196 BOOK NOTES AND REVIEWS

BOOK BRIEFS

Environment, Heredity and Intelligence. Cambridge : Harvard Educational Review, 1969, 245 pp., $4.95. As is well known, this paperback is a collection of articles that update the

heredity-environment controversy. It presents Jensen’s lengthy article first (“HOW much can we boost I& and scholastic achievement?”), reaction articles second (Kagan, Hunt, Crow, Bereiter, Elkind, Cronbach, Brazziel), and ends with Jensen’s rebuttal (“Reducing the heredity-environment uncertainty”). The heredity- environment controversy, which is evident in numerous articles published in Psychology in the Schools, certainly is not remedied in this collection. Unfortunately, many of the contributors to this text add their own biases to relevant research. The reader may find it helpful to read the following two background articles: Anastasi, “Heredity, environment, and the question ‘how’?” (Psychological Review, 1958, 66, 197-208) ; and McClearn, “Genetic influences on behavior and develop- ment” (in P. H. Mussen, (Ed.) Carmichael’s Manual of Child Psychology, (vol. 1)’ 1970, pp. 39-76). In general, the Harvard Educational Review book is recommended as required reading for graduate students and professionals interested in the com- plexities of behavioral change.

DOUGLAS FRIEDRICH Central Michigan University

ROWLAND, G. T. and MCGUIRE, J. C. The Mind of Man: Some Views and a Theory of Cognitive Development. Englewood Cliffs, N. J. : Prentice-Hall, 1971, 167 pp., $5.95. This book is a collection of articles by the authors from various journals. The

most interesting and informative chapters are reviews of contemporary develop- mental theorists: Piaget, Berlyne, White, Bruner, Sigel, Hunt and Central process theorists. Readers of Psychology in the Schools will have seen these articles by Rowland and McGuire under the heading, “The development of intelligent be- havior I-VII” (1968-1970). The remaining three chapters-Cognitive development in children: A structure process system; Human talent as intelligent behavior; and Toward a theory of intelligent behavior: A proposed model-deal with the authors’ attempt a t theory construction, which stresses applications of psychological research and theory. This collection of articles is recommended especially for graduate students and other interested problem-solvers who are not familiar with the above theorists.

DOUGLAS FRIEDRICH Central Michigan University

BRONFENBRENNER, U. Two Worlds of Childhood: U. S. and U . S. S . R . New York: Russell Sage Foundation, 1970, 190 pp., $7.50. Bronfenbrenner’s book is an outstanding writing achievement. Written in a

casual, descriptive style, this text is a must reading for any person interested in cross-cultural education in particular and socialization in general. As noted in the preface, Bronfenbrenner’s excellent document is a result of three influences: a