Concerning Hebb's criticism of Jensen and the heredity€nvironment argument.

Suggests, with reference to a criticism by D. O. Hebb (1970), that A. R. Jensen's (1969) argument concerning the amount of individual variation in IQ attributable to heredity vs environment is relative. Hebb's example of boys reared in barrels makes him aware of the effects of barrel-rearing on IQ in relation to the outside world. Jensen was addressing the question of how much of an effect given environments have. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Concerning Hebb's criticism of Jensen and the heredity€nvironment argument": Response to Gordon by Hebb.

Responds to R. A. Gordon's (1970) criticism by noting that the only absolute judgment that has been made is that of A. R. Jensen (1969), when he concludes that manipulating the environment of Black children has not only failed but must fail. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hebb's confusion about heritability.

Comments that the example given by D. O. Hebb (1970) to illustrate the concept of heritability is confusing to readers who do not already understand the concept. Hebb misapplies heritability and arrives at a nonsensical conclusion by estimating heritability in one population and then generalizing it to a quite different population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Estes Park report and Hebb's remarks.

Replies to Hebb's comment regarding the Estes Park Report (see record 2005-11054-001). The commenting author argues that he has shown on simple, low level, worked out examples how "intellectual paraphernalia" be used in crucial roles. He follows up on his initial examinations of Curie, Einstein, and Pavlov as examples of how a similar epistemological approach works at a high level. He concludes, as before, that formal paraphernalia do sometimes make a difference in significant research and should be taught to prospective researchers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cortical populations and behaviour: Hebb's thread.

This paper discusses work on the function of the motor cortex as revealed by single cell recordings in monkeys and artificial neural network modelling. Our key conceptual approach both in behavioural neuroscience and neural network modeling of motor cortical function relies on reconstructing, visualizing, and modelling the activity in neuronal populations, indeed a key concept advanced by D. O. Hebb (1949). The behaviour investigated ranges from exertion of isometric force to pointing movements to complex cognitive processing. The functional properties of single cells with respect to the direction of movement in space are described as well as a population code which provides a unique measure for this direction. Finally, the results of modeling studies are discussed in which directional population activity is used as an input to an artificial neural network to drive a simulated arm. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hebb's claim of irreversibility in environmentally restricted rats.

Presents data from animal studies to refute D. O. Hebb's (1978) claim of irreversibility of learning and problem-solving skill deficits in environmentally restricted rats. When exposure to the enriched environment is extended beyond the amount of time spent in early deprivation, the effects of early restriction appear to be reversible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hebb's Neural Networks Support the Integration of Psychological Science.

In a recent paper and forthcoming volume, the former President of the American Psychological Association, Robert Sternberg, calls for an effort to reintegrate psychological science (Sternberg, in press; Sternberg & Grigorenko, 2001). In this paper we argue that D. O. Hebb, beginning with his technical volume in 1949 and continuing through a series of introductory textbooks, has convincingly presented the basis for such integration. The basis for this integration lies in understanding how genes and experience shape neural networks underlying human thoughts, feelings, and actions. Why has not Hebb's accomplishment been generally recognized as providing the needed integration for psychology? We suggest that the methods available to Hebb, mostly animal research and behavioural human experiments, were not sufficient to provide empirical methods for linking his conceptual nervous system to real events in the human brain. This methodology has now been provided by neuroimaging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

论马克思对自然法永恒论的批判

自然法传统认为,法是客观的、永恒不变的.马克思提出不同的观点,认为法虽然是客观的,但却不是永恒不变的,相反,法是历史的、变革的.其理由是:法来源于生产方式,因此法是客观的,但是法随着生产方式的变化而变化,因此法是历史的、变革的.     

Reply to Humphreys and to Jensen.

Replies to L. G. Humphrey's (see PA, Vol 56:Issue 2) and A. R. Jensen's (see PA, Vol 56:Issue 2) criticisms of the authors' study on the effects of verbal strategy training on race differences in nonverbal reasoning test performance. The authors agree with Humphrey's argument that significant interactions cannot be proven with nested designs, although it is pointed out that his suggestion that there were large numbers of low-scoring Ss in both groups who did not understand the directions is misleading, since it ignores the other low scorers who were merely inefficient problem solvers. It is also argued that Jensen's implication that demonstrations of training effects are irrelevant for conclusions about racial genetic differences or the absence of such differences is incorrect because successful training logically eliminates the possibility of genetic inabilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metaphors from music criticism.

"A vocabulary of metaphorical terms used to describe voice qualities was drawn from the writings of four music critics. The Ss who were not well informed about music listened to recordings of nine operatic voices and assigned terms from the metaphorical vocabulary to these voices. Many of the words were used with agreement and discrimination. Factor analysis of the results yielded three factors [evaluation, potency, activity] similar to those found in the more general factor analysis of linguistic meaning made by Osgood and Suci." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A criticism of Rosenzweig's Babel.

Comments on the article "Operation Babel: A survey of the effectiveness of the foreign language requirements for the PhD degree in psychology" by S. Rosenzweig et al (Amer. Psychologist, 1962, 17, 237-243; see record 1963-04105-001). While interesting and stimulating to the amphitheater spectator, the aforementioned article was not a complete success. The current authors believe that the data collected by Rosenzweig do not lead to his conclusions. If his data are to support his philosophy, then another exploratory operation is deemed advisable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment on Roberts's criticism of biofeedback.

Contends that A. H. Roberts (see record 1986-11198-001) made unjust criticisms of biofeedback treatment based on a misconception of the function of biofeedback. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the logic of logical form: A criticism of Tryon's models of behavior disorder.

Comments on the model of behavior disorder of W. W. Tryon (see record 1977-04654-001), agreeing that a systematic examination of the binary combinations of P. J. Woods's (see record 1975-00351-001) taxonomic classes of operant conditioning is of potential profit. However, Tryon has leapt from this beginning far too rapidly into models of behavior disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The strange case of Dr. Jensen and Mr. Hyde?

Responds to G. Dworkin's (1974) article that compared the views of "Professor Hyde" (actually, A. Jensen, the author of the present comment) on the nature of intelligence as presented in a little-known 1967 article (see record 1968-08786-001) in Educational Research with those presented in the author's well-known Harvard Educational Review article in 1969. Differences in the articles are attributed to further refinements of the author's views on genetics and the publication of additional data in the interval between the 2 publications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A criticism of studies comparing item-weighting methods.

Some authors conclude that because 2 weighting keys for a test or inventory have a high intercorrelation, they must necessarily have equivalent validities for any given criterion. A formula is derived showing that this is not necessarily true. 16 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A return to Jensen and his social science critics.

Critiques A. R. Jensen's (1969) discussion of the relative contributions of heredity and environment to intelligence and provides an example that shows that the amount of variance attributed to either factor cannot demonstrate how important either factor is in determining an aspect of behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In criticism of the null hypothesis statistical test.

Comments on the article by R. L. Hagen (see record 1997-02239-002) in praise of the null hypothesis statistical test (NHST). NHST, is, in fact, a probabilistic imitation of modus tollens (or of the mathematical procedure of proof by contradiction). However, once the reasoning is made probabilistic, the inference is no longer valid. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

More on heritability: Addendum to the Hebb and Jensen interchange.

Comments by D. O. Hebb (1970; 1971) and A. R. Jensen (1971) again illustrate the fact that several different questions may be asked about the role of heredity and environment in behavior development. Hebb's argument concerning the concept of heritability, and Jensen's analysis of heritability and 3 of its limitations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A summary and criticism of Skinner's early theory of learning.

Presents the first of a series of articles designed to show that Skinner has produced 3 different theories of learning. The present article is a critical review of Skinner's theoretical work up to and including the publication of The Behavior of Organisms (1938)—the early theory. The main conclusion is that Skinner had produced a disguised version of the philosophical doctrine of positivism. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A summary and criticism of Skinner's second theory of learning.

Presents a critical review of B. F. Skinner's (1953) Science and Human Behavior. It is claimed that the differences between the views expressed in that book and those in Skinner's (1938) The Behavior of Organisms are sufficient to justify the conclusion that different theories are being advanced. It is also maintained that the main differences between the 1st and 2nd theories are (a) the reduction in the number of theoretical terms in the latter, (b) the increase of the scope of application of the 2nd theory, and (c) the implicit use of a drive-reduction theory of reinforcement. A critical discussion of Skinner's notion of drive and of his position on perception and meaning is also presented. (French abstract) (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)