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Abstract

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.

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