Models of Achievement: Reflections of Eminent Women in Psychology - Vol. 3

By Agnes N. O'Connell | Go to book overview
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Deater-Deckard, K., Pinkerton, R., & Scarr, S. (1996). Child care quality and children's behavioral adjustment: A four-year longitudinal study. Journal of Child Psychology&Psychiatry, 37 (8), 937–948.

Ernhart, C. B.&Scarr, S. (1991, May). Report on the research of Dr. Herbert Needleman based on samples reported in the 1979 article in the New England Journal of Medicine. Federal Court Decision in the District Court for the District of Utah, Central Division, Civil Order No. 86-C-924.

Ernhart, C. B., Scarr, S., &Geneson, D. E (1993). On being a whistleblower: The Needleman case. Ethics and Behavior, 3, 73–93.

Jensen, A. R. (1969). How much can we boost IQ and scholastic achievement? Harvard Education Review, 39, 1–123.

Scarr, S. (1966). Genetic factors in activity motivation. Child Development, 37, 663–673.

Scarr, S. (1969). Social introversion-extroversion as a heritable response. Child Development, 40, 823–832.

Scarr, S. (1992). Developmental theories for the 1990's: Development and individual differences. Child Development, 63, 1–19.

Scarr, S. (1994). Psychological science in the public arena: Three cases of dubious influence. Scandinavian Journal of Psychology, 36, 164–188

Scarr, S. (1997). Why variations in child care quality have little impact on children's development. Current Directions in Psychological Science, 6, 143–148.

Scarr, S. (1998). American child care today. American Psychologist, 53, 95–108.

Scarr, S. and McCartney, K. (1983). How people make their own environments: Atheory of genotype-environment effects. Child Development, 54, 424–435.

Scarr, S. and McCartney, K. (1988). Far from home: An experimental evaluation of the mother-child home program in Bermuda. Child Development, 59, 531–543.

Scarr, S., &Salapatek, P (1970). Patterns of fear development during infancy. Merrill-Palmer Quarterly, 16, 53–90.

Scarr, S., &Weinberg, R. A. (1976). IQ test performance of black children adopted by white families. American Psychologist, 31, 726–739.

Scarr, S., &Weinberg, R. A. (1977a). Intellectual similarities within families of both adopted and biological children. Intelligence, 1, 170–191.

Scarr, S., &Weinberg, R. A. (1977b). Rediscovering old truths, orawordbythe wise is sometimes lost. American Psychologist, 32, 681–683.

Scarr, S., &Weinberg, R. A. (1977c). Nature and nurture strike (out) again. Intelligence, 3, 31–39.

Scarr, S., & Weinberg, R. A. (1978). The influence of “family background” on intellectual attainment. American Sociological Review, 43, 674–692.

Scarr, S.&Weinberg, R. A. (1983). The Minnesota adoption studies: Genetic differences and malleability. Child Development, 54, 260–267.

Scarr-Salapatek, S. (1971a). Unknowns in the IQ equation. Science, 174, 1223–1227.

Scarr-Salapatek, S. (1971b). Race, social class and IQ. Science, 174, 1285–1295.


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Models of Achievement: Reflections of Eminent Women in Psychology - Vol. 3
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