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  1. Can Genetics Research Benefit Educational Interventions for All?Kathryn Asbury - 2015 - Hastings Center Report 45 (S1):39-42.
    Pretty much everyone knows that our genes have at least something to do with how able or how high achieving we are. Some believe that we should not speak of this common knowledge, nor inquire into how genetic influence works or what it might mean. If we do not keep an open mind to the fact of genetic influence on academic achievement, however, then we cannot explore its possible implications. And if we do not consider the implications, then we cannot, (...)
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  • Race, IQ, and the search for statistical signals associated with so-called “X”-factors: environments, racism, and the “hereditarian hypothesis”.Jonathan Michael Kaplan - 2015 - Biology and Philosophy 30 (1):1-17.
    Some authors defending the “hereditarian” hypothesis with respect to differences in average IQ scores between populations have argued that the sorts of environmental variation hypothesized by some researchers rejecting the hereditarian position should leave discoverable statistical traces, namely changes in the overall variance of scores or in variance–covariance matrices relating scores to other variables. In this paper, I argue that the claims regarding the discoverability of such statistical signals are broadly mistaken—there is no good reason to suspect that the hypothesized (...)
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  • The Bell Curve: Intelligence and Class Structure in American Life.Richard J. Herrnstein & Charles Murray - 1995 - British Journal of Educational Studies 43 (4):458-462.
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