Intelligence and How to Get It: Why Schools and Cultures Count

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		Intelligence and How to Get It: Why Schools and Cultures Count
		Intelligence and How to Get It: Why Schools and Cultures Count

基本信息·出版社：W.W. Norton & Co.
·页码：282 页
·出版日期：2009年02月
·ISBN：0393065057
·International Standard Book Number：0393065057
·条形码：9780393065053
·EAN：9780393065053
·装帧：精装
·正文语种：英语
·外文书名：如何提升理智力

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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.

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作者简介 Richard E. Nisbett is a Distinguished University Professor at the University of Michigan, Ann Arbor. He has written numerous books on intelligence and cultural psychology and is a member of the National Academy of Sciences.
媒体推荐 A devastating and persuasive refutation of all those who believe intellectual ability is fixed at birth. Few Americans have done as much to deepen our understanding of what it means to be human. (Malcolm Gladwell, author of The Tipping Point and Blink)

If intelligence were deeply encoded in our genes, that would lead to the depressing conclusion that neither schooling nor antipoverty programs can accomplish much. Yet while this view of I.Q. as overwhelmingly inherited has been widely held, the evidence is growing that it is, at a practical level, profoundly wrong. Richard Nisbett, a professor of psychology at the University of Michigan, has just demolished this view in a superb new book, Intelligence and How to Get It, which also offers terrific advice for addressing poverty and inequality in America.... Offers terrific advice for addressing poverty.... [and] provides suggestions for transforming your own urchins into geniuses. (Nicholas D. Kristof, The New York Times)

Richard E. Nisbett, a prominent cognitive psychologist who teaches at the University of Michigan, doesn't shirk the hard work....he offers a meticulous and eye-opening critique of hereditarianism...its real value lies in Nisbett’s forceful marshaling of the evidence, much of it recent, favoring what he calls ‘the new environmentalism,’ which stresses the importance of nonhereditary factors in determining I.Q. (New York Times Book Review, Jim Holt)

[Nisbett’s] biggest message, largely unspoken, is one of persistence and hope. If all kids are capable of learning under the right circumstances, parents and teachers should never give up on children who appear to be low performers. Everyone has the inherent ability to be smart. (Associated Press, Dinesh Ramde)
专业书评 From Publishers Weekly

Whether intelligence is largely determined by genetics or environment has long been hotly contested. Nisbett, a University of Michigan psychology professor, weighs in forcefully and articulately, claiming that environmental conditions almost completely overwhelm the impact of genes. He comes to this conclusion through a careful statistical analysis of a large number of studies and also demonstrates how environment can influence not only IQ measures but actual achievement of both students and adults. (People often overachieve when appropriate incentives are in place, Nisbett argues.) Nisbett builds a very strong case that measured IQ differences across racial, cultural and socioeconomic boundaries can easily be explained without resorting to hereditary factors. The result is a very positive message: schools, parents and government programs can have a huge impact if they take the right, which are not necessarily the most expensive, steps. Without those steps, he says, the current role of socioeconomic factors is frightening, with economically disadvantaged children largely condemned to failure. Although Nisbett relies heavily on statistics to document his claims, he does so in a manner accessible to general readers and uses a thoroughly appealing style to engage them throughout. (Feb.)
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