How Is Intellect Molded by Genes and Environments? 7
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SOHASKY-DISSERTATION-2017.Pdf (2.074Mb)
DIFFERENTIAL MINDS: MASS INTELLIGENCE TESTING AND RACE SCIENCE IN THE TWENTIETH CENTURY by Kate E. Sohasky A dissertation submitted to the Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy. Baltimore, Maryland May 9, 2017 © Kate E. Sohasky All Rights Reserved ABSTRACT Historians have argued that race science and eugenics retreated following their discrediting in the wake of the Second World War. Yet if race science and eugenics disappeared, how does one explain their sudden and unexpected reemergence in the form of the neohereditarian work of Arthur Jensen, Richard Herrnstein, and Charles Murray? This dissertation argues that race science and eugenics did not retreat following their discrediting. Rather, race science and eugenics adapted to changing political and social climes, at times entering into states of latency, throughout the twentieth century. The transnational history of mass intelligence testing in the twentieth century demonstrates the longevity of race science and eugenics long after their discrediting. Indeed, the tropes of race science and eugenics persist today in the modern I.Q. controversy, as the dissertation shows. By examining the history of mass intelligence testing in multiple nations, this dissertation presents narrative of the continuity of race science and eugenics throughout the twentieth century. Dissertation Committee: Advisors: Angus Burgin and Ronald G. Walters Readers: Louis Galambos, Nathaniel Comfort, and Adam Sheingate Alternates: François Furstenberg -
Black-White Differences on IQ and Grades: the Mediating Role of Elementary Cognitive Tasks Bryan Pesta Cleveland State University, [email protected]
Cleveland State University EngagedScholarship@CSU Business Faculty Publications Monte Ahuja College of Business 2008 Black-White Differences on IQ and Grades: The Mediating Role of Elementary Cognitive Tasks Bryan Pesta Cleveland State University, [email protected] Peter J. Poznanski Cleveland State University, [email protected] Follow this and additional works at: https://engagedscholarship.csuohio.edu/bus_facpub Part of the Organizational Behavior and Theory Commons How does access to this work benefit oy u? Let us know! Publisher's Statement NOTICE: this is the author’s version of a work that was accepted for publication in Intelligence/ Science Direct. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Intelligence/ Science Direct, 36, 4, (2008); 10.1016/j.intell.2007.07.004 Original Published Citation Pesta, B., Poznanski, P. (2008). Black-White Differences on IQ and Grades: The eM diating Role of Elementary Cognitive Tasks. Intelligence/ Science Direct, 36(4), pp. 323-329. This Article is brought to you for free and open access by the Monte Ahuja College of Business at EngagedScholarship@CSU. It has been accepted for inclusion in Business Faculty Publications by an authorized administrator of EngagedScholarship@CSU. For more information, please contact [email protected]. shared by variance in IQ. The direction of causality, performance on jobs where the public's safety might be however, and whether third variables explain the at risk (e.g., fire fighters; see te Nijenhuis & van der relationship, remain empirical questions. -
Intelligent Design: Testing Measures of Merit
MORE INTELLIGENT DESIGN: TESTING MEASURES OF MERIT Kimberly West-Faulcon This Article articulates the theoretical, legal, and policy implications of new and improved theories of intelligence and recent research finding that conventional mass-marketed standardized tests, or “factorist tests,” have less predictive power and larger racial differences in scores than newer multi- dimensional “systems-based” tests. It raises a new question about the fairness of the role that traditional admissions tests like the SAT, GRE, LSAT, and MCAT currently play in selective higher education admissions—whether basing admissions on scores on such tests unfairly distorts the true admissions-related merit of individual applicants and racial groups. The core of this argument is not that selective universities rely on a flawed definition of merit or that traditional factorist tests are racially, economically, or culturally biased. Instead, this Article considers the ramifications of social science evidence suggesting that the admissions tests most commonly relied upon today are less successful in predicting applicants’ future academic performance and have more racially skewed scores because they are designed according to a scientifically flawed theory of intelligence. It argues that this analysis is particularly salient in light of recent scientific studies, such as one finding that the currently dominant factorist college admissions test—the SAT— produces significantly larger racial group differences in test scores but with only half the predictive power -
ISIR Program 2012 FIN
Thirteenth Annual Conference of the International Society for Intelligence Research (ISIR) San Antonio, Texas, USA December 13–15, 2012 Sir Francis Galton San Antonio Marriott Riverwalk Hotel 889 East Market Street, San Antonio, TX 78205 Phone: 1-210-224-4555 Fax: 1-210-224-2754 Toll-free: 1-800-648-4462 Acknowledgements 2012 ISIR Board of Directors Linda Gottfredson, President University of Delaware David Lubinski, President Elect Vanderbilt University Earl Hunt, Past President University of Washington, Seattle Wendy Johnson, Board Member (exp. 2012) University of Edinburgh Keith Widaman, Board Member (exp. 2013) University of California, Davis Richard Haier, Board Member (exp. 2014), Secretary-Treasurer University of California, Irvine The Board would like to thank all the ISIR committees for their hard work in making this conference possible. We also thank Elsevier for helping to sponsor the Reception. i 2012 ISIR Committees Program Committee Yulia Kovas, Chair Yulia Dodonova, Paul Irwing, Wendy Johnson Conference Site Committee Thomas Coyle & Timothy Keith, Co-Chairs Distinguished Contributor Interview and Keynote Speaker Committee Sherif Karama, Chair Roberto Colom, Earl Hunt Holden Memorial Address on Science Writing Committee Linda Gottfredson, Chair James Thompson, Jonathan Wai Lifetime Achievement Award Committee Con Stough, Chair Wendy Johnson, Tim Keith, Aljoscha Neubauer, Jelte Wickerts Nominations and Elections Committee David Lubinski, Chair Tim Bates, Wendy Johnson, Mike McDaniel, Heiner Rindermann President’s Symposia Committee Richard Haier, Chair Linda Gottfredson Student Awards Committee Keith Widaman, Chair Roberto Colom, Matthew Reynolds Website Committee Linda Gottfredson, Chair James Thompson, Jonathan Wai ii In Memoriam Arthur R. Jensen 1923-2012 J. Philippe Rushton 1943-2012 iii Short schedule for ISIR 2012 (#) – Page of Abstract DAY 1: Thursday, Dec. -
Cognitive Ability and Fertility Amongst Swedish Men. Evidence from 18 Cohorts of Military Conscription
Max-Planck-Institut für demografische Forschung Max Planck Institute for Demographic Research Konrad-Zuse-Strasse 1 D-18057 Rostock Germany Tel +49 (0) 3 81 20 81 - 0 Fax +49 (0) 3 81 20 81 - 202 www.demogr.mpg.de MPIDR Working Paper WP 2017-020 l December 2017 Cognitive ability and fertility amongst Swedish men. Evidence from 18 cohorts of military conscription Martin Kolk l [email protected] Kieron Barclay l [email protected] © Copyright is held by the authors. Working papers of the Max Planck Institute for Demographic Research receive only limited review. Views or opinions expressed in working papers are attributable to the authors and do not necessarily reflect those of the Institute. Cognitive ability and fertility amongst Swedish men. Evidence from 18 cohorts of military conscription Martin Kolk1 and Kieron Barclay2 Abstract: We examine the relationship between cognitive ability and childbearing patterns in contemporary Sweden using administrative register data. The topic has a long history in the social sciences and has been the topic of a large number of studies, many arguing for a negative gradient between intelligence and fertility. We link fertility histories to military conscription tests with intelligences scores for all Swedish born men born 1951 to 1967. We find an overall positive relationship between intelligence scores and fertility and that is consistent across our cohorts. The relationship is most pronounced for transition to a first child, and that men with the lowest categories of IQ-scores have the fewest children. Using fixed effects models we additionally control for all factors that are shared across siblings, and after such adjustments we find a stronger positive relationship between IQ and fertility. -
Intelligence, Genetics Of: Heritability and Causation
Intelligence, Genetics of: Heritability and Causation a risk factor for Alzheimers-disease. Psychological Medicine 25: 223–9 Skodak M, Skeels H M 1949 A final follow-up on one hundred adopted children. Journal of Genetic Psychology 75: 84–125 Wilson R S 1983 The Louisville Twin Study: Developmental synchronies in behavior. Child Deelopment 54: 298–316 R. Plomin Intelligence, Genetics of: Heritability and Causation In theory, the ‘genetics of intelligence’ describes the extent to which, and manner by which, an individual’s Figure 1 mental abilities are influenced by his or her genes. In The frequency distribution for an idealized IQ test. practice, there is a lot of debate and no universally Raw scores from a test are rescaled to fit the shape of a accepted description of the genetics of intelligence. normal curve with mean at 100 and standard deviation Intelligence is regarded as a complex trait, meaning of 15. Consequently, when the test is devised, 95 that many genetic and environmental factors are percent of the population will have IQ scores that fall thought to influence it. Nevertheless, we know little between 70 and 130 by construction about the number or nature of genes that influence cognitive abilities. We know even less about how the different aspects of intelligence interact with one expression of these genes depends on other genes or on another and that these interactions generate the environmental factors. To complicate matters even observed correlations (Hunt 1997). For example, further, there are numerous facets of intelligence, each strength in one area of intelligence (e.g., memory) of which may be influenced in different ways by genes might compensate for weakness in another area (e.g., and the environment. -
S Intelligence?
Philosophical Psychology, 2018 VOL. 31, NO. 2, 232–252 https://doi.org/10.1080/09515089.2017.1401706 What Kind of Kind IIss Intelligence? Davide Serpico Department of Classics, Philosophy and History, University of Genoa, Italy AbstractAbstract: The model of human intelligence that is most widely adopted derives from psychometrics and behavioral genetics. This standard approach conceives intelligence as a general cognitive ability that is genetically highly heritable and describable using quantitative traits analysis. The paper analyzes intelligence within the debate on natural kinds and contends that the general intelligence conceptualization does not carve psychological nature at its joints. Moreover, I argue that this model assumes an essentialist perspective. As an alternative, I consider an HPC theory of intelligence and evaluate how it deals with essentialism and with intuitions coming from cognitive science. Finally, I highlight some concerns about the HPC model as well, and conclude by suggesting that it is unnecessary to treat intelligence as a kind in any sense. Keywords : Intelligence; IQ; g Factor; Natural Kinds; Homeostatic Property Cluster; Essentialism; Psychometrics; Behavioral Genetics; Heritability Introduction Although the concept of intelligence is shrouded in controversy, it is nonetheless widely used both in psychological and in folk settings. Several theories have been proposed in order to clarify whether intelligence can be conceived as a general ability or only as a bundle of distinct cognitive phenomena. Several criticisms have been raised against a strong interpretation of genetic data based on the well-known intelligence quotient (IQ). Several attempts have been made to find more comprehensive definitions of intelligence. After a century of research, there is still extensive debate going on about the status of intelligence. -
“Scientific” Racism and the Evidence on Race and Intelligence
ANDREW M. COLMAN 'Scientific' Racism and the Evidence on Race and Intelligencea In his recent book, Race, Intelligence and Education,b H. J. Eysenck has written: 'I would be prepared to assert that experts (real experts, that is) would agree with at least 90 per cent of what I am going to say-probably the true figure would be a good deal higher, but there is no point in exaggerating' (p. 15). The major thesis which his book sought to establish was that 'all the evidence to date suggests the strong and indeed over whelming importance of genetic factors in producing the great variety of intellectual differences which we observe in our culture, and much of the difference observed between certain racial groups' (p. 130). This latter assertion is demonstrably false, as will become apparent, since 'all the evidence to date' does not speak with one voice. The thesis contains two latent propositions: (a) that intellectual differences among people in our culture are overwhelmingly determined by genetic factors, and (b) that the 15-point mean I.Q. gap between black and white Americans is largely determined by genetic factors. This paper centres on the second proposi tion, which (as will be demonstrated) is logically and empirically inde pendent of the first, although the vital distinction has recently been blurred by A. R. Jensen (1969)C and subsequently by Eysenck in the quotation above, and throughout his book, which draws heavily on Jensen's controversial paper. Eysenck's claims concerning the consensus of the 'experts' have been widely interpreted as implying that there is general agreement with him on the crucial second proposition concerning race and intelligence. -
Preface My Years with the Pioneer Fund by Harry F. Weyher President
Preface My Years with the Pioneer Fund by Harry F. Weyher President, The Pioneer Fund On 22 November 1994 ABC's World News Tonight with Peter Jennings was replete with somber voices speaking of a small penis being a "sign of superior intelligence," "eradicating inferior people," arresting blacks solely because of skin color, race superiority, and mentally ill Jews. This voice-over was spiced with references to Hitler and scenes of emaciated victims in Nazi death camps.1 I watched this broadcast with more than usual interest, because I was president of the foundation which was the subject of the broadcast, the Pioneer Fund. Fearing such tabloid treatment, I had refused repeated invitations from ABC to appear on tape for the program.2 My fears were justified. What I saw was a grotesque distortion, akin to what one used to see in fun house mirrors. ii The Science of Human Diversity A History of the Pioneer Fund The ABC broadcast was one of an endless series of attacks on Pioneer and the scientists whom it has funded, dating back almost 50 years, most often by making baseless charges of "Nazism" or "racism," thus sometimes inciting student unrest or faculty reaction. The following also has happened to Pioneer and these scientists: One scientist had to be accompanied by an armed guard on his own campus, as well as guarded in his home. Another scientist was required by the university to teach his classes by closed circuit television, supposedly in order to prevent a riot breaking out in his class. Several scientists had university and other speaking engagements canceled or interrupted by gangs of students or outside toughs. -
Future Efforts in Flynn Effect Research: Balancing Reductionism with Holism
J. Intell. 2014, 2, 122-155; doi:10.3390/jintelligence2040122 OPEN ACCESS Journal of Intelligence ISSN 2079-3200 www.mdpi.com/journal/jintelligence Article Future Efforts in Flynn Effect Research: Balancing Reductionism with Holism Michael A. Mingroni Newark, Delaware, USA; E-Mail: [email protected]; Tel.: +1-302-753-3533 External Editor: Joseph L. Rodgers Received: 13 February 2014: in revised form 2 October 2014 / Accepted: 2 October 2014 / Published: 15 October 2014 Abstract: After nearly thirty years of concerted effort by many investigators, the cause or causes of the secular gains in IQ test scores, known as the Flynn effect, remain elusive. In this target article, I offer six suggestions as to how we might proceed in our efforts to solve this intractable mystery. The suggestions are as follows: (1) compare parents to children; (2) consider other traits and conditions; (3) compare siblings; (4) conduct more and better intervention programs; (5) use subtest profile data in context; and (6) quantify the potential contribution of heterosis. This last section contains new simulations of the process of heterosis, which provide a plausible scenario whereby rapid secular changes in multiple genetically influenced traits are possible. If there is any theme to the present paper, it is that future study designs should be simpler and more highly focused, coordinating multiple studies on single populations. Keywords: Flynn effect; intelligence; secular trend; heterosis 1. Introduction It has been nearly thirty years since James Flynn brought widespread attention to the occurrence of rapid gains in IQ test scores [1,2]. However, in honestly assessing the situation today one would have to conclude that we are not much closer to identifying the cause than we were three decades ago. -
A Race-And-IQ Research Dilemma Abstract Most Researchers
Edugenics: A race-and-IQ research dilemma Abstract Most researchers agree it is socially harmful to research so-called inter-racial IQ variation. Edugenics, an emerging educational technology, may do social harm by racialising education: We cannot know if it will without researching so-called inter-racial IQ variation. Edugenics Behavioural geneticists research human trait variation. Following the mapping of the human genome, researchers analyse Genome Wide Association Surveys (GWASs),1 observe how sub-gene data known as Single Nucleotide Polymorphisms (SNPs)2 interact with each other and with the environment, and seek to discern polygenic effects in humans.3 Some say they are increasingly able to predict, on a probabilistic basis, traits in the individual such as such as IQ4 and GRIT5 which have significant effects upon learning proclivities and other life outcomes. Some of these researchers argue for the application of their research to general education. They advocate the use of universal DNA, supplemented by regular IQ, testing in order to facilitate the creation and maintenance of students’ “personalised learning” programmes.6 Other possible future applications for this technology include human embryo selection7 and genetic engineering.8 This short discussion paper uses the term edugenics to refer to such potential applied research. The term is intended to have a cautionary effect rooted in the principle of dual-use technological risk as employed in defence equipment export regimes.9 The notions of embryo selection and genetic engineering -
ED 108 059 CG 009 876 White IQ Versus Black Intelligence
DOCUMENT RESUME . ED 108 059 CG 009 876 AUTHOR Edwards, Thomas O. TITLE White I.Q. Versus Black Intelligence. PUB DATE [73] NOTE 19p. EDRS PRICE NF -$0.76 BC-$1.58 PLUS POSTAGE DESCRIPTORS Environmental Influences; Heredity;. Intellectual Development; *Intelligence Quotient; *Intelligence Tests; Literature RdViews; *Nature Nurture Controversy; *Negroes; *Racial Differences; Racism IDENTIFIERS *Jensen(Arthur) ABSTRACT This paper discusses the nature-nurture controversy concerning the origins mental abilities. Specifically, the author looks at the viewpoint ofrthur Jensen and critically examines his work. This paper presents anverview of Jensenes position followed by a discussion of shortcoming ,411 his methodology and research techniques. The author severely criticizes Jensen's failure to define terms to reduce ambiguity. The paper then critically describes Jenseneseliance on present intelligence testing methods. The manner in which ,ensen uses the term, "race", is explored. His use of the cconcept4'ace and intelligence" is also discussed. The author concludes that Jenset is advocating "the genetic fallacy", and that those with a racist philosophy can use the Jensen argument to justify their position. The writer further concludes that-Jensen has been generally unscientific and irresponsible in formulating his assumptions. (Author/BW) ,cz - *******4************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. nevertheless, items of marginal * * reproducibility are orten encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC Makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. ReproducO.ons ** * supplied by EDRS are the best that can.be made from the originkl: * ********************************************************************** 'U.S.