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Harvard Educational Review
September 1969, Vol. 39, No. 3, pp. 511-522

Arthur Stinchcombe
https://doi.org/10.17763/haer.39.3.554n5l7t141025n9

Professor Stinchcombe deals with the Jensen article from the point of view of an "environmentalist" but not from the simplistic stance that Professor Jensen attacked in his original article. Stinchcombe argues that deprivation does more than prevent children from learning simple skills at an early age—that cultures or social conditions must operate consistently and sequentially to produce successively higher levels of cognitive functioning. Environments, he argues, are cumulative, and until researchers can account for the complexity of environment, statements about the proportional effects of heredity and environment are premature. Thus extrapolations from twin studies limited to a single social group to estimates of the genetic capabilities of a different group are particularly suspect.