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%% Thesis: A person's intelligence consists of two factors.  Genetics
%% establish an optimal state.  Environmental effects can prevent a
%% person from reaching this state, or remove prior inhibitory effects,
%% but never allow someone to go beyond their genetically established
%% limit.
\hbox to\hsize{\hfil Marc Horowitz}

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\bo
\i Introduction
 \bo
 \i Nature: genetic influence on intelligence
 \i Nurture: environmental influence on intelligence
 \i Sociological effects
 \i Synthetic hypothesis (thesis)
 \eo
\i The transactional-cognitive model
 \bo
 \i Two sides of the model
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  \i Genetics establish an optimal intelligence level.
  \i Environment can raise obstactles to reaching this level, remove
these obstacles, or provide cognitive mechanisms necessary for
reaching optimal levels.
   \bo
   \i Adverse conditions lower performance.
   \i Favorable conditions can raise it back, but not above optimal.
   \i Intelligent behavior requires native abilities (genetic) and
acquired cognitive skills (environmental).
    \bo
    \i Cognitive skills
    \i "Non-intellective" variables
    \eo
   \eo
  \eo
 \i Supporting evidence
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  \i Advantaged children make greater use of certain cognitive
functions than disadvantaged children.
  \i Cognitive deficiencies can be overcome by explicit teaching of
cognitive skills.  This is true even of mentally retarded children.
  \eo
 \eo
\i Intelligence studies
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 \i Observable quantities
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  \i Intelligence: Intelligence Quotient
  \i Genetics: \% of genotype inherited
  \i Environment: Socioeconomic Status
  \eo
 \i Comparative studies
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  \i Of children, biological parents, and adoptive parents
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   \i Horn
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    \i Measurements
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     \i IQs of adopted children vs IQs of biological parents
     \i IQs of non-adopted children vs IQs of biological parents
     \i IQs of adopted children vs IQs of adoptive parents
     \i IQs of adopted children vs IQs of unrelated adopted children
reared in the same family
     \i IQs of non-adopted children vs IQs of biological siblings
reared with them
     \eo
    \i Conclusions
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     \i (a) and (b) are nearly the same.  This implies a genetic
effect.
     \i (c) is somewhat smaller than (a) or (b).  Hoffman argues this
is due to the adoption placement process, and that intelligence is
essentially genetic.  The transactional model would explain this in
terms of similar cognitive skills.
     \i On the other hand, (d) and (e) are similar.  This implies some
sort of environmental effect.
     \i All these conclusions are consistent with the model.
     \eo
    \eo
   \eo
  \i Of children and their adoptive parents, and a control group of
biological families
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   \i Scarr and Weinberg
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    \i Subjects
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     \i Adopted children and their adoptive parents.
     \i Non-adopted children and their parents with socioeconomic
status similar to (a).
     \eo
    \i Measurements
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     \i IQs of adopted children vs their adoptive parents
     \i IQs of non-adopted children vs their parents
     \i IQs of adopted children vs their biological parents.
     \eo
	\i Conclusions
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     \i (b) is higher than (a).  This is evidence of genetic influence
on intelligence
     \i (a) is higher than (c).  This is evidence of either
environmental influence, or of adoption placement influence.  Even
after correcting statistically for the latter, evidence of the former
remains.
     \i All these conclusions are consistent with the model.
     \eo
    \eo
   \eo
  \eo
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\i Conclusions
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 \i Refutation of Behaviorism
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  \i One cannot turn any child into any adult merely by providing the
right experiences.  Genetics is involved.
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 \i Genetics and Environment are not themselves independent
 \i Impact on child-raising
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  \i What only smart kids tend to learn could be advantageous for
everyone.
  \i On the other hand, what works for smarter kids may not be
effective for less intelligent ones.
  \eo
 \eo
\eo

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