Arthur Jensen – författare

Among particular issues discussed in this book are the problems of the cultural disadvantaged, the problems of devising psychological tests which are not biased towards any particular culture, the problems of minority groups of children in education and the relationship between heritability and teachability.

Jensen is a controversial figure, largely for his conclusions based on his and other research regarding the causes of race based differences in intelligence and in this book he develops more fully the argument he formulated in his controversial Harvard Education Review article ‘How Much Can We Boost IQ and Scholastic Achievement?’. In a wide-ranging survey of the evidence he argues that measured IQ reveals a strong hereditary component and he argues that the system of education which assumes an almost wholly environmentalist view of the causes of group differences capitalizes on a relatively narrow category of human abilities. Since its original publication the controversy surrounding Jensen’s ideas has continued as successive generations of psychologists, scientists and policy-makers have grappled with the same issues.

Jensen is a controversial figure, largely for his conclusions based on his and other research regarding the causes of race based differences in intelligence and in this book he develops more fully the argument he formulated in his controversial Harvard Education Review article ‘How Much Can We Boost IQ and Scholastic Achievement?’. In a wide-ranging survey of the evidence he argues that measured IQ reveals a strong hereditary component and he argues that the system of education which assumes an almost wholly environmentalist view of the causes of group differences capitalizes on a relatively narrow category of human abilities. Since its original publication the controversy surrounding Jensen’s ideas has continued as successive generations of psychologists, scientists and policy-makers have grappled with the same issues.

Among particular issues discussed in this book are the problems of the cultural disadvantaged, the problems of devising psychological tests which are not biased towards any particular culture, the problems of minority groups of children in education and the relationship between heritability and teachability.

The eighth edition of Interpersonal Communication continues the tradition of excellence established by this theory-driven text. Its unique learning model, which emphasizes communication competence, stands at the forefront of the discipline. The goal of this text is to make students aware of the impact of communication on their lives and that interpersonal communication has real significance. Comprising 13 chapters, the book is divided into four sections: Introductory Perspectives; Interpretive and Message Competence; Process Competence; and Relational and Cultural Contexts. The authors present basic theories and principles that can be used to analyze and understand human interaction, providing examples to show students how these principles play out in actual interaction. Helpful Interdisciplinary Connections boxes throughout focus on unusual applications of communication principles, demonstrating the connections between Communication and other fields such as anthropology, neuroscience, history, psychology, and popular culture.Key updates to this edition include the introduction of an interpersonal neurobiology perspective on interpersonal communication; new ways of understanding emotional communication; greater incorporation of social media examples and research; more research on the "dark side" of interpersonal communication; updated research and theory in every chapter overall; and an expanded chapter on cultural influences on communication and relationships.Designed to help students become more competent communicators, this edition combines the best of what made the text a success in previous editions with the latest scholarship in the field.