The world’s most “incorrect” topic
I thought that some readers might be interested in some excerpts from the latest academic journal article on the topic. It is written by two of the leading researchers in the field.
I first give the abstract (summary) and then an excerpt from the body of the article. Readers who want to look at the full article will find the link at the bottom, as is my usual practice. The excerpt from the body of the article first gives the claims of Nisbett in Nisbett’s own words and is followed by a recounting of what Nisbett has left out or misrepresented.
The Open Psychology Journal, 2010, 3, 9-35
Race and IQ: A Theory-Based Review of the Research in Richard Nisbett’s Intelligence and How to Get It
By J. Philippe Rushton and Arthur R. Jensen
Abstract:
We provide a detailed review of data from psychology, genetics, and neuroscience in a point-counterpoint format to enable readers to identify the merits and demerits of each side of the debate over whether the culture-only (0% genetic- 100% environmental) or nature + nurture model (50% genetic-50% environmental) best explains mean ethnic group differences in intelligence test scores: Jewish (mean IQ = 113), East Asian (106), White (100), Hispanic (90), South Asian (87), African American (85), and sub-Saharan African (70). We juxtapose Richard Nisbett’s position, expressed in his book Intelligence and How to Get It, with our own, to examine his thesis that cultural factors alone are sufficient to explain the differences and that the nature + nurture model we have presented over the last 40 years is unnecessary. We review the evidence in 14 topics of contention: (1) data to be explained; (2) malleability of IQ test scores; (3) cultureloaded versus g-loaded tests; (4) stereotype threat, caste, and “X” factors; (5) reaction-time measures; (6) within-race heritability; (7) between-race heritability; (8) sub-Saharan African IQ scores; (9) race differences in brain size; (10) sex differences in brain size; (11) trans-racial adoption studies; (12) racial admixture studies; (13) regression to the mean effects; and (14) human origins research and life-history traits. We conclude that the preponderance of evidence demonstrates that in intelligence, brain size, and other life history traits, East Asians average higher than do Europeans who average higher than South Asians, African Americans, or sub-Saharan Africans. The group differences are between 50 and 80% heritable.
2. THE MALLEABILITY OF IQ SCORES
Nisbett:
James Flynn discovered that in the developed world as a whole, IQ scores increased markedly over the last 50 years. This suggests that the 15-point IQ difference between Blacks and Whites will gradually disappear over time. Indeed, Black IQ today is superior to White IQ in 1950! Dickens and Flynn [24] showed the Black-White IQ gap narrowed by 5.5 points between 1972 and 2002. They documented a drop from 15 to 9.5 points on a combination of the Wechsler Intelligence Scale for Children (WISC), the Wechsler Adult Intelligence Scale (WAIS), the Stanford- Binet, and the Armed Forces Qualification Test (AFQT). It is hard to overestimate the importance of a gap reduction of this magnitude. It reduces the ratio of Whites to Blacks with an IQ of 130 (the level needed to be a highly successful professional) from 18 to 1 to only 6 to 1. Even including the several additional tests that Rushton and Jensen [25] said were wrongly omitted, the median Black IQ gain is still 4.5 points, which is not very different from the 5.5 point estimate given by Dickens and Flynn.
The Black-White difference shrank comparably on the National Assessment of Educational Progress (NAEP) Long- Term Trend tests. These have been given every few years since the early 1970s by the U.S. Department of Education to a random sample of 9-, 13-, and 17-year-olds. For children born as early as 1954, the Black-White difference in reading and math averaged a full 1.2 SDs. For the most recent cohorts the gap is between .60 and .90 SDs-a very large reduction. It is interesting to note that if we convert the NAEP gains to IQ-type scales with a mean of 100 and SD of 15, and average the gains in math and reading across all age groups, we obtain a 5.4 point reduction in the Black-White education gap during the period for which Dickens and Flynn [24] found a 5.5 point reduction in the IQ gap.
Rushton and Jensen:
In fact, there is very little evidence of any significant narrowing of the Black-White IQ gap. Rushton and Jensen [25] disputed Dickens and Flynn’s [24] claim that Blacks gained 5.5 points by showing that Dickens and Flynn excluded several tests and then “projected” forward by multiplying a small gain from their highly select group of tests by more years than were available for most of the data. Dickens and Flynn excluded the Wonderlic Personnel Test, which showed a gain of only 2.4 points for Blacks between 1970 and 2001; the Kaufman Assessment Battery for Children (K-ABC), which showed a loss of 1 IQ point for Blacks between 1983 and 2004; the Woodcock-Johnson test, which showed a zero gain for Blacks; and the Differential Ability Scale, which showed a gain of only 1.83 points for Blacks between 1972 and 1986.
Moreover, even the test data they did present did not directly support their conclusion. Simple arithmetic, rather than a multiplied projection, yielded a mean gain for Blacks of 3.4 points (23%), not the 5.5 points claimed (37%). Including the aforementioned tests reduced the gain from 3.4 to 2.1 points (14%).
Nisbett does not explain how he arrived at an overall Black gain of 4.5 IQ points (30%) after including the four small (or negative) gain tests. Simple arithmetic applied to all eight tests yielded a mean gain for Blacks of only 2.1 points (14%).
Other researchers have also failed to find a significant narrowing of the Black-White gap over the 30 years covered by Dickens and Flynn (i.e., from 1972 to 2002). For example, Murray [26, 27] concluded there was “no narrowing” in two independent studies. In the first, he found no narrowing in either verbal IQ or achievement test scores for children born to women in the 1979 sample of the National Longitudinal Survey of Youth. In the second, he found no narrowing for 6- to 65-year-olds in the Woodcock-Johnson standardizations of those born in the last half of the 1960s and early 1970s.
When Roth et al. [9] confirmed the 1.1 SD difference in a sample of 6,246,729 corporate, military, and higher education testees, they also addressed the question of whether the differences were decreasing. They concluded that any reduction was “either small, potentially a function of sampling error,or nonexistent for highly g loaded instruments” [9, p. 323, our italics].
Nisbett seems also to have exaggerated a select sampling of NAEP scores to emphasize gains. Gottfredson [28, 29] found that from the 1970s to the 1990s, the Black-White difference on school achievement tests only narrowed from 1.07 to 0.89 SDs. Even this 20% reduction (not the 35% claimed by Nisbett) had: (a) occurred by the 1980s and no longer continued; and (b) was compatible with a heritability of 80% for IQ.
However, the differences in results between Nisbett and Gottfredson are partly due to the NAEP scores coming in two distinct varieties. Nisbett reported on the NAEP Long Term Trend Assessment test, which measures student performance in Reading and Mathematics every four years or so and has remained relatively unchanged since its first administration. Gottfredson analyzed the Main NAEP Assessment test, which is given every two years and includes other subjects such as Science, Geography, and History, with test items modified every few years to reflect changing school curricula.
In any case, when gains do occur, they may be due to increased familiarity with test material and “teaching the test” rather than to genuine improvement in learning (see Section 8.1).
More HERE
Posted by John Ray (M.A.; Ph.D.). For a daily critique of Leftist activities, see DISSECTING LEFTISM. To keep up with attacks on free speech see TONGUE-TIED. Also, don’t forget your daily roundup of pro-environment but anti-Greenie news and commentary at GREENIE WATCH . Email me here
Email This
Posted by JonJayRay on February 5, 2010 5:44 pm
» Filed Under Agenda based science, Education, Fraud/misrepresentation, News, Psychology, Research/surveys, Science/pseudo-science
Trackback URL:
Comments
2 Responses to “The world’s most “incorrect” topic”
-
-
-
Affiliations
The Giants
Advertise
-
-
Our Store
- Click the design to visit our store and help Stop the ACLU!
-
- More blogs about the ACLU
Syndicate Me
In other words the more educated one is the higher their IQ score.
What does reading have to do with intelligence. It is a skill on acquires through learning not an intrinsic ability.
You have got it back to front. A high IQ facilitates educational achievement so high educational achievement tends to indicate high IQ — and people with low IQs will often have difficulty even with reading