| View Larger Image | Intelligence and How to Get It: Why Schools and Cultures Count | Hardcoverby Richard E. Nisbett (Author)
| List Price: | $26.95 | | Price: | $17.79 | | You Save: | $9.16 (34%) | | | Available: | Usually ships in 24 hours |
| | Binding: | Hardcover | | Publisher: | W. W. Norton & Company | | Edition: | 1st Edition | | Page Count: | 282 Pages | | Publication Date: | February 02, 2009 | | Sales Rank: | 17,231th |
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FEATURES | - ISBN13: 9780393065053
- Condition: NEW
- Notes: Brand New from Publisher. No Remainder Mark.
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EDITORIAL REVIEWS |
Product Description
A bold refutation of the belief that genes determine intelligence. Who are smarter, Asians or Westerners? Are there genetic explanations for racial differences in test scores? What makes some nationalities excel in engineering and others in music? Will math and science remain a largely male preserve. From the damning research of The Bell Curve to the more recent controversy surrounding geneticist James Watson's statements, one factor has been consistently left out of the equation: culture. In the tradition of The Mismeasure of Man by Stephen Jay Gould, world-class social psychologist Richard E. Nisbett takes on the idea of intelligence as something that is biologically determined and impervious to culture--with vast implications for the role of education as it relates to social and economic development. Intelligence and How to Get It asserts that intellect is not primarily genetic but is principally determined by societal influences. Nisbett's commanding argument, superb marshaling of evidence, and fearless discussions of the controversial carve out new and exciting terrain in this hotly debated field. . |
CUSTOMER REVIEWS (Average Customer Rating: 4.0 based on 17 reviews)
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an interesting book by K. Josic (Houston, TX USA)  4 Stars
August 15, 2009
Like almost all other books on the subject, this one tries to make sure
that you understand that the writer does not have an agenda (hidden or not).
And like most other books on the subject the contrary is quite evident.
While Prof. Nisbett gives a clear presentation of a number of interesting
studies that support his views, he does not fully explain the
inherent difficulties in interpreting their results. I believe that doing so would result
in a technical discussion without a clear conclusion or message. But
I also believe that this is where we currently are - and why the particular
debate of nature vs. nurture will go on for generations to come.
Let me be clear - I enjoyed the book, and I do ultimately believe that
many of the conclusions are true. However, not being a specialist in
the area, and without going to the original literature, I am at a
loss about how to evaluate the supporting evidence. For instance,
I can't take seriously anybody claiming that this factor or that is responsible for
.5 SD in IQ. While it has the feel of nicely summarizing the outcome of
one or more studies, I don't think the statement is interpretable.
With this in mind, I would still recommend the book - it tries to address
a very relevant topic. It serves as a good introduction to the questions, and the
difficulties in studying them. However, one should be very cautious in
accepting the proposed answers.
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school board member by A. Follower (Sonoma, CA)  5 Stars
July 21, 2009
This book so impressed me that I bought it for the board members, all the principals, the superintendent, and the Curriculum Director. I read about it in two columns by Nicholas Kristof, who took up Darfur's cause a year ahead of everyone else. Gladwell's "Outliers" uses the research cited by Nisbett. Same for "Whatever it Takes", about Geoffrey Canada and his Harlem Childrens' Project. So this book is like the well from which much new water is flowing. It is so full of research as to be the most useful tool in any effort to reform public education. Most of the 'new' books are like sermons: someone comes up with a cool idea and then backs it up with lots of anecdotes (see "Whatever it Takes"). You won't be able to read this without changing your views about what public school can be... unless you go in of the same mindset. And this book provides the rock solid research, not opinions. Oops - there are opinions, but Dr. Nisbett tells you when that's the case.
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A few ideas for raising your kid's intelligence by Neil M (Ct, usa) 4 Stars
June 05, 2009
As someone with a general science background I thought this book gave a readable overview of the nature v nurture debate on intelligence and made a good case for a large environment component whilst covering the "hereditary" case. Earlier reviews here question whether the hereditary case was fully made. My conclusion is that there is evidence to support an environmental effect on intelligence...and that the relevant camps can fight out the details.
I read this book primarily to find ways to improve the education of my kids. As Nisbett is an "environmentalist' I assume he has given good cover of this....and yet his suggestions are relatively few in number and a mix of the obvious (ask you kids questions, encourage creative problem solving rather than give them the answer) and others where the details are scant (make good use of computer programs for math, science). Bottom-line: I am encouraged that I am not missing something that is clearly known to have a large benefit. I am left wondering about some of the details eg how to assess and compare computer based education programs but I know the areas I would focus on if I wanted to take things further.
PS If anyone has any info re the Venezuelan problem solving training run by Hernnstein, NIckerson et al and if similar work has been done since 1986 it would be great to hear of it. (referred to on p74 of Nisbett)
PPS The notes section is rather poor--often naming a whole book but not the relevant page/section. Neither notes nor references are numbered within the main text which seems v strange unless it was thought to do so would scare off a lay audience
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Intelligence by Ronald J. Miller (Portland, Oregon) 5 Stars
June 03, 2009
Nisbett's book should be read by those who, most probably won't. Like Like Nisbett I fully believed that intelligence was completely a product of genes. I was wrong. Not only does he prove this conclusively he also gives an excellent analysis of the state of educational research. His explainations of the role statistical analysis should be read by anyone planning to use it. It is far from a math book. It explains the use and meaning of statistical analysis very well. I have never seen such a detailed exposition of multiple regression which is often abused. At a minimum every educator particularly those in the early grades should read it with great care. The book also shows the direction new studies should take as well as how to greatly improve the effectiveness of our schools.
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Heart of the book at the end by W. Jamison (Eagle River, Ak United States) 4 Stars
June 02, 2009
One target of this book is Herrnstein and Murray's "The Bell Curve" which it describes in unique detail compared to most treatments I am familiar with of that book. It even goes so far as to point out that Murray's point of view that the book is "agnostic" on genetic influence is countered by the clear preponderance of data in the book that supports genetic influence. In any case, it has seemed over the years that "The Bell Curve" has been interpreted to argue genes over culture regarding intelligence and that therefore most cultural or educational interventions are prone to failure especially in the long run. Still the book argues against the hereditarians as though they are a major influence. I thought things were largely settled in favor of cultural environment and that genes, while human at least, if they play a major role, would have to be studied by the thousands of types instead of the pop traditions of so called contemporary "races". An interesting comment made on page 158 that "Asians" would not have to read the "book to find out that intelligence and intellectual accomplishment are highly malleable." What about "non-Asians" that try to read everything but already think so as well? Good grief. But then some of us may feel like we are smacking our heads against brick walls. (This section still prompts a read of RN's "Geography.") The section on 5. Occupational Pressure in "The People of the Book" misses the interesting counter-argument presented in "Idiocracy." (Sorry, couldn't help myself.) Where does one buy Rabbi cards? (Never mind. Found it! Thanks for that.)
But all this might be considered preliminary argument since the heart of the book begins with chapter 10 and lasts about 10 pages before the argument gets a last hurrah.
A specific question: what about culture encourages education? We can take note of specific linguistic and practical activities between mother and child, and that is valuable, but what drives the values that lead to those behaviors? One possible avenue worth exploring I think concerns the nature of meta narration within which such behaviors are embedded. We might find different meta narratives make a significant difference and those could change from cohort to cohort, immigrant family to second or third generation, and so may account for the loss or gain of a culture of success.
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