Charles Murray Is Once Again Peddling Junk Science About Race and IQ - Vox
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
“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. -
Thomas F. Oltmanns Department of Psychological and Brain Sciences / Somers Hall / Campus Box 1125 One Brookings Drive / Washington University, St
Thomas F. Oltmanns Department of Psychological and Brain Sciences / Somers Hall / Campus Box 1125 One Brookings Drive / Washington University, St. Louis, MO 63130-4899 April 1, 2020 PERSONAL: Telephone: Office: (314) 935-6595 FAX: (314) 935-7588 Cell: (314) 712-0151 E-mail Address: [email protected] Lab Website: psychnet.wustl.edu/SPANLAB/ EDUCATION AND TRAINING: University of Wisconsin - Madison: B.A. (with honors), Psychology, 1972 Stony Brook University: Ph.D., Clinical Psychology, 1976 Psychological Center, Stony Brook University / Farmingville Community Mental Health Center: Clinical Internship (APA Approved, Captive Internship Program at SBU) 1975-76. PROFESSIONAL EXPERIENCE: Edgar James Swift Professor of Psychology in Arts and Sciences, and Professor of Psychiatry, Washington University, 2003-present Director of Clinical Training in Psychology, Washington University, 2004-2016 Professor of Psychology, University of Virginia, 1986-2003 Director of Clinical Training in Psychology, University of Virginia, 1987-93, 2002-2003 Professor of Psychiatric Medicine, University of Virginia, 1986-2003 Professor of Psychology, Indiana University, 1985-86 Adjunct Professor of Clinical Psychology, Department of Psychiatry, Indiana University School of Medicine, 1985-86 Associate Professor of Psychology, Indiana University, l98l-85 Assistant Professor of Psychology, Indiana University, l976-81 AWARDS, HONORS, AND ELECTED OFFICES: President, Academy of Psychological Clinical Science, 2014-2016 Walter G. Klopfer Award for Distinguished Contributions -
Curriculum Vitae
Updated 8/29/2019 CURRICULUM VITAE PERSONAL INFORMATION Name: Brian Matthew D’Onofrio Office: Department of Psychological and Brain Sciences Indiana University 1101 E. 10th St. Bloomington, IN 47405 Phone: 812-856-0843 [email protected] www.indiana.edu/~devpsych ACADEMIC POSITIONS Department of Psychological and Brain Sciences / Indiana University - Bloomington, IN 2014 - Present Full Professor & Director of Clinical Training (Clinical Science Program) 2011 - 2014 Associate Professor 2005 - 2011 Assistant Professor Department of Medical Epidemiology and Biostatistics / Karolinska Institutet - Stockholm, Sweden 2016 – Present Visiting Professor EDUCATION 2004-2005 Harvard Medical School / Children’s’ Hospital Boston – Boston, MA APA-Accredited Predoctoral Clinical Internship Training in Clinical and Pediatric Psychology 1999-2005 University of Virginia - Charlottesville, VA Doctoral Student in APA-Accredited Clinical Psychology Program PhD in Clinical Psychology August 2005 MA in Psychology received May 2002 Dissertation: Causation versus selection: A genetically informed study of marital instability and its consequences for young adult offspring. (June 2004) Major Advisors: Eric Turkheimer, Ph.D. & Robert Emery, Ph.D. 1997-1999 Virginia Commonwealth University - Richmond, VA Graduate Courses in Statistics and Behavior Genetics Major Advisor: Lindon Eaves, Ph.D. & Judy Silberg, Ph.D. 1993-1997 University of Virginia (UVA) - Charlottesville, VA Bachelor of Arts in Distinguished Majors Psychology Program, minor in Religious Studies - -
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. -
Racial Ideological Warfare: IQ As a Weapon Luke S
St. Cloud State University theRepository at St. Cloud State Ethnic and Women's Studies Working Papers Department of Ethnic and Women's Studies 6-1995 Racial Ideological Warfare: IQ as a Weapon Luke S. Tripp St. Cloud State University, [email protected] Follow this and additional works at: https://repository.stcloudstate.edu/ews_wps Part of the Race and Ethnicity Commons Recommended Citation Tripp, Luke S., "Racial Ideological Warfare: IQ as a Weapon" (1995). Ethnic and Women's Studies Working Papers. 2. https://repository.stcloudstate.edu/ews_wps/2 This Working Paper is brought to you for free and open access by the Department of Ethnic and Women's Studies at theRepository at St. Cloud State. It has been accepted for inclusion in Ethnic and Women's Studies Working Papers by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. RACIAL IDEOLOGICAL WARFARE: IQ AS A WEAPON Luke Tripp June 1995 Racial ideological warfare continues in America. This form of warfare is waged primarily against Black people. A major force prosecuting this war is an array of white academics, scholars, intellectuals, and social scientists (Coughlin, 1995; Heller, 1994). Their major premise is that Black people are mentally inferior to all other racial groups, especially the white race. This is the main thrust of The Bell Curve: Intelligence and Class Structure in American Life by Herrnstein and Murray which was ranked 5th on the New York Times Best Seller List on December 25, 1994. Its widespread popularity and appeal, and the accelerated moves of American politics further to the right at all levels of government are concrete indications that America is becoming even more dangerous for Black people. -
Twin Studies of Political Behavior: Untenable Assumptions?
| | ⅜ Comment Twin Studies of Political Behavior: Untenable Assumptions? Jon Beckwith and Corey A. Morris Using the “classical twin method,” political scientists John Alford, Carolyn Funk, and John Hibbing conclude that political ideol- ogies are significantly influenced by genetics, an assertion that has garnered considerable media attention. Researchers have long used human twins in attempts to assess the degree of genetic influence on various behavioral traits.Today, this methodology has been largely replaced in favor of contemporary molecular genetic techniques, and thus heritability studies have seen a diminishing role in behavioral genetic research of the twenty-first century. One important reason the twin method has been superseded is that it depends upon several questionable assumptions, the most significant of which is known as the equal environments assumption. Alford, Funk, and Hibbing argue that this crucial assumption, and thus their conclusion, holds up under empirical scrutiny. They point to several studies in support of this assumption. Here, we review the evidence presented and conclude that these attempts to test the equal environments assumption are weak, suffering significant methodological and inherent design flaws. Furthermore, much of the empirical evidence provided by these studies actually argues that, contrary to the interpretation, trait-relevant equal environments assumptions have been violated. We conclude that the equal environments assumption remains untenable, and as such, twin studies are an insufficient method -
Environment Interaction in the National Merit Twin Study
Behav Genet (2009) 39:165–169 DOI 10.1007/s10519-008-9253-9 BRIEF COMMUNICATION The Effect of Assumptions About Parental Assortative Mating and Genotype–Income Correlation on Estimates of Genotype– Environment Interaction in the National Merit Twin Study John C. Loehlin Æ K. Paige Harden Æ Eric Turkheimer Received: 21 July 2008 / Accepted: 12 December 2008 / Published online: 27 December 2008 Ó Springer Science+Business Media, LLC 2008 Abstract In a previous paper (Harden et al. in Behav Gen Introduction 37:273–283, 2007) models of genotype–environment inter- action were fitted to data from the National Merit Twin In a previous paper (Harden et al. 2007), we found a sta- Study, resulting in evidence for an interaction: the herita- tistically significant interactive effect of income on the bility of National Merit Qualifying Test scores increased at heritability of scores on the National Merit Scholarship higher levels of family income. The present paper investi- Qualifying Test (NMSQT). This served to generalize an gates two assumptions made in the previous modeling. earlier finding of an interactive effect of income on the These were a lack of resemblance between parents for cog- heritability of IQ in low-income 7-year-old children nitive skill, and possible correlations between family income (Turkheimer et al. 2003) to a different part of the age and and a child’s genes because of the contribution of parental ability ranges. In both cases, the heritability of cognitive genes to both. The assumptions were found not to seriously skills increased with income. affect estimates of the interaction effect—heritability still In fitting models to the National Merit data, certain increased with income—but they did make a difference for latent variables were assumed to be independent of one other parameter estimates from the modeling. -
Ethical Considerations of the Germeval20 Task 1. IQ Assessment
Ethical considerations of the GermEval20 Task 1. IQ assessment with natural language processing: Forbidden research or gain of knowledge? Dirk Johannßen Chris Biemann David Scheffer MIN Faculty, MIN Faculty, Faculty of Economics Dept. of Computer Science Dept. of Computer Science NORDAKADEMIE Universitat¨ Hamburg Universitat¨ Hamburg 25337 Elmshorn, Germany & Nordakademie 22527 Hamburg, Germany http://lt:informatik:uni-hamburg:de/ fbiemann, [email protected] [email protected] Abstract is what the intelligence test measures’ suggests (Maas et al., 2014), whilst most definitions at least The use of Intelligence Quotient (IQ) testing as a measure for intellectual ability is controver- agree that intelligence is always connected to suc- sial. Even though IQ testing is considered to cessfully overcoming challenges of everyday life be among the most valid measures of psychol- situations (Rost, 2009). ogy, findings and current research sparked a Since those aspects already are concerns, any debate over racial or socioeconomic biases, as work that involves automation by the use of NLP well as the label of ‘pseudoscience’ for many techniques and IQ testing information based on situations that involve IQ testing. The Ger- natural language texts understandably raises con- mEval20 Task 1 asked researchers to inves- tigate NLP approaches for approximating the cerns. In case of the GermEval20 Task 1, the re- ranking based on IQ and high school scores search has caused more than just concerns, but a from so-called implicit motive texts. Quickly, so-called shitstorm on the social platform Twitter1. a vivid discourse on whether the shared task should be viewed as unethical and forbidden was held within the NLP community. -
Doi: 10.11606/9786587596167
DOI: 10.11606/9786587596167 This book is made available under Creative Commons license to allow others to freely access, copy and use provided the authors are correctly attributed. Universidade de São Paulo Reitor – Prof. Dr. Vahan Agopyan Vice-Reitor – Prof. Dr. Antonio Carlos Hernandes Pró-Reitor de Pesquisa – Prof. Dr. Sylvio Roberto Accioly Canuto Pró-Reitor de Pós-Graduação – Prof. Dr. Carlos Gilberto Carlotti Júnior Pró-Reitor de Pós-Graduação – Prof. Dr. Edmund Chada Baracat Pró-Reitora de Cultura e Extensão Universitária – Profa. Dra. Maria Aparecida de Andrade Moreira Machado Instituto de Psicologia Diretora – Profa. Dra. Ana Maria Loffredo Vice-Diretor – Prof. Dr. Gustavo Martineli Massola Departamento de Psicologia Experimental Chefe – Prof. Dr. Marcelo Fernandes Da Costa Vice-Chefe – Prof. Dr. Marcelo Frota Lobato Benvenuti Organizing Committee of the Twin Studies in Behavioral and Health Research: Current Status, Prospects and Applications Profa. Dra. Emma Otta (IPUSP) Profa. Dra. Patrícia Ferreira Monticelli (FFCLRP) Prof. Dr. Claudio Possani (IME-USP) Dra. Tania Kiehl Lucci (IPUSP) Dr. Ricardo Prist (IPUSP) Cover Photo: Tomaz Maranhão Book formatting: Sofia Barbosa Lima English Editing Services: Michael Germain and Lisa Burger, MC TRADUÇÕES S/S LTDA Apoio: Catalogação na publicação Serviço de Biblioteca e Documentação Instituto de Psicologia da Universidade de São Paulo Twin studies in behavioral and health research: current status, prospects and aplications / Organized by Emma Otta e Tania Kiehl Lucci -- São Paulo, Instituto de Psicologia da Universidade de São Paulo, 2021. 170 p. ISBN: 978-65-87596-16-7 DOI: 10.11606/9786587596167 1. Gêmeos. 2. Pesquisa comportamental. 3. Pesquisa em saúde. I. Otta, E., ed.