.  The book has a 
strong environmental bias and author attributes causes to psychological, 
sociological and historical factors.  He says high achievement is due to 
non-I.Q. factors such as motivation and expectations, and notes that this 
group has average test scores lower than average white test scores.  This 
book also looks at African American testing, breaking test takers into 
three groups for analysis:  free black heritage, slave heritage and West 
Indian heritage.  A good source of information for the nurture argument.  
The book is divided by the studies performed, discussion of testing 
methods, author's hypothesis, and conclusion.  Included are appendices, 
reference list, author index and subject index.  This book is intended for a 
scholarly audience.

Furth, Hans G.  Piaget and Knowledge:  Theoretical Foundations.  Englewood 
Cliffs, N.J:  Prentice-Hall, Inc., 1969. 	No discussion of 
human development is complete without some acknowledgment of the 
theories of Jean Piaget, and this translation and interpretation has the 
full approval of Piaget himself.  This book discusses the development of 
operational and biological intelligence, the development of intelligence 
generally, and its purpose outside and beyond IQ measurements.  The 
foreword was written by Piaget, and the book also contains a preface by 
the author, bibliography, glossary and subject index.  This is a good choice 
for the student or researcher who wants an overall view of human 
intelligence and its evolutionary purpose.

Gardner, Howard.  Frames of Mind:  The Theory of Multiple Intelligences.  
New York:  Basic Books, Inc., Publishers, 1983. 	This is Gardner's 
theory of multiple intelligences.  It should be read as an alternative to the 
more narrowly defined view of intelligence captured by IQ testing.  The 
book is divided into three parts:  background, theory, and implications and 
applications.  It contains an author preface, notes, and index.  The reviews 
of this book were positive and noted Gardner's lively writing style and the 
importance of the subject matter.  It is appropriate for the general reader 
and college students.

Gottfried, Allen W., ed.  Home Environment and Early Cognitive 
Development.  Orlando, FL:  Academic Press, Inc., 1984. 	The editor, a 
psychology professor at Cal State Fullerton, has assembled studies on the 
home environment and early cognitive development.  The editor says it is 
an empirical fact that environmental variables in the home correlate with 
cognitive development.  These reports look at those variables in different 
populations.  One issue addressed is whether there is a direct relationship 
between home environment and cognitive development, or whether the 
relationship is spuriously due to variables.  The book includes a list of 
contributors, editor preface, references, author index, subject index.  This 
book is not easy reading, but useful for research purposes.

Gould, Stephen Jay.  The Mismeasure of Man.  New York:  W.W. Norton & 
Company, 1981. 	This book 
challenges the theory of biological determinism by demonstrating the 
"scientific weaknesses and political contexts of determinist arguments."  
Biological determinism, according to Gould, "...holds that shared behavior 
norms, and the social and economic differences between human groups - 
primarily races, classes, and sexes - arise from inherited, inborn 
distinctions and that society, in this sense, is an accurate reflection of 
biology."  It is a social scientist view of biological determinism.  This 
book is structured historically and includes an introduction, epilogue, 
bibliography and index.  The reviews noted Gould's readable and witty 
style, though one reviewer zinged Gould because he felt Gould at heart was 
motivated by his belief in equal treatment for all people, and his desire to 
discredit the hereditarians.  Suitable for general readers, college students 
and researchers.

Grover, Sonja C.  The Cognitive Basis of the Intellect:  A Response to 
Jensen's "Bias in Mental Testing."  Calgary, Alberta:  University of Calgary, 
1981. 	A response to what the author believes are widely used, but 
flawed, mental tests.  This work is a direct response to Jensen's 
controversial work, and outlines Grover's belief that these tests are used 
for selection purposes and to block social mobility, especially for blacks.  
The work is structured to address by turn, false assumptions she believes 
Jensen has made in his work.  In the nature/nurture debate on intelligence 
levels and race, this author is clearly biased on the nurture side.  A good 
companion piece to Jensen for a more balanced view of the issues.  The 
book is structured to contain an author preface, introduction and author 
index, and is intended for scholarly audience.

Herrnstein, Richard J. and Charles Murray.  The Bell Curve:  Intelligence 
and Class Structure in American Life.  New York:  Free Press Paperbacks, 
1994. 	This book should be required reading on the subject of 
intelligence testing and considerations of race and culture.  Herrnstein, 
who is the chair of  the psychology department at Harvard,  along with 
Murray, present a mostly genetic determinist viewpoint. They believe 
environment does play a role in intelligence levels, but say it is minor.  
The authors emphasize that IQ scores can talk about averages and social 
groups, but they say little about individuals due to human complexity. 
Cognitive ability is substantially heritable - at least 40%, but no more 
than 80%.  They have been criticized by among others, Robert Sternberg, 
who feels this book misinterprets and ignores much research that 
supports the environmental argument.  Sternberg also feels the book 
confuses correlation with causation.  The Bell Curve is well-structured 
for different levels of reading.  Each chapter begins with a precis of the 
main ideas.  The text is very readable, and included are a list of 
illustrations, list of tables, preface, note to the reader on text style and 
structure, notes, an extensive bibliography, and subject index.  This book 
is therefore also useful for the college student or researcher looking for 
other readings on the topic.

Herrnstein, Richard J. and Charles Murray.  "Race, Genes and I.Q. - An 
Apologia"  The New Republic.  (October 31, 1994)  27-37. 	The article 
reiterates information on race and intelligence printed in The Bell Curve.  
This entire issue of  The New Republic is devoted to Herrnstein's and 
Murray's book and provides a variety of perspectives, though most of the 
reviews are negative.  For the general reader.

Jensen, Arthur R.  Genetics and Education.  New York:  Harper & Row, 
Publishers, 1972. 	This is a genetic 
determinist look at intelligence test results.  It contains Jensen's famous 
"Harvard Educational Review" article of 1969, How Much Can We Boost IQ 
and Scholastic Achievement? and was intended as an expansion of that 
article, as well as a response to the furor it caused.  Jensen includes 
studies of twins raised apart.  For an understanding of the topic, and to 
understand the heated debate Jensen helped to create, this book is a must-
read, though it is tough going.  It contains a preface, references, a 
bibliography for the  "Harvard Educational Review" piece, including 
responses to it, pro and con, from the psychology community and the 
press, a bibliography for this book, author index, subject index.  Critics 
note that the book provides a fuller view of Jensen's thinking, and is 
important due to the controversy.  One reviewer felt there were 
methodological difficulties in the research that could be explained by 
environmental factors.  The book should be read by anyone seriously 
interested in the topic because Jensen's article was the basis for so much 
that has been subsequently written, but it is difficult reading, and not for 
the mathematically-challenged.

Jensen, Arthur R.  Straight Talk About Mental Tests.  New York:  The Free 
Press, 1981. 	The author, a 
psychology professor at Berkeley, has a strong nature bias and is 
controversial for his belief that heredity is the major factor in an 
individual's intelligence.  He doesn't believe intelligence levels can be 
modified or raised to any significant degree.  Nor does he see culture as a 
factor in intelligence testing.  As noted by reviewers, this is a good 
general guide on the hereditarian view of  intelligence.  Included are 
author preface and subject index.  The language is clear and suitable for 
the general reader.

Joseph, Andre.  Intelligence, IQ and Race - When, How and Why They 
Became Associated.  San Francisco:  R&E Research Associates, Inc., 1977. 
	The Author points out that IQ tests represent only a special kind of 
measurement instrument:  they classify individuals with reference to 
others.  He states that intelligence tests are biased in favor of the 
particular segment within a larger culture for whom the tests were 
devised.  The book is called a social psychological, historical and black 
perspective.  Joseph suggests separate tests are needed not just for poor 
blacks, but for middle class blacks.  This book is useful for its 
perspective of a black author and psychology professor.  It includes an 
author preface, introduction, and bibliography.  The book is intended for 
college students and researchers, but would be readable for the interested 
public.

Khalfa, Jean, ed.  What is Intelligence?  Cambridge, England:  Cambridge 
University Press, 1994. 	A group of 
essays which define and explore intelligence.  It touches on different 
types of intelligence, such as mathematical and musical, and explores 
different cultural priorities.  Each essay contains a "further readings" list 
and the editor has included a foreword and subject index.  Though not the 
best source for research (most of the essayists can be better researched 
through other works), this book is nonetheless a good introduction to the 
broad meaning of intelligence and a good introduction to some of the 
essayists.  Written for the casual reader.  Inspiring.

Lawler, James M.  IQ, Heritability and Racism.  New York:  International 
Publishers, 1978. 	This Marxist 
approach is yet another refutation of Jensen and "...does not pretend to 
substitute for empirical research..."  It is a systematic view that raises 
the issue of defining intelligence too narrowly.  It takes a philosophical 
and historical look at the subject of race and intelligence testing and the 
nature vs. nurture debate.  The book contains an author introduction, 
chapter end notes, subject index and a foreword by Roger Woock, professor 
and department chair at the State University of New York, at Buffalo.  
Reviewers note that this work is readable by lay readers, college students 
and research scholars.  The historical approach was also noted, though one 
reviewer felt the history and the index were too brief.  Still, reviews 
were generally positive and all noted the straightforward, jargon-free 
approach.  

Loehlin, John C., Gardner Lindzey, J. N. Spuhler.  Race Differences in 
Intelligence.  San Francisco:  W.H. Freeman and Company, 1975. 
	The authors say that the topic is chiefly focused on the question of 
the relative influences of the genes and the environment on differences in 
test results.  It also discusses the social implications for the findings.  
This is a biological view by behavioral scientists.  Loehlin and Lindzey are 
from the University of Texas, and Spuhler is from the University of New 
Mexico.  The authors suggest there are genetic differences in IQ between 
races, but they emphasize that genetic does not mean unchangeable.  They 
conclude that observed differences in test scores are due not only to 
genetics, but to the bias and inadequacies in the tests themselves.  
Differences found between the races are minor, especially compared to 
the range within any given group.  The first section of the book looks at 
background, issues and recent history.  The second part reviews the 
evidence, with conclusions contained in section three.  Included are author 
preface, numerous appendices, bibliography, author index and subject 
index.  Suitable for the researcher, but readable enough for the motivated 
general reader.

Madaus, George F.  "A Technological and Historical Consideration of Equity 
Issues Associated with Proposals to Change the Nation's Testing Policy."  
Harvard Educational Review.  64.1 (Spring 1994):  76-95. 	This is a 
technological and historical view of intelligence testing.  It points out 
that several tests originally well-intentioned have become a means for 
excluding minority groups from equal educational opportunities.  The 
author says educators tend to embrace new technology without giving 
thought to the foundations upon which they are based.  He suggests a clear 
definition of purpose for intelligence testing, recruitment of minorities 
into the field, and an independent monitoring agency.  Useful for obtaining 
one view of technology and intelligence testing from an educator's point 
of view.  Suitable for researchers, college students, the motivated general 
reader.

Paschal, Franklin C., and Louis R. Sullivan.  Racial Influences in the Mental 
and Physical Development of Mexican Children.  Baltimore:  The Williams 
and Wilkins Company, 1925. 	This book should 
be read as much for its historical value as for its findings.  It is notable 
for what it does not say, as well as what it does.  Issues such as nurture 
and environment are not addressed.  Paschal was a psychologist and 
Sullivan an anthropologist.  Among other things, the study finds that 
Mexican American children of white ancestry test better than Mexican 
American children of Indian ancestry.  Both groups tested below white 
children not of Mexican ancestry.  The authors include a list of references.  
Intended for scholarly audiences.

Sagan, Carl.  The Dragons of Eden:  Speculations on the Evolution of Human 
Intelligence.  New York:  Random House, 1977. 	The author, an 
astronomy professor at Cornell, provides a good primer on the triarchal 
brain theory for the public.  It is useful for understanding the nature of 
human intelligence and is a pleasurable read.  It is structured in order of 
probable evolutionary order and contains an introduction, bibliography, 
glossary and index.  It was positively reviewed, but the focus was on the 
popular style of writing and Sagan's enthusiastic and infectious 
speculations.

Scarr, Sandra.  Race, Social Class, and Individual Differences in IQ  
Hillsdale, N.J:  Lawrence Erlbaum Associates, Publishers, 1981. 
	Though called moderate by one of her critics, this is a clearly 
"nurture" view of race and intelligence testing.  This work is notable for 
its test subjects, since the author has studied the subject using twins and 
adoptees, including racially mixed adoptions.  Scarr separates the 
adoptees into those adopted very early in life and those adopted later in 
childhood.  Part one of the book discusses genetics, part two discusses 
race, and part three looks at social class, with parts four and five 
consisting of conclusion and commentaries by critics, respectively.    The 
author includes subject index and author index and invited commentary on 
her text and data by two major "nature" critics, Kamin and Jensen.  She 
did, however, invoke author privilege by having the last word.  This book is 
suitable for the college student or researcher, or the motivated lay reader.

Senna, Carl, ed.  The Fallacy of IQ.  New York:  The Third Press, 1973. 
	Discusses cultural bias in intelligence testing and the writings of 
Jensen.  This is a collection of essays which are intended to refute the 
nature, or genetics, argument for higher average white IQ  The essays use 
a variety of approaches, such as biological, historical, and others.  As was 
noted by reviewers, this is a good source of background for the nurture, or 
environment, followers of intelligence and culture.  Each essay contains 
end notes and the editor has included a foreword and subject index.  
Intended for the casual reader or the college student desiring a broad view 
and list of researchers and works to pursue.

Shuey, Audrey M.  The Testing of Negro Intelligence.  1958.  New York:  
Social Science Press, 1966. 	In a study of 
intelligence testing and race, this book should be read.  It  contains 
results of intelligence testing of black children compared to white 
children over a period of fifty years.  The bias is strongly nature, or 
genetic, and therefore does not endorse factors such as economics, 
education of parents, nutrition, expectations, etc.  The author divides the 
book by age of test subjects, military background, and includes sections 
for deviates (e.g., high-scoring blacks) and delinquents.  Noted for its 
unreadability, the book consists largely of tables and charts, separated by 
explanatory text.  This book is difficult going and not for the casual 
reader.  May be useful for the scholarly researcher.

Snyderman, Mark and Stanley Rothman.  The IQ Controversy, the Media and 
Public Policy.  New Brunswick, NJ:  Transaction, Inc., 1988. 
	The authors surveyed academics in the field of intelligence testing, 
and found it was generally felt the tests were biased, but not enough to 
invalidate or discredit IQ tests.  The book points out that academics' 
opinions on the subject are in contrast to the literate public's, and 
especially minorities, who fear that the tests have been used to keep them 
down - and the authors find some evidence for this.  The brunt of the 
blame is placed with the media, however, due to their history of 
inaccurate and misreporting of social science topics, about which they 
know little.  Also blamed was the media's tendency to personalize and 
create stories.  Chapter one contains history and controversies involved in 
the study of IQ.  Chapters two through five outline the controversy over 
the nature of intelligence and use of tests.  Chapters six and seven are 
analyses of media coverage, and the final chapter contains findings.  
Included are preface, appendices and index.  This book is recommended 
reading on the subject, since it was positively reviewed and often quoted.  
For researchers and college students.

Sternberg, Robert.  Interview with Frank Miele.  Skeptic Magazine.   June 
1995:  72-80. Altadena, CA:  Skeptics Society.  1995.  Online.  Skeptic 
Society Web Page.  Internet.  April 22. 1996. 	A professor at 
Yale, Sternberg responds in this interview to The Bell Curve.  Sternberg is 
a proponent of the environmental, or nurture, camp.  He cites as evidence 
of the importance of environmental factors his own childhood test scores.  
Sternberg suffered from test anxiety as a child and performed so poorly on 
his IQ test that he was asked to take the test a second time with a 
younger group of students.  This time, because he felt confident among the 
group, he scored quite well.  Sternberg criticizes the authors of The Bell 
Curve because he feels they ignore data that contradicts their argument, 
and they distort other evidence.  This interview is a good counterbalance 
to Herrnstein's and Murray's book and is suitable for the general reader.

Sternberg, Robert J., and Douglas K. Detterman, eds.  What is Intelligence?  
Contemporary Viewpoints on Its Nature and Definition.  Norwood, N.J:  
Ablex Publishing Corporation, 1986. 	Sternberg, a 
professor at Yale, and Detterman, a professor at Case Western Reserve 
University, have collected essays that provide a balanced presentation of 
the nature/nurture, genetics/environment debate on intelligence.  This is 
an excellent tool for broadening the definition of intelligence and defining 
the controversy.  Each chapter contains end notes for further reading, 
preface by the editors, and subject index.  For the general reader.

Vernon, Philip E.  Intelligence and Cultural Environment.  London:  Methuen 
& Co., Ltd., 1969. 	Vernon says 
much of the controversy on intelligence testing occurs because of the 
ambiguous meaning of the term intelligence.  Innate racial differences are 
probably small and certainly unprovable.  It is the author's view that 
environment factors influence development of intellectual abilities.  This 
book contains information on international studies and is especially 
useful for a European perspective.  It addresses non-western cultures, 
such as Eskimos; British studies; and cross cultural studies.  Included are 
introduction, appendices, bibliography, author index and subject index.  
Suitable for researchers and college students.

Vernon, Philip E.  The Abilities and Achievements of Orientals in North 
America.  New York:  American Academic Press, Inc., 1982. 
	This books looks primarily at Chinese and Japanese immigration 
patterns and achievements.  The author notes achievements and problems 
here, in Asia, Canada and Hawaii.  Included are relevant research, such as 
personality studies, language challenges, academic preferences of the 
subjects and professional employment.  A useful tool for studying testing 
vs. achievement within these Asian cultural groups.  The author divides 
the work by subgroup and then into history and immigration destinations, 
problems and challenges of the group and personality studies.  Vernon 
includes author preface, appendices, reference list, author index and 
subject index.  This book is not suitable for the casual reader, but is 
useful for college and research audiences.

Villanueva, Victor, Jr.  Bootstraps:  From an American Academic of Color.  
Urbana, IL:  National Council of Teachers of English, 1993.  
	The author calls this report an autobiography with political, 
theoretical, pedagogical considerations.  It includes ethnographic 
research, solutions tried in the classroom, and speculations on the 
differences between immigrants and minorities, the class system, and 
language.  It makes reference to the 1969 Jensen article from Harvard 
Educational review.  This is a useful work for understanding why some 
people believe intelligence tests are culturally-bound.  Suitable for the 
college student or general reader.

Wechsler, David.  The Measurement and Appraisal of Adult Intelligence.  
1939.  Baltimore:  The Williams and Wilkins Company, 1958. 
	Any discussion of intelligence testing must include David Wechsler, 
the author of the Wechsler Adult Intelligence Scales (WAIS) adult 
intelligence test.  Wechsler was Chief Psychologist at Bellevue, as well 
as a professor at New York University.  This work explains the authors 
research, defines intelligence, and even includes a section on gender 
differences in IQ testing.  In it's review, the New York Times notes that 
the author believes he has proved "human variability" is limited compared 
to other phenomena in nature.  Part one of the book defines and discusses 
the nature of intelligence.  Part two contains the intelligence tests and 
the author's research results.  Part three gives diagnostic and practical 
applications for the information.  Included are author preface, appendices, 
bibliography, author index and subject index.  This book is not suitable for 
the casual reader, but is useful for college and research purposes.

Werf, Greetje van der.  "Differences in School and Instruction 
Characteristics Between Highly, Average, and Low Effective Schools."  
International Congress for School Effectiveness and Improvement.  
Norrkoping, Sweden.  January 1993. 	This paper 
discusses a study entitled  The Dutch Educational Opportunity Program, 
which was begun in 1988.  The purpose was to improve educational 
opportunities for economically disadvantaged children.  Initially, this 
study found no improvement in results when compared to the 
representative reference group.  However, after further analyses and 
taking into account differences among the children of ethnicity and 
intelligence levels, differences were found in effectiveness of the schools 
themselves.  This is useful information for consideration of  the 
definition of intelligence and the importance of cultural and 
environmental factors in intelligence testing.  For researchers and college 
students.  Whimbey, Arthur, with Linda Shaw Whimbey.  Intelligence Can 
Be Taught.  New York:  E.P.  Dutton & Company, Inc., 1975. 	Whimbey, a 
professor of psychology at Dillard University, in New Orleans, looks at the 
nature of intelligence and defines what intelligence tests measure.  He 
discusses whether intelligence is a learned skill (we know from the title 
he believes it is) and whether it is inborn or environmental.  Whimbey's 
position is that intelligence is not totally genetically determined, but can 
be improved with training.  On ethnicity and race, the author says middle 
class groups vary little in intelligence testing.  He looks at the 
differences as economic issues and blames orientation and cognitive 
experience as reasons for the variance.  This book includes examples of IQ 
test questions and data from Binet and Wechsler studies.  He cites the 
work of others, including the genetics determinists such as Jensen and 
Jencks.  Included are appendices, bibliography and subject index.  Reviews 
were largely positive and noted the inclusion of research by the author and 
others.  The New York Times says that Whimbey's view, which rejects the 
heredity view of intelligence, must be assiduously pursued, since if offers 
hope to parents and teachers, while the heredity view offers only despair.  
The language is clear and concise, making it suitable for the reasonably 
educated reader.  It would be useful for research purposes, but is not 
technically difficult.


Works You Might Also Wish to Consider: (I didn't review these personally.)

Guttman, Louis.  "The Irrelevance of Factor Analysis for the Study of Group 
Differences."  Multivariate Behavioral Research.  27:2  (1992)  175-204. 
	Abstract:  "Argues that Jensen's article contains an inaccurate and 
misleading account of Spearman's work and distorts the basic concepts of 
factor analysis.  The target article has failed in all its main objectives; 
its major failing is a result of the irrelevance of factor analysis to the 
study of group differences. (SLD)"

Harper, E. Jean.  "Culture, Style, and Equity in Education:  An Interview 
with Asa Hilliard."  Midwestern Educational Researcher.  5:2  (Spring 
1992)  23-25.  ERIC 1992-12/94.  CD-ROM.  SilverPlatter 3.11. 
	Abstract:  "Asa Hilliard, an African-American educator, stresses the 
following points:  (1)  the African-American cultural style tends to be 
more improvised, wholistic, and person-oriented than the European style;  
(2)  teachers can be more democratic and equitable by recognizing cultural 
differences;  (3)  intelligence tests tend to hurt African Americans; and  
(4)  teacher competency tests are unrelated to classroom performance.  
(KS)"

"Is 'Gender Gap' Narrowing?"  Science.  253:5023  (Aug. 30, 1991)  959-60.  
ERIC 1992-12/94.   CD-ROM.  SilverPlatter 3.11. 	Abstract:  "The 
question as to whether males and females have different kinds of 
intellectual abilities is addressed.  The evidence that there are some 
differences in cognition and perception between men and women is 
reviewed.  (KR)"

Mouat, Thomas W., IV.  "A Response to Rushton's 'Race Differences in 
Behaviour.'"  Journal of Educational Thought - Revue de la Pensee 
Educative.  26:3.  (Dec. 1992)  230-57.  ERIC 1992-12/94.  CD-ROM.  
SilverPlatter 3.11. Abstract:  "Refutes Rushton's claims regarding 
heritable race differences in intelligence, criminal capacity, brain weight, 
and his racial ordering of human evolution.  Cites major studies with 
opposite results.  Analyses the causal chain governing explicit theory and 
unstated assumptions; documents inadequate, spurious, and misapplied 
data sources; and demonstrates Rushton's scientifically unacceptable 
methodology. (DM)"

Okagaki, Lynn and Robert J. Sternberg.  "Parental Beliefs and Children's 
School Performance."  Child Development.  64:1  (Feb. 1993)  36-56.  ERIC 
1992-12/94.  CD-ROM.  SilverPlatter 3.11. 	Abstract:  
"Assessed the attitudes of 359 immigrant and native-born American 
parents of kindergarten through second-grade children about child rearing, 
education, and intelligence and their children's school performance.  Found 
that parents' beliefs about conformity were negatively related to their 
children's school performance.  (MDM)"


Interesting (And Mostly Related) Internet Web Pages

http://www.the-
bac.edu/wake/intellig/ 	This page is an 
outline of a new book:

Gardner, Howard, Mindy L. Kornhaber and Warren K. Wake.  Intelligence:  
Multiple Perspectives.  Orlando, FL:  Harcourt Brace & Co., 1996. Full text 
of the book's preface is online, and a list of items addressed in each 
chapter.  Also included are bios of the authors.

http://www.apa.org/journa
ls/bell.html 	This is part of 
the American Psychological Association's Web Page, and contains two 
reviews of The Bell Curve.  One is positive and one negative.  Reviewers 
are Thomas J. Bouchard, of the University of Minnesota, and Donald D. 
Dorfman, of the University of Iowa.

http://tiac.net/u
sers/poorrich/intelligence.html 	A short essay on 
the nature of intelligence by Isaac Asimov.  This is part of a site that 
contains a variety of resources for the learning disabled.

http://www.tiac.net/users/poorrich/intelligence.html.miracle.
com/mensa/join-test.html 	Always 
suspected you were really a genius?  This site is Mensa's page, and if 
you're curious about your own IQ, you can take their prequalifying test 
online, or Mensa will mail it out to you.