Reflections on Sixty-Eight Years of Research on Race and Intelligence
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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. -
A Conversation with Richard Lynn ⇑ Helmuth Nyborg
Personality and Individual Differences xxx (2011) xxx–xxx Contents lists available at ScienceDirect Personality and Individual Differences journal homepage: www.elsevier.com/locate/paid A conversation with Richard Lynn ⇑ Helmuth Nyborg University of Aarhus, Adslev Skovvej 2, 8362 Horning, Denmark article info abstract Article history: This special issue - Evolution of race and sex differences in intelligence and personality: Tribute to Richard Received 3 February 2011 Lynn at eighty – testifies to his many research interests over time, where Richard often pioneered. To Received in revised form 24 February 2011 mention a few examples, he clarified the confusion about the existence of an average sex difference in Accepted 28 February 2011 IQ, by demonstrating that children below 15 do not show the later adult sex difference. More importantly, Available online xxxx Richard was the first to establish average IQs for all countries with more than 40.000 people, and then, with Tatu Vanhanen, illustrated the impressive predictive power of these IQs for understanding essential Keywords: aspects of a nation’s economical and social infrastructure. Richard was also the first to realise that clas- Evolution sical eugenic measures do not suffices to avert serious consequences of dysgenics and to suggest that Personality Intelligence modern reproductive technologies may entail better eugenic potentials. Race The present conversation provides sufficient details to get a glimpse of the person behind these pio- Eugenics neering efforts this and of his courage. As a prominent member of the London School of Differential Psy- Dysgenics chology he paints broad consequential strokes on our deeper understanding of human nature and what Cross-national differences makes civilizations rise and fall. -
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 -
Pioneer's Big Lie
COMMENTARIES PIONEER'S BIG LIE Paul A. Lombardo* In this they proceeded on the sound principle that the magnitude of a lie always contains a certain factor of credibility, since the great masses of the people in the very bottom of their hearts tend to be corrupted rather than consciously and purposely evil, and that, therefore, in view of the primitive simplicity of their minds, they more easily fall a victim to a big lie than to a little one, since they themselves lie in little things, but would be ashamed of lies that were too big. Adolf Hitler, Mein Kampf' In the spring of 2002, I published an article entitled "The American Breed" Nazi Eugenics and the Origins of the Pioneer Fund as part of a symposium edition of the Albany Law Review.2 My objective was to present "a detailed analysis of the.., origins of the Pioneer Fund"3 and to show the connections between Nazi eugenics and one branch of the American eugenics movement that I described as purveying "a malevolent brand of biological determinism."4 I collected published evidence on the Pioneer Fund's history and supplemented it with material from several archival collections-focusing particularly on letters and other documents that explained the relationship between Pioneer's first President, 'Paul A. Lombardo, Ph.D., J.D., Director, Program in Law and Medicine, University of Virginia Center for Bioethics. I ADOLF HITLER, MEIN KAMPF 231 (Ralph Manheim trans., Houghton Mifflin Co. 1971) (1925). 2 Paul A. Lombardo, "The American Breed" Nazi Eugenics and the Origins of the Pioneer Fund, 65 ALB. -
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. -
College of Arts and Sciences Catalog and Announcements, 1955-1959
53- Y T of \\i<z SEWANEE, SouthTENNESSEE Announcements For 19S9-60 CORRESPONDENCE DIRECTORY Inquiries should be addressed as follows: The Director of Admissions. Admission to the College; scholarships and financial aid; catalogues. The Dean of the School of Theology. All matters pertaining to the School of Theology, including admission of students, scholarships, housing, curriculum, and faculty appointments. The Dean of the College. Academic regulations ; curriculum ; faculty appointments. The Dean of Men. Student counseling ; class attendance ; student conduct ; stu- dent housing; military service; placement of graduates. The Registrar. Transcripts and academic records. The Treasurer. Payment of bills. The Alumni DmEcroR. Alumni Associations; Public Relations; History of the Uni- versity. The Dean of Administration. Financial matters ; physical equipment ; employment of per- sonnel; medals and prizes. The Vice-Chancellor. General Administrative Affairs. The Bulletin of the University of the South. Volume 53, 1959, Number 4. This Bulletin is published quarterly in February, May, August, and November by The University of the South, Sewanee, Tenn. Entered at the Post Offise, Se- wanee, Tenn., as second-class matter under the Act of Congress, July 16, 1894. J3ulletin of The University of the South Annual Catalogue 1958-59 Announcements for Session of 1959-60 The University of the South is located at Sewanee, Ten- nessee, two thousand feet above sea level, on a ten-thousand- acre campus on the Cumberland Plateau. The enrollment of the College of Arts and Sciences is limited to approximately five hundred and fifty men. Fifty faculty members enable the College to provide small classes and an intimate, personal relation between student and professor. -
“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. -
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. -
London Conference on Intelligence 2015
LONDON’S GLOBAL UNIVERSITY London Conference on Intelligence 2015 Prof Charles Spearman, UCL 1863 – 1945 London Conference on Intelligence 2015 Friday 8 May 2 pm Meeting speakers 3:50 Welcome and Introduction. J Thompson 4:00 By their words ye shall know them. MA Woodley of Menie, HBF Fernandes, AJ Figueredo, G Meisenberg 4:30 Evolution versus culture in international intelligence differences. H Rindermann 5:00 Tea 5:30 Plenary discussion with previous speakers 6:15 Guided London walk (12 minutes) to The Marquis Cornwallis, 31 Marchmont Street, London WC1N 1AP for your choice of pub drinks and gastro-pub food. Saturday 9 May 9:30 Spearman’s Hypothesis: Hypothesis or Law? M van den Hoek, J te Nijenhuis 10:00 Androgen Levels and K theory. E Dutton 10:30 Race and sex differences in occupational achievement. H Nyborg 11:00 Coffee 11:30 Spearman’s hypothesis tested on group differences in personality. J te Nijenhuis 12:00 Admixture in the Americas. J Fuerst, E Kirkegaard 12:30 Meta-analysis of Roma intelligence. D Jurasek, J te Nijenhuis, J Cvorovic 1:00 Plenary discussion with previous speakers 1:30 Lunch break 2:30 Darwin’s “Altruistic Words” Versus Wordsum “Easy Words” and “Hard Words”. AJ Figueredo, HBF Fernandes, M Woodley of Menie, G Madison 3:00 General and domain-related effects of prenatal methylmercury exposure. F Debes. 3:30 In chimpanzees, more g-loaded cognitive abilities are more heritable, evolvable, and exhibit more inter-individual variability. H Fernandes, MA Woodley of Menie, W Hopkins. 4:00 Tea 4:30 Intelligence is correlated with higher non-verbal ability. -
Educational Policy and Cognitive Competences Heiner Rindermann
Educational Policy and Cognitive Competences Heiner Rindermann and Stephen J. Ceci Educational Policy and Country Outcomes in International Cognitive Competence Studies Heiner Rindermann1 and Stephen J. Ceci2 1Institute of Psychology, Karl-Franzens-University Graz, Austria, and 2Department of Human Development, Cornell University Address correspondence to Heiner Rindermann, Institute of Psychology, Karl-Franzens- University Graz, Universitaetsplatz 2, A-8010 Graz, Austria; e-mail: [email protected]; or Stephen J. Ceci, Department of Human Development, Cornell University, Martha Van Rensselaer Hall, Ithaca, New York 14853-4401; e-mail: [email protected]. Educational policy and cognitive competences 2 ABSTRACT—Prior studies of students’ and adults’ cognitive competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences seem to be relevant because studies using different research paradigms have demonstrated that population-level cognitive abilities are related to a number of important societal outcomes, including productivity, democratization, and health. In this overview of transnational differences, we document a number of positive predictors of international differences in student competence, including the amount of preschool education, student discipline, quantity of education, attendance at additional schools, early tracking, the use of centralized exams and high stakes tests, and adult educational attainment. We found rather negative relationships for grade retention rates, age of school onset, and class size. Altogether, these results, when combined with the outcomes of earlier studies, demonstrate that international differences in cognitive competence can be explained in part by aspects of the respective countries’ educational systems and that these differences consequently can be reduced by reform of their educational policy. -
Immigrant Crime in Germany 2012-2015
Open Quantitative Sociology & Political Science Published 11. February 2017 Submitted 26. November 2016 Immigrant crime in Germany 2012-2015 Emil O. W. Kirkegaard1 David Becker2 Abstract Number of suspects per capita were estimated for immigrants in Germany grouped by citizenship (n=83). These were correlated with national IQs (r=-.53) and Islam prevalence in the home countries (r=.49). Multivariate analyses revealed that the mean age and sex distribution of the groups in Germany were confounds. The German data lacked age and sex information for the crime data and so it was not possible to adjust for age and sex using subgroup analyses. For this reason, an alternative adjustment method was developed. This method was tested on the detailed Danish data which does have the necessary information to carry out subgroup analyses. The new method was found to give highly congruent results with the subgrouping method. The German crime data were then adjusted for age and sex using the developed method and the resulting values were analyzed with respect to the predictors. They were moderately to strongly correlated with national IQs (.46) and Islam prevalence in the home country (.35). Combining national IQ, Islam% and distance to Germany resulted in a model with a cross-validated r2 of 20%, equivalent to a correlation of .45. If two strong outliers were removed, this rose to 25%, equivalent to a correlation of .50. Key words: crime, immigrants, country of origin, Germany, Muslim, Islam, cognitive ability, intelligence, IQ 1. Introduction A number of previous studies have examined whether immigrant characteristics (scores on cognitive tests, etc.) and socioeconomic outcomes (educational attainment, income, crime rates, etc.) are predictable from country of origin characteristics (André, Dronkers, & Need, 2014; Dronkers & Kornder, 2015; Dronkers, Levels, & Heus, 2014; Fuerst, 2012; Fuerst & Kirkegaard, 2014; Jones & Schneider, 2010; Kirkegaard, 2014a, 2014b, 2015b, 2015a; Kirkegaard & Fuerst, 2014).