have selective and persistent deleterious effects on the operations of specific information-processing components. At this level of description, biology and genetics play a major role in the pattern of cognitive deficits and strengths in an individual. Socio-environmental conditions, however, may affect the richness of information contained in the intact components and may help to develop the impaired components to their functional limits.
In summary, we do not know enough about the natural reciprocities between brain function and behavior, or about the conditions that could help to thwart brain dysfunction and developmental disabilities. The reciprocities of which I speak are honored in this symposium in a very enlightening way, and I hope this program is a landmark, a bellwether. The Decade of the Brain, celebrated from now until the year 2000, should have been called the Decade of the Brain and Behavior.
LEWIS P. LIPSITT
Broman S. H., Nichols P. L., & Kennedy W. A. ( 1975). Preschool IQ: Prenatal and early developmental correlates. Hillsdale, NJ: Lawrence Erlbaum Associates.
Willerman L., Broman S. H., & Fiedler M. ( 1970). Infant development, preschool IQ, and social class. Child Development, 41, 69-77.