However, Jensen does not draw back from its most controversial conclusions - that the average differences in IQ and other abilities found between sexes and racial groups have a substantial hereditary component, and that these differences have important societal consequences.

Book takes a refreshing approach on a classic topic of intelligence, inviting proponents of opposite viewpoints to debate pros & cons of the general factor of intelligence. For graduate & professionl level scholars in cog psy, educatn & indiv differences

Is human intelligence mainly a matter of IQ - the general g factor? What basically is g - a relatively simple psychological reality or a complex construction? The debate on intelligence and its social relevance is a topic that continues to spark much argument and discussion. This study addresses the main questions and controversies surrounding IQ. The author moves from the historical background of IQ studies to a discussion of current arguments and the implications of recent research studies.

The results of more than seventy years of investigation, by factor analysis, of the varieties of cognitive abilities, are described with particular attention to abilities in language, thinking, memory, visual and auditory perception, creativity, etc.

Intelligence, Instruction, and Assessment shows how modern theories of intelligence can be directly applied by educators to the teaching of subject matter, regardless of the age of the students or the content being taught. It is intended primarily for teachers at all levels--elementary, secondary, tertiary--who want to apply in their classrooms what we know about intelligence. The focus is not on modifying students' intelligence, per se, but on increasing their disciplinary knowledge and understanding. Hence, this book will help teachers learn how they can teach more effectively what they are already teaching. The assumption is that what teachers care most about is how they can improve upon what they are already doing, and how they can learn what they need to do in order to be more effective in their work. The contributors are well known for their work on intelligence and education. Each chapter includes an accessible explanation of the author's theory of intelligence, and discusses the implications of that theory both for instruction and for assessment. The book is international in scope, reflecting both American and European perspectives. Anyone interested in knowing how modern theories of intelligence can be applied to education will want to read this book--particularly teachers and other education specialists, as well as developmental psychologists, cognitive psychologists, and philosophers with an interest in applying psychological theory to classroom practice. It will serve well as a text for courses on educational psychology, intelligence, cognition and instruction, and foundations of teaching.

The "G" Factor was never spelled out in so many words. This was a code name, whose significance was known only to my employer and me, for the expected reward discreetly given to a "facilitator" who brokered the sale of aircraft for their respective governments, agencies, companies or clients. I never showed in the bills of sale and was, therefore, untraceable to the recipients, and it was buried in the legalese of our contracts to balance our own books. In other words, the "G" Factor was more often than not the critical success factor of any major negotiation, but it depended on instinct to know when, how, how much and to whom it should or should not be offered. A wrong guess could blow a major deal. Like another George of historical renown who said "I cannot tell a lie!", neither can I, so the tales I am about to tell about the world of intrigue I have experienced and how the mighty rise and fall are absolutely true. They are my moments in time based on a lifetime of memories.

An accessible review of genetic and neuroimaging research that explains what determines intelligence and how we might enhance it.