Origins of Intelligence

1. Front Matter

   Pages i-x

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2. What Do We Mean When We Say “Infant Intelligence Scores”? A Sociopolitical Question

   • Michael Lewis

   Pages 1-17

3. A History of Infant Intelligence Testing

   • Jeanne Brooks, Marsha Weinraub

   Pages 19-58

4. Value and Limitations of Infant Tests: An Overview

   • Marjorie P. Honzik

   Pages 59-95

5. Toward an Epigenetic Conception of Mental Development in the First Three Years of Life

   • Robert B. McCall

   Pages 97-122

6. Organization of Sensorimotor Intelligence

   • Ina C. Uzgiris

   Pages 123-163

7. An Evolutionary Perspective on Infant Intelligence: Species Patterns and Individual Variations

   • Sandra Scarr-Salapatek

   Pages 165-197

8. Early Learning and Intelligence

   • John S. Watson

   Pages 199-222

9. Environmental Risk in Fetal and Neonatal Life and Measured Infant Intelligence

   • Jane V. Hunt

   Pages 223-258

10. Understanding “Why”: Its Significance in Early Intelligence

    • Marion Blank, Doris A. Allen

    Pages 259-278

11. Cross-Cultural Studies of Infant Intelligence

    • Freda Rebelsky, Patricia A. Daniel

    Pages 279-297

12. Social Class and Infant Intelligence

    • Mark Golden, Beverly Birns

    Pages 299-351

13. Looking Smart: The Relationship between Affect and Intelligence in Infancy

    • Jeannette Haviland

    Pages 353-377

14. The Interplay between Cognition and Motivation in Infancy

    • Leon J. Yarrow, Frank A. Pedersen

    Pages 379-399

15. Back Matter

    Pages 401-413

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A preface is an excellent opportunity for an editor to speak directly to the reader and share with him the goals, hopes, struggles, and produc­ tion of a volume such as this. It seems to me that I have an important obligation to tell you the origins of this volume. This is no idle chatter, but rather an integral part of scientific inquiry. It is important before delving into content, theory, and methodology to talk about motivation, values, and goals. Indeed, it is always necessary to explicate from the very beginning of any intellectual and scientific inquiry the implicit assumptions governing that exercise. Failure to do so is not only an ethical but a scientific failure. We learn, albeit all too slowly, that science is a moral enterprise and that values must be explicitly stated, removing from the shadows those implicit beliefs that often motivate and deter­ mine our results. No better or more relevant example can be found than in the review of the implicit assumptions of the early IQ psychometri­ cians in this country (see Kamin's book, The Science and Politics of IQ, 1975).

• childhood
• exercise
• intelligence
• methodology
• motivation
• politics
• science
• state

• The Infant Laboratory, Institute for Research in Human Development, Educational Testing Service, Princeton, USA

  Michael Lewis

Policies and ethics