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Human Behavioral Genetics, Scarr's Theory, and Her Views on Interventions: A Critical Review and Commentary on Their Implications for African American Children

Jacquelyne Faye Jackson
Child Development
Vol. 64, No. 5 (Oct., 1993), pp. 1318-1332
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1131537
Stable URL: http://www.jstor.org/stable/1131537
Page Count: 15
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Human Behavioral Genetics, Scarr's Theory, and Her Views on Interventions: A Critical Review and Commentary on Their Implications for African American Children
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Abstract

Key components of human behavioral genetics and Scarr's work of the past 2 decades are critically reviewed based on scholarship in animal neuropsychology and clinical and educational psychology. Scarr's theory of genotype → environment effects is not supported by the confluence of information presented. Her opinion that interventions to enhance intellectual development are ineffectual for children from abuse-and neglect-free backgrounds is critically reviewed. Her view that biology makes nonrisk infants invulnerable to lasting, negative effects of day care is also determined to be untenable. Concern about negative implications of Scarr's theory for African Americans and views on interventions is the impetus for the critique.

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