In the years since the publication of the Twenty-Seventh Yearbook (51) of this Society, on "Nature and Nurture: Their Influence upon Intelligence," the literature on intelligence tests has been voluminous. The present review does not attempt to cover the entire field, but rather to select those studies that appear to make a contribution to the problem of environment in relation to the IQ. With a few exceptions, the discussion is confined to material on this subject published subsequently to the last Yearbook. Occasionally a study published prior to 1928 has been included when, in the judgment of the reviewers, it appeared especially pertinent to the discussion, or when it made a special contribution not duplicated in later studies.The studies to be reviewed have been grouped under six general headings: (1) home influences, (2) schooling: preschool attendance, (3) schooling: type of school attended, (4) special training programs, (5» general home and school conditions, and (61 institutional residence. A few of the studies could have been included appropriately under more than one heading. In such cases, the reviewers made an arbitrary choice.
I. HOME INFLUENCESUnder this heading are discussed (1) socio-economic status of parents, (2) education of parents, (3) IQ of parents, and (4) children transferred to foster homes. It is recognized, of course, that the child lives in a complex world, subjected to a number of environmental forces simultaneously. He is seldom solely under the influence of the home 405