Another thing that is unclear from the quote Jim gives is what the authors mean by "surprisingly little time." Given the context of the article (especially the third paragraph from the end on the Flynn effect), I would guess that they don't mean weeks or months. I believe they meant little time in comparison to the time required for hypothesized genetic changes to have an impact on IQ. So a surprisingly little time might be a generation, in which time an environmental impact could have an effect while a hereditary change would take much longer. Of course, research on stereotype threat would suggest that some interventions can work in a very short time (from the time the instructions are given until the test is taken). As to what the specific interventions Nisbett was contemplating, I don't think we can know without asking him. It isn't a statement a person would make in a peer-reviewed article without some citations but this was a newspaper op-ed piece.
Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Box 3055 x7295 [EMAIL PROTECTED] http://www.jbu.edu/academics/hss/faculty/rfroman.asp Proverbs 14:15 "A simple man believes anything, but a prudent man gives thought to his steps." -----Original Message----- From: Jim Clark [mailto:[EMAIL PROTECTED] Sent: Monday, December 10, 2007 8:48 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] All Brains Are the Same Color - New York Times Hi again I'm familiar with the general effects on IQ mentioned by Chris, but Nisbett was quite specific in referring to programs that reduce racial gaps. Here's the assertion I was wondering about: "we know that interventions at every age from infancy to college can reduce racial gaps in both I.Q. and academic achievement, sometimes by substantial amounts in surprisingly little time." What are some specific examples of interventions that reduce racial gaps in IQ and academic achievement by substantial amounts in little time? Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax [EMAIL PROTECTED] >>> "Christopher D. Green" <[EMAIL PROTECTED]> 10-Dec-07 7:44:16 AM >>> Jim Clark wrote: > I've asked this on PESTs, as well, so pardon the duplication ... does anyone > know what interventions Nisbett is referring to in the last paragraph? > > My assumption was that he meant all the intellectual, social, and nutritional "enrichment" programs that help to fill in the "gap" between poor and middle-class environments. Quality daycare, "Head Start" (in the US), subsidized breakfast programs lunch, after-school tutoring and athletic programs, etc. Regards, Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 [EMAIL PROTECTED] http://www.yorku.ca/christo/ "Wherever it is possible to find out the cause of what is happening one should not have recourse to the gods" - Polybius, cited in E. H. Carr's What is History? (Macmillan, 1961, p. 68 n.). ===================================== > > >>>> "Christopher D. Green" <[EMAIL PROTECTED]> 10-Dec-07 12:17:28 AM >>> >>>> > Here's Richard Nisbett's response to the Slate piece by Richard Saletan > that Stephen Black recommended to us back on Nov 22. Turns out that > Saletan's easy certainties are no more certain than Jensen's of > Herrnstein's. > http://tinyurl.com/3bduvl > > Regards, > Chris Green > York U. > Toronto, Canada > > --- > > > --- > > > --- --- ---
