This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Berliner, D. C. Search for Related Content Social Bookmarking                   What's this?

Meta-Comments: A Discussion of Critiques of L. M. Dunn's Monograph Bilingual Hispanic Children on the U.S. Mainland

Arizona State University

The misinterpretation of within and between group differences in intelligence is addressed first, followed by evidence for the malleability of IQ. An argument for both high heritability and high modifiability of intelligence is then presented. The reciprocal relationship between achievement and intelligence is discussed and evidence for the cultural influence on tests of achievement and intelligence is presented. It is argued that cultural differences (including linguistic differences) are the major determinant of between group differences in measures of academic IQ. Evidence of the negative effects of schooling for some caste-like minorities is presented, as is evidence for superior cognitive skills among balanced bilingual students. The implications of these refutations of Dunn's thesis for teacher education are discussed.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?