This paper presents a critique of recent attempts to explain psychological differences between the sexes in terms of biology. (BD)

Argues that science, like any other human activity, is limited by the culture and the age to which it belongs. Examines the Iowa Child Welfare Research Station's conclusion that the IQs of young children were affected by specified environmental conditions in light of shifting perceptions of reality in the 1930s and 1940s. (Author/BE)

Examines the evidence for sex differences in cognitive functioning, and evaluates the evidence for hormonal, genetic, neuroanatomical, and cultural determinants of such differences. Inadequacies in research methodology are noted. (Author/SS)

Suggests an approach to understanding moral functioning incorporating developments in biological and cognitive theory. (Author/MP)

Israeli Arab- and Jewish-educated children were given perceptual exploration tasks to test the effects of language on directionality in reading and writing habits. (Author/SS)