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I thought it might be an idea to bring this debate back from the fringes of speculation and prejudice into the realm of educational technology, from whence it began. One aspect of intelligence, which educational technology is supposed to exploit, is the fact that different learners function more effectively in different learning environments. We know that some people are more at home in highly-structured, verbal situations; others are best in "discovery" activities; some people are highly visual; others function best from the printed page. Educational technology provides the kind of alternatives which allow all learners to achieve their full potential. Or am I on the wrong track entirely? I recall a vivid example of the cultural aspect of intelligence reported some years ago (unfortunately I have left the reference back in Australia, but maybe someone can provide it). A study was carried out with groups of European and Aboriginal Australian children on a "simple" visual memory test - how non-cultural can you get? A tray of objects was uncovered for 20 seconds, then covered again and children were asked to recall as many of the objects as they could remember. Aboriginal childred do remarkably poorly on such tests and some people took this as evidence of lower intelligence. This experiment changed the test slightly: a try of almost identical stones was displayed and children were asked to recall the _positions_ of the objects. European children did extrordinarily poorly at this test, while Aboriginal children did extremely well. One of the conclusions was that European children, brought up in a culture where acquisition was a dominant trait, succeeded in the first task - acquisition is not part of Aboriginal culture. Aboriginal children, however, are taught skills of navigation in what Europeans would consider to be a "barren" landscape and do well in tests of visual placement. As educational technologists our job should be to recognise and cater for individual differences. Unfortunately, too often administrators see our task as little more than providing more "cost efficient" ways of delivering instruction. "National IQ" is one of a set of dangerous presuppositions. Ian Hart University of Hong Kong IANHART@HKUCC.BITNET PS: If anyone has the reference to the article I describe I would be most grateful.