0
   

Race and Intelligence

 
 
mimidamnit
 
  1  
Reply Mon 3 Aug, 2009 02:52 pm
@JBeukema,
and the ONE greatest commandment by your jesus.. to love the lord your god.. and to love your neighbor as yourself.. didnt your god create all things? how are non-whites "not" your neighbor mr./ms. christian? (whip)
0 Replies
 
JBeukema
 
  1  
Reply Mon 3 Aug, 2009 04:56 pm
@JBeukema,
Whip;67394 wrote:
So, all races came out of Africa...why is the black race/species the least productive and intelligent on this planet;


Different evolutionary pressures. Negroids have the lowest IQ on average but, environmental variables being equal, tend to be more athletic than Mongoloids or most Caucasoids.
JBeukema
 
  1  
Reply Mon 3 Aug, 2009 04:59 pm
@JBeukema,
Quote:
individual humans vary between each other much less than do individuals of almost any other species.


It's called an evolutionary bottleneck. It;s also why Cheetahs are so fucked up.
http://www.pnas.org/content/90/8/3172.full.pdf

Dating the genetic bottleneck of the African cheetah.

MUTANT CHEETAHS

Interestingly, the Cheetah, because of this, is evidence oft cited against the Noah myuth
0 Replies
 
Numpty
 
  1  
Reply Mon 3 Aug, 2009 08:05 pm
@JBeukema,
JBeukema;67379 wrote:
After two hundred years, Americans and Britons can barely speak to eachother. That's with modern developments that allow us to even communicate.


Is this sarcasm?

Being English myself, I converse with with americans on a weekly basis over the internet, up to 6 or 7 at once and we have no issue communicating. So I am not sure what your point is.
0 Replies
 
kynaston
 
  1  
Reply Mon 3 Aug, 2009 10:48 pm
@JBeukema,
There is only one race of human nowadays, homo sapiens, and by its own standards it is superior to other species. How is phlogiston doing over there in the US, or the Philosopher's stone? People don't half live in the dim and distant!
Fatal Freedoms
 
  1  
Reply Tue 4 Aug, 2009 12:26 am
@JBeukema,
JBeukema;67408 wrote:
Different evolutionary pressures. Negroids have the lowest IQ on average but, environmental variables being equal, tend to be more athletic than Mongoloids or most Caucasoids.


"Today, most scientists view human variation as distributed clinally, often without any sharp discontinuities. While acknowledging the existence of human variation among groups, anthropologists have abandoned the view that clearly delineated, discrete racial entities exist, since there often is considerable overlap in characteristics among the populations.[14] Furthermore, in at least one study most of the variation in physical traits found was among individuals within the so-called racial groups.[15]

The term Negroid is commonly associated with outdated notions of racial typology which have been widely discredited in scientific circles[1] ? for modern usage it is generally associated with outdated racial notions, and is discouraged, as it is potentially offensive."

-http://www.answers.com/topic/negroid
JBeukema
 
  1  
Reply Tue 4 Aug, 2009 02:47 am
@kynaston,
kynaston;67419 wrote:
There is only one race of human nowadays, homo sapiens, and by its own standards it is superior to other species.




When asked to spe3cify those standards, however, it almost always comes down to a fuzzy concept of 'intelligence' that nobody really seems able to clarify.
0 Replies
 
JBeukema
 
  1  
Reply Tue 4 Aug, 2009 03:10 am
@Fatal Freedoms,
Fatal_Freedoms;67426 wrote:
"Today, most scientists view human variation as distributed clinally, often without any sharp discontinuities. While acknowledging the existence of human variation among groups, anthropologists have abandoned the view that clearly delineated, discrete racial entities exist, since there often is considerable overlap in characteristics among the populations.[14]


It's called interracial breeding. Just because there are lots of mutts doesn't mean the breeds never existed or that they no longer exist in the world. The races are real, and racial differences are demonstrated in pheno- and geno-type, racial difference-s in average IQ, and medicine. Remember when the Army found out that Mediterraneans couldn't take the same anti-malarial as everyone else is Korea? Or. more recently, take the case of BiDil.

Quote:
Geneticists agree that the medically important issue is not race itself but the genes that predispose a person to disease. But it may often be useful for physicians to take race into account because the predisposing genes for many diseases follow racial patterns.

Quote:
Dr. Stefansson said he believed that the more active version of this gene might have risen to prominence in Europeans and Asians because it conferred extra protection against infectious disease.

Along with the protection would have come a higher risk of heart attack because plaques that build up in the walls of the arteries could become inflamed and rupture. But because the active version of the gene started to be favored long ago, Europeans and Asians have had time to develop genetic changes that offset the extra risk of heart attack.

http://www.nytimes.com/2005/11/11/health/11heart.html


To deny the existence of racial differences (because of liars and PC bullshit) is to deny evolution itself. Ever heard of Genetic Drift? I guess we can't treat men and women differently either,eh? We have to give them the same dose of the same medicine- the good of the patient be damned!

Quote:
Only six months later, Bloche seems prescient. A flood of studies has emerged showing racial differences in how patients suffer from disease--or benefit from drugs--in ailments ranging from osteoporosis to cancer. And several more have looked at the effects of drugs on particular racial groups. Many of the doctors conducting the studies are African-American.

Race-Based Medicine Arrives - Forbes.com
Quote:
For many drugs, just doing a study looking at the effects of medicines on African-Americans might be useful. Ferdinand conducted such a trial with Crestor, a cholesterol drug from AstraZeneca (nyse: AZN - news - people ). Patrick Griffith, a neurologist at the Morehose School of Medicine, conducted a trial of Aricept, the Pfizer (nyse: PFE - news - people ) and Eisai Alzheimer's medicine, in African-Americans. Both studies, funded by the manufacturers, found the drugs to be effective in those populations.


Quote:
Biologically, race is real. It's an extension of extended family. But it's also transitional

Quote:
"Differences in response to medical products have been observed in racially and ethnically distinct subgroups of the US population," the journal points out.

Race, genes, and the future of medicine. - By William Saletan - Slate Magazine


Quote:
Last month, James Watson, the legendary biologist, was condemned and forced into retirement after claiming that African intelligence wasn't "the same as ours." "Racist, vicious and unsupported by science," said the Federation of American Scientists. "Utterly unsupported by scientific evidence," declared the U.S. government's supervisor of genetic research. The New York Times told readers that when Watson implied "that black Africans are less intelligent than whites, he hadn't a scientific leg to stand on."

I wish these assurances were true. They aren't. Tests do show an IQ deficit, not just for Africans relative to Europeans, but for Europeans relative to Asians. Economic and cultural theories have failed to explain most of the pattern, and there's strong preliminary evidence that part of it is genetic. It's time to prepare for the possibility that equality of intelligence, in the sense of racial averages on tests, will turn out not to be true. If this suggestion makes you angry?if you find the idea of genetic racial advantages outrageous, socially corrosive, and unthinkable?you're not the first to feel that way. Many Christians are going through a similar struggle over evolution

(emphasis added)

Quote:
We don't like to think IQ is mostly inherited. But we've all known families who are smarter than others. Twin and sibling studies, which can sort genetic from environmental factors, suggest more than half the variation in IQ scores is genetic. A task force report from the American Psychological Association indicates it might be even higher.


Quote:
How could genes cause an IQ advantage? The simplest pathway is head size. I thought head measurement had been discredited as Eurocentric pseudoscience. I was wrong. In fact, it's been bolstered by MRI. On average, Asian-American kids have bigger brains than white American kids, who in turn have bigger brains than black American kids. This is true even though the order of body size and weight runs in the other direction. The pattern holds true throughout the world and persists at death, as measured by brain weight.

According to twin studies, 50 percent to 90 percent of variation in head size and brain volume is genetic. And when it comes to IQ, size matters. The old science of head measurements found a 20 percent correlation of head size with IQ. The new science of MRI finds at least a 40 percent correlation of brain size with IQ.

Race, genes, and intelligence. (1) - By William Saletan - Slate Magazine

http://psychology.uwo.ca/faculty/rushtonpdfs/PPPL1.pdf

Quote:

The term Negroid is commonly associated with outdated notions of racial typology which have been widely discredited in scientific circles[1] ? for modern usage it is generally associated with outdated racial notions, and is discouraged, as it is potentially offensive."

-http://www.answers.com/topic/negroid

The PC war against common sense and reason marches on Rolling Eyes
Fatal Freedoms
 
  1  
Reply Tue 4 Aug, 2009 07:12 am
@JBeukema,
JBeukema;67445 wrote:
It's called interracial breeding. Just because there are lots of mutts doesn't mean the breeds never existed or that they no longer exist in the world. The races are real, and racial differences are demonstrated in pheno- and geno-type, racial difference-s in average IQ, and medicine. Remember when the Army found out that Mediterraneans couldn't take the same anti-malarial as everyone else is Korea? Or. more recently, take the case of BiDil.


Genetically speaking there are no races. I've stated this before and i'll state it again. Caucasians, asians, and other ethnic groups are not genetically distinct enough to constitute a new "subspecies" which is what a race is. Not only that but individuals perceived as belonging to the same group simply do not share enough common genes for their ethnicity to be the a significant factor in intelligence.



Quote:
To deny the existence of racial differences (because of liars and PC bull****) is to deny evolution itself.


No it isn't. Evolutionary theory does not rely on the genetic variety of homo sapiens.


Quote:
Ever heard of Genetic Drift? I guess we can't treat men and women differently either,eh? We have to give them the same dose of the same medicine- the good of the patient be damned!


Do men and women have different organs? Do blacks and whites have different organs.

There is no comparison.





Quote:
The PC war against common sense and reason marches on Rolling Eyes


Oh, geez

Really? You're gonna claim this is about being politically correct? No, it's about being scientifically correct. You're using terms from fields that were discredited over a decade ago.
JBeukema
 
  1  
Reply Tue 4 Aug, 2009 09:39 am
@Fatal Freedoms,
Fatal_Freedoms;67465 wrote:
Not only that but individuals perceived as belonging to the same group simply do not share enough common genes for their ethnicity to be the a significant factor in intelligence.


Now you're just being dishonest, trying to argue ethnicity in a debate about race. Such dishonesty I usually only see from theists and anti-lifers.

Has you read my sources, you would have seen this:

Quote:
According to twin studies, 50 percent to 90 percent of variation in head size and brain volume is genetic. And when it comes to IQ, size matters. The old science of head measurements found a 20 percent correlation of head size with IQ. The new science of MRI finds at least a 40 percent correlation of brain size with IQ. One analysis calculates that brain size could easily account for five points of the black-white IQ gap.

I know, it sounds crazy. But if you approach the data from other directions, you get the same results. The more black and white scores differ on a test, the more performance on that test correlates with head size and "g," a measure of the test's emphasis on general intelligence. You can debate the reality of g, but you can't debate the reality of head size. And when you compare black and white kids who score the same on IQ tests, their average difference in head circumference is zero.

Scientists have already identified genes that influence brain size and vary by continent. Whether these play a role in racial IQ gaps, nobody knows. But we should welcome this research, because any genetic hypothesis about intelligence ought to be clarified and tested.

Critics think IQ tests are relative—i.e., they measure fitness for success in our society, not in other societies. "In a hunter-gatherer society, IQ will still be important, but if a hunter cannot shoot straight, IQ will not bring food to the table," argues psychologist Robert Sternberg. "In a warrior society … physical prowess may be equally necessary to stay alive." It's a good point, but it bolsters the case for a genetic theory. Nature isn't stupid. If Africans, Asians, and Europeans evolved different genes, the reason is that their respective genes were suited to their respective environments.

In fact, there's a mountain of evidence that differential evolution has left each population with a balance of traits that could be advantageous or disadvantageous, depending on circumstances. The list of differences is long and intricate. On average, compared with whites, blacks mature more quickly in the womb, are born earlier, and develop teeth, strength, and dexterity earlier. They sit, crawl, walk, and dress themselves earlier. They reach sexual maturity faster, and they have better eyesight. On each of these measures, East Asians lag whites and blacks. In exchange, East Asians get longer lives and bigger brains.

(emphasis added)
Race, genes, and intelligence. (1) - By William Saletan - Slate Magazine


I have posted sources to a number of respectable sources. You have only posted your opinion and a link to someone else's opinion. Either present refuting evidence or admit that you were wrong in your assertions. Any other response will be indicative of your nature and show that you have no business attempting a meaningful discussion on the matter.


Quote:

Do men and women have different organs?


Last I checked, I had no ovaries, and if any woman has a penis or testes, some very serious questions must be asked as something is clearly not right. That you ask such a stupid question stands as proof that you have no business trying to engage in intelligent discussion.

Quote:
Do blacks and whites have different organs.


You know, we aren't that different from a bonobo and we an actually transplant a pig's heart into a human as they're effectively identical for all intents and purposes.

:withstupid:
Quote:
he list of differences is long and intricate. On average, compared with whites, blacks mature more quickly in the womb, are born earlier, and develop teeth, strength, and dexterity earlier. They sit, crawl, walk, and dress themselves earlier. They reach sexual maturity faster, and they have better eyesight. On each of these measures, East Asians lag whites and blacks. In exchange, East Asians get longer lives and bigger brains.

Quote:

There is no comparison.

http://jbsimages.100webspace.net/fail/you%20fail%20it%20-%20original.jpg


Quote:
Really? You're gonna claim this is about being politically correct? No, it's about being scientifically correct. You're using terms from fields that were discredited over a decade ago.


:rollinglaugh:

I have linked to research being done and progress being made today. Hell, you don't even know the difference between ethnicity and the major races :rollinglaugh:
Fatal Freedoms
 
  1  
Reply Tue 4 Aug, 2009 11:34 am
@JBeukema,
JBeukema;67471 wrote:
Now you're just being dishonest, trying to argue ethnicity in a debate about race. Such dishonesty I usually only see from theists and anti-lifers.


Have you been paying attention? There is only one race, your idea of race is a social construct which has loose to no basis in genetics. What we are really talking about here are ethnicities.

Homo sapien is a species

Homo sapien sapiens is a subspecies (or race) of homo sapiens, and it includes all humans living today.




Quote:
Has you read my sources, you would have seen this:


(emphasis added)
Race, genes, and intelligence. (1) - By William Saletan - Slate Magazine


Sorry, SLATE is not a scientific source, if you want a real scientific journal look at SCIENTIFIC AMERICAN. It is peer reviewed, unlike your source which consists of opinion articles.

Race, IQ and Flynn: Scientific American Podcast


Quote:
I have posted sources to a number of respectable sources. You have only posted your opinion and a link to someone else's opinion. Either present refuting evidence or admit that you were wrong in your assertions. Any other response will be indicative of your nature and show that you have no business attempting a meaningful discussion on the matter.


I just did, I posted the ONLY scientific journal cited in this whole argument. I am well read on the current scientific literature. If you want to debate me in any science-related subject you will lose.

Only Sabz is more knowledgeable of science than I am on this forum.




Quote:
Last I checked, I had no ovaries, and if any woman has a penis or testes, some very serious questions must be asked as something is clearly not right. That you ask such a stupid question stands as proof that you have no business trying to engage in intelligent discussion.


Do you know what a rhetorical question is? Apparently not.



Quote:
You know, we aren't that different from a bonobo and we an actually transplant a pig's heart into a human as they're effectively identical for all intents and purposes.


Quit dodging the question.

Do blacks and whites have different organs? Yes or no?

If no then your comparison of social race and gender is completely unfounded.


Quote:


http://jbsimages.100webspace.net/fail/you%20fail%20it%20-%20original.jpg



I can tell how intellectually bankrupt a person is based on how frequently they use internet memes to argue for them.





Quote:
I have linked to research being done and progress being made today. Hell, you don't even know the difference between ethnicity and the major races :rollinglaugh:


You do not know what the word "race" means in a taxonomic context. A race is a subspecies. Are there any subspecies of humans? No.

Race is a social classification based on phenotype only, there is no genetic basis for distinct classification of separate human subspecies. Nor do any perceived "races" share enough common genetic material for it to be a significant impact on IQ. Current scientific literature supports this.


You are not educated enough on this subject. I am more knowledgeable on this topic than are you. Of this I am certain.
JBeukema
 
  1  
Reply Tue 4 Aug, 2009 02:09 pm
@Fatal Freedoms,
Fatal_Freedoms;67478 wrote:
your idea of race is a social construct which has loose to no basis in genetics.


Laughing

stating your opinion and personal beliefs which are threatened dopes nothing to refute the evidence I have presented. Trying to explain simple matters to you is like talking to Kent Hovind.


Quote:
Sorry, SLATE is not a scientific source,


Did you try clicking the links to its sources? What about the sources' sources? Here, one lists the following

Quote:
African-American
children and educational reform. In R. Rossi (Ed.), Schools and students
at risk (pp. 116-l 38). New York: Teachers College Press.
Brandt, E. A. (1984). The cognitive functioning of American Indian
children: A critique of McShane and Plas. School Psychology Review,
13, 74-82.
February 1996 l American Psychologist 97
Brody, N. (1992). Intelligence (2nd ed.). San Diego, CA: Academic Press.
Broman, S. H., Nichols, P. L., & Kennedy, W. A. (1975). Preschool ZQ:
Prenatal and early developmental correlates. Hillsdale, NJ: Erlbaum.
Brown, A. L., & French, A. L. ( 1979). The zone of potential development:
Impli~tions for intelligence testing in the year 2000. In R. J. Stemberg
& D. K. Detterman (Eds.), H u m a n i n t e l l i g e n c e : P e r s p e c t i v e s o n i t s
theory and measurement (pp. 217-235). Norwood, NJ: Ablex.
Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention
on intellectual and academic achievement: A follow-up study of children
from low-income families. Child Development, 65, 684-698.
Carraher, T. N., Carraher, D., & Schliemann, A. D. ( 1985). Mathematics
in the streets and in schools. British Journal of Developmental Psychology,
3, 21-29.
Carroll, J. B. (1993). Human cognitive abilities: A survey offactor-analytic
studies. Cambridge, England: University of Cambridge Press.
Caryl, P. G. (1994). Early event-related potentials correlate with inspection
time and intelligence. Intelligence, 18, 15-46.
Ceci, S. J. (1990). On intelligence more or less: A bioecological
treatise on intellectual development. Englewood Cliffs, NJ: Prentice
Hall.
Ceci, S. J. (199 1). How much does schooling influence general intelligence
and its cognitive components? A reassessment of the evidence. Developmental
Psychdog)! 27, 703-722.
Ceci, S. J., & Liker, J. (1986). A day at the races: A study of IQ, expertise,
and cognitive complexity. Journal of Experimental Psychology: General,
115, 255-266.
Chaiken, S. R. (1993). Two models for an inspection time paradigm:
Processing distraction and processing speed versus processing speed
and asymptotic strength. Intelligence, 17, 257-283.
Chipuer, H. M., Rovine, M., & Plomin, R. (1990). LISREL modelling:
Genetic and environmental influences on IQ revisited. Intelligence,
14, 11-29.
Christal, R. E., Tirre, W., & Kyllonen, P. (1984). Two for the money:
Speed and level scores from a computerized vocabulary test. In G.
Lee & T. Ulrich (Eds.). Proceedinas, Psvcholoav in the Deaartment
of Defense, Ninth? An&l Sympo&m (USAFA TR 8-2). Colorado
Springs, CO: U.S. Air Force Academy.
Christiansen, K., & Knussmann, R. (1987). Sex hormones and cognitive
functioning in men. Neuropsychobiology, 18, 27-36.
Columbo, J. (1993). Infant cognition: Predicting later intellectualfunctioning.
Newbury Park, CA: Sage.
Consortium for Longitudinal Studies. (1983). As the twig is bent.
lasting effects of preschool programs. Hillsdale, NJ: Erlbaum.
Cronbach, L. J., & Snow, R. E. (1977). A p t i t u d e s a n d i n s t r u c t i o n a l
methods. New York: Irvington.
Darlington, R. B. (1986). Long-term effects of preschool programs. In
U. Neisser ( E d . ) , T h e s c h o o l a c h i e v e m e n t o f m i n o r i t y c h i l d r e n (pp.
159-167). Hillsdale, NJ: Erlbaum.
Davis, C., Haub, C., & Willette, J. (1983). U.S. Hispanics: Changing the
face of America. Population Bulletin, 38(No. 3).
Deary, I. J. (1993). Inspection time and WAIS-R IQ subtypes: A confirmatory
factor analysis study. Intelligence, 17, 223-236.
Deary, I. J. (1995). Auditory inspection time and intelligence: What is
the causal direction? Developmental Psychology, 31, 237-250.
Driver, H. E. (1969). Indians of North America. Chicago: University of
Chicago Press.
Dube, E. E (1982). Literacy, cultural familiarity, and ?intelligence? as
determinants of story recall. In U. Neisser (Ed.), Memory observed:
Remembering in natural contexts (pp. 274-292). New York: Freeman.
Duran, R. P. (1983). H i s p a n i c s ? e d u c a t i o n a n d b a c k g r o u n d : P r e d i c t i o n
of colIege achievement. New York: College Entrance Examination
Board.
Eccles, J. S. (1987). Gender roles and women?s achievement-related decisions.
Psychology of Women Quarterly, 11, 135-l 72.
Eyde, L. D. (1992). Introduction to the testing of Hispanics in industry
and research. In K. F. Geisinger (Ed.), Psychological testing of Hispanics
(pp. 167-172). Washington, DC American Psychological
Association.
Eyferth, K. (196 1). Leistungen verchiedener Gruppen von Besatzungskindem
Irn Hamburg-Wechsler Intelligentztest fur Kinder (HAWIK)
[The performance of different groups of occupation children in the
Hamburg-Wechsler Intelligence Test for Children]. Archive fur dl
gesamte &chologie, 113.222-241.
Evsenck. H. (1973). The measurement of intelliaence. Baltimore: Wi
Oliams & W*insl
._
Eysenck, H. J. (1986). Inspection time and intelligence: A historic;
introduction. P e r s o n a l i t y a n d I n d i v i d u a l Di$erences, 7, 603-607.
Feuerstein, R. (1980). Instrumental enrichment: An intervention progral
for cognitive mo&iability. Baltimore: University Park Press.
Flynn, J. R. (1980). Race, IQ, and Jensen. London: Routledge & Kega
Paul.
Flynn, J. R. (1984). The mean IQ of Americans: Massive gains 1932 t
1978. Psychological Bulletin, 95. 29-S 1 .
Flynn, J. R. (1987). Massive IQ gains in 14 nations: What IQ tests real1
measure. Psychological Bulletin, IOI, 17 l- 19 1.
Flynn, J. R. (1991). Asian-Americans: Achievement beyond ZQ. Hill&l
NJ: Erlbaum.
Frearson, W. M., & Eysenck, H. J. (1986). Intelligence, reaction tilr
[RTJ, and a new ?odd-man-out? RT paradigm. Personality and Ii
dividual D@erences, 7, 807-817.
Freedman, D. G., & Freedman, N. C. (1969). Behavioral differeno
between Chinese-American and European-American newborns. N;
&re, 224, 1227.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligence
$eG York: Basic Books.
Gay, J., & Cole, M. (1967). The new mathematics and an old ctdtur
A study of learning among the Kpelle of Liberia. New York: Ho?
Rhinehart SC Winston.
Geschwind, N., & Galaburda, A. M. (1987). Cerebral lateralizatio
Biological mechanisms, associations, and pathology. Cambridge, U
MIT Press.
Gordon, H. W., & Lee, P. (1986). A relationship between gonadotropin
and visuospatial function. Neuropsychologia, 24, 563-576.
Gottfried, A. W. (Ed.). (1984). H o m e e n v i r o n m e n t a n d e a r l y c o g n i t i
development: Longitudinal research. New York: Academic Press.
Gouchie, C., & Kimura, D. (1991). The relationship between testosterol
levels and cognitive ability patterns. Psychoneuroendocrinology, 1
323-334.
Gould, S. J. (1978). Morton?s ranking of races by cranial capacity: U
conscious manipulation of data may be a scientific norm. Scienc
200, 503-509.
Green, R. L., Hoffman, L. T., Morse, R., Hayes, M. E., & Morga
R. F. (1964). The educational status of children in a district witho
public schools (Cooperative Research Project No. 232 1). Washingto
DC Office of Education, U.S. Department of Health. Education. a~
Welfare.
Grissmer, D. W., Kirby, S. N., Berends, M., & Williamson, S. (1991
Student achievement and the chanting American familv. Santa Monk
CA: RAND Corporation. - - - .
Gustafsson, J.-E. (1984). A unifying model for the structure of intelkctt
abilities. InteIligence, 8, 179-203.
Haier, R. J. (1993). Cerebral glucose metabolism and intelligence.
P. A. Vernon (Ed.), Bioloqical approaches to the study of human 1
telligence (pp. 3 17-332). Norwood, NJ: Ablex.
Halpem, D. (1992). Sex d@rences in cognitive abilities (2nd ed.). Hi1
dale, NJ: Erlbaum.
Halpem, D. F., & Cass, M. (1994). Laterality, sexual orientation, a!
immune system functioning: Is there a relationship? Internatior
Journal of Neuroscience, 77, 167- 180.
Hart, B., & Risley, T. R. (1992). American parenting of language-learni
children: Persisting differences in family-child interactions observ
in natural home environments. Developmental Psychology, 28, 109
1105.
Hart, B., & Risley, T. R. (in press). Meaning/id d@mces in the everya
experience of y o u n g A m e r i c a n c h i l d r e n . Baltimore: P. H. Brookes.
Hay, D. A. (1985). Essentials of behavior genetics. Melbourne, Austral
Blackwell.
Heath, S. B. (1983). Ways with words. New York: Cambridge Univers
Press.
Held, J. D., Alderton, D. E., Foley, P. I?, & Segall, D. 0. (1993). Aril
metic reasoning gender differences: Explanations found in the Arm
Services Vocational Aptitude Battery (ASVAB). Learning and In
vidual Diflerences, 5, 17 1-186.
98 February 1996 l American Psycholog
Helms, .I. E. (1992). Why is there no study of cultural equivalence in
standardized cognitive ability testing? American Psychologist, 47,
1083-l 101.
Hennessy, J. J., & Merrifield, P. R. (1978). Ethnicity and sex distinctions
in patterns of aptitude factor scores in a sample of urban high school
seniors. American Educational Research Journal, 15, 385-389.
Hermstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and
class structure in American life. New York: Free Press.
Hermstein, R. J., Nickerson R. S., de Sanchez, M., & Swets, J. A. (1986).
Teaching thinking skills. American Psychologist, 41, 1279-l 289.
Hines, M. (1990). Gonadal hormones and human cognitive development.
In J. Balthazart (Ed.), Hormones, brains, and behaviors in vertebrates:
I . S e x u a l d i f f e r e n t i a t i o n . n e u r o a n a t o m i c a l a s p e c t s , n e u r o t r a n s m i t t e r s ,
and neuropeptides (pp. 5 l-63). Basel, Switzerland Karger.
Hines. M.. Chiu, L.. McAdams. L. A.. Bentler, M. P.. & Lipcamon, J.
(1992). Cognition ?and the corpus c&sum: Verbal fluency, visuospatial
ability, language lateralization related to midsagittal surface areas of
the corpus callosum. Behavioral Neuroscience, 106, 3-14.
Hunt, E. (1978). Mechanics of verbal ability. Psychological Review, 85,
109-130.
Hunter, J. E. (1983). A causal analysis of cognitive ability, job knowledge,
job performance, and supervisor ratings. In E Landy, S. Zedeck, &
J. Cleveland ( E d s . ) , P e r f o r m a n c e m e a s u r e m e n t a n d t h e o r y (pp. 257-
266). Hillsdale, NJ: Erlbaum.
Hyde, J., Fennema, E., & Lamon, S. J. (1990). Gender differences in
mathematics performance: A me&analysis. Psychological Bulletin,
107, 139-155.
Jackson, G. D. (1975). On the report of the Ad Hoc Committee on
Educational Uses of Tests with Disadvantaged Students: Another psychological
view from the Association of Black Psychologists. American
Psychologist, 30, 88-93.
Jackson, J. E (1993). Human behavioral genetics, Starr?s theory, and
her views on interventions: A critical review and commentary on their
implications for African American children. Child Development, 64,
1318-1332.
Jackson, M., & McClelland, J. (1979). Processing determinants of reading
steed. Journal of Exoerimental Psvcholoav: General. 108. 15 l-l 8 1.
Janowsky, J. S., Oviatt; S. K., & Orwell, E-S. (1994). Testosterone influences
spatial cognition in older men. Behavioral Neuroscience, 108,
325232.
Jardine, R., & Martin, N. G. (1983). Spatial ability and throwing accuracy.
Behavior Genetics, 13, 331-340.
Jencks, C. (1979). W h o g e t s a h e a d ? T h e d e t e r m i n a n t s of e c o n o m i c s u c c e s s
in America. New York: Basic Books.
Jensen, A. R. (1972). Genetics and education. New York: Harper & Row.
Jensen. A. R. (1977). Cumulative deficit in IO of Blacks in the rural
South. Developmental Psychology 13, 184-l? 1.
Jensen, A. R. (1980). Bias in mental testing. New York: Free Press.
Jensen, A. R. (1985). The nature of the black-white difference on various
psychometric tests: Spearman?s hypothesis. Behavioral and Brain
Sciences, 8, 193-263.
Jensen, A. R. (1987). Individual differences in the Hick paradigm. In
P. A. Vernon (Ed.), Speed of i n f o r m a t i o n p r o c e s s i n g a n d i n t e l l i g e n c e
(pp. 101-175). Norwood, NJ: Ablex.
Jensen, A. R. (1993). Test validity: g vs. ?tacit knowledge.? Current
Directions in Psychological Science, 2. 9-10.
Jones, H. E., and Bayley, N. (1941). The Berkeley Growth Study. Child
Development, 12, 167-173.
Kaufman, A. S. (1994). Intelligent testing with the WISC-ZIZ. New York:
Wiley.
Kaufman, A. S., & Doppelt, J. E. (1976). Analysis of WISC-R standardization
data in terms of the stratification variables. Child Development,
47, 165-171.
Kohn, M. L., & Schooler, C. (1973). Occupational experience and psychological
functioning: An assessment of reciprocal effects. American
Sociological Review, 38, 97- 118.
Kohn, M. L., & Schooler, C.?( 1983). Work andpersonality: An inquiry
into the impact of social stratification. Norwood, NJ: Ablex.
Kranzler, J., & Jensen, A. R. (1989). Inspection time and intelligence:
A meta-analysis. Intelligence, 13, 329-347.
Lave, J. (1988). Cognition in practice. New York: Cambridge University
Press.
Law, D. J., Pellegrino, J. W., & Hunt, E. B. (1993). Comparing the
tortoise and the hare: Gender differences and experience in dynamic
spatial reasoning tasks. Psychological Science, 4, 35-40.
Leap, W. L. (198 1). American Indian languages. In C. Ferguson & S. B.
Heath (Eds.), Language in the USA. Cambridge, England: Cambridge
University Press.
Lee, E. S. (195 1). Negro intelligence and selective migration: A Philadelphia
test of the Klineberg hypothesis. American Sociological Review,
16, 227-232. w
Lesser, G. S., Fifer, G., & Clark, D. H. (1965). Mental abilities of children
from different social-class and cultural groups. Monographs of the
S o c i e t y f o r R e s e a r c h i n C h i l d D e v e l o p m e n t , 3O(Whole No. 102).
Lewontin, R. (1970). Race and intelligence. Bulletin of the Atomic Scientists,
26, 2-8.
Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization
of sex differences in spatial ability: A meta-analysis. Child Development,
56, 1479-1498.
Locurto, C. (1991). Beyond IQ in preschool programs? Intelligence, 15,
295-3 12.
Loehlin, J. C. (1989). Partitioning environmental and genetic contributions
to behavioral development. American Psychologist, IO, 1285-
1292. : *
Loehlin, J. C.,Hom, J. M., & Willerman, L. (1989). Modeling IQ change:
Evidence from the Texas Adoption Project. Child Development, 60,
993-1004.
Ioehlin, J. C., Lindzey, G., & Spuhler, J. N. (1975). Race dtjlerences in
intelligence. New York: Freeman.
Loehlin, J. C., Vandenberg, S. G., & Osborne, R. T. (1973). Blood group
genes and Negro-White ability differences. Behavior Genetics, 3,263-
270.
Longstreth, L. E. ( 1984). Jensen?s reaction-time investigations of intelligence:
A critique. Intelligence, 8, 139- 160.
Lubchenko, L. 0. (1976). The high-risk infant. Philadelphia: Saunders.
Lynn, R. (1982). IQ in Japan and the United States shows a growing
disparity. Nature, 297, 222-223.
Lynn, R. (1990). The role of nutrition in secular increases in intelligence.
Personalitv and Individual Differences, Il. 273-285.
Lynn, R. (1993). Qriental Ame&ns: Their IQ, educational attainment,
and socio-economic status. Personality and Individual Dtjerences,
15. 237-242.
Lynn, R. (1994). Sex differences in intelligence and brain size: A paradox
resolved. P e r s o n a l i t y a n d I n d i v i d u a l Dtjherences, 17, 257-27 1.
Mackenzie, B., Molloy, E., Martin, F., Lovegrove, W., & McNicol, D.
( 199 1). Inspection time and the content of simple tasks: A framework
for research on speed of information processing. Australian Journal
of Psychology, 43, 37-43.
Masters, M. S., & Sanders, B. (1993). Is the gender difference in mental
rotation disappearing? Behavior Genetics, 23, 337-34 1.
McCall, R. B., & Garriger, M. S. (1993). A meta-analysis of infant habituation
and recognition memory performance as predictors of later
IQ. Child Development, 64, 57-79.
McCartney, K., Harris, M. J., & Bemieri, F. (1990). Growing up and
growing apart: A developmental meta-analysis of twin studies. Psychological
Bulletin, 107, 226-237.
McGue, M., Bouchard, T. J., Jr., Iacono, W. G., & Lykken, D. T. ( 1993).
Behavioral genetics of cognitive ability: A life-span perspective. In R.
Plomin & G. E. McCleam (Eds.), Nature, nurture, & psychoiogy (pp.
59-76). Washington, DC: American Psychological Association.
McMichael, A. J., Baghurst, I! A., Wigg, N. R., Vimpani, G. V., Robertson,
E. F., & Roberts, R. J. (1988). Port Pirie cohort study: Environmental
exposure to lead and children?s abilities at the age of four
years. New England Journal of Medicine, 319, 468-475.
McShane, D. A., & Berry, J. W. (1988). Native North Americans: Indian
and Inuit abilities. In S. H. Irvine & J. W. Berry (I!&.), Human abilities
in cultural context (pp. 385-426). New York: Cambridge University
Press.
McShane, D. A., & Cook, V J. (1985). Tianscultural intellectual assessment:
Performance by Hispanics on the Wechsler Scales. In B. B.
Wolman (Ed.), Handbook of intelligence: Theories, measurements,
and applications. New York: Wiley.
February 1996 l American Psychologist 99
McShane, D. A., & Plas, J. M. (1984a). Response to a critique of the
McShane & Plas review of American Indian performance on the
Wechsler Intelligence Scales. School Ps~&ro/osy Review, 13, 83-88.
McShane, D. A., & Plas, J. M. (1984b). The cognitive functioning of
American Indian children: Moving from the WISC to the WISC-R.
School Psychology Review, 13, 6 l-73.
Meehan, A. M. (1984). A meta-analysis of sex differences in formal
operational thought. Child Development, 55, 1110-l 124.
Merq J. R. (1984). What is a racially and culturally nondiscriminatory
test? A sociological and pluralistic perspective. In C. R. Reynolds &
R. T Brown (Eds.), Perspectives on bias in mental testing. New York:
Plenum Press.
Moffitt, T. E., Caspi, A,, Harkness, A. R., & Silva, P. A. (1993). The
natural history of change in intellectual performance: Who changes?
How much? Is it meaningful? Journal of Child Psychology and Psychiatry
34, 455-506.
Moffitt, T. E., Gabrielli, W. F., Mednick, S. A., & Schulsinger, E (198 1).
Socioeconomic status, IQ, and delinquency. Journal of Abnormal
Psychology, 90, 152-156.
My&l, G. (1944). An American dilemma: The Negro problem and
m o d e r n d e m o c r a c y . N e w York: Harper.
Needleman, H. L., Geiger, S. K., & Frank, R. (1985). Lead and IQ
scores: A reanalysis. Science, 227, 70 l-704.
Neisser, U. (1976). General, academic, and artificial intelligence. In
L. B. Resnick (Ed.), The nature of intelligence (pp. 135-144). Hillsdale,
NJ: Erlbaum.
Nettelbeck, T. (1987). Inspection time and intelligence. In P. A. Vernon
(Ed.), Speed of information-processing and intelligence (pp. 295-346).
Norwood, NJ: Ablex.
Nyborg, H. (1984). Performance and intelligence in hormonally different
groups. In G. J. DeVries, J. DeBruin, H. Uylings, & M. Cormer (Eds.),
Progress in brain research (Vol. 61, pp. 49 l-508). Amsterdam: Else&r
Science.
Ggbu, J. U. (1978). Minority education and caste: The American system
in cross-cultural perspective. New York: Academic Press.
Ogbu, J. U. (1994). From cultural differences to differences in cultural
frames of reference. In P. M. Greenfield & R. R. Cocking (Eds.),
C r o s s - c u l t u r a l r o o t s of m i n o r i t y c h i l d d e v e l o p m e n t (pp. 365-391).
Hillsdale, NJ: Erlbaum.
Okagaki, L., & Stemberg, R. J. (1993). Parental beliefs and children?s
school performance. Child Development, 64, 36-56.
Olivier, G. ( 1980). The increase of stature in France. Journal of Human
Evolution, 9, 645-649.
Pascual-Leone, J., & Ijaz, H. (1989). Mental capacity testing as form of
intellectual-developmental assessment. In R. J. Samuda, S. L. Kong,
et al. (Eds.), Assessment andplacement of minority students. Toronto,
Ontario, Canada: Hogrefe & Huber.
Pedemen, N. L., Plomin, R., Nesselroade, J. R., & McClearn, G. E.
(1992). A quantitative genetic analysis of cognitive abilities during
the second half of the life span. Psychological Science, 3, 346-353.
Pennock-Roman, M. ( 1992). Interpreting test performance in selective
admissions for Hispanic students. In K. E Geisinger (Ed.), Psychological
testing of Hispanics (pp. 95-l 35). Washington, IX American
Psychological Association.
Piaget, J. ( 1972). The psychology of intelligence. Totowa, NJ: Littlefield
Adams.
Plomin, R., & Bergeman, C. S. (199 1). The nature of nurture: Genetic
influence on ?environmental? measures. Behavioral and Brain Sciences,
14, 373-427.
Plomin, R., DeFries, J. C., & Loehlin, J. C. (1977). Genotype-environment
interaction and correlation in the analysis of human behavior.
Psychological Bulletin, 84, 309-322.
Plomin, R., DeFries, J. C., & McCleam (1990). Behavioral genetics: A
primer (2nd ed.). New York: Freeman.
Poll&, E., Gorman, K. S., Engle, P L., Martorell, R., & Rivera, J. (1993).
Early supplementary feeding and cognition. Monographs of the Society
f o r R e s e a r c h i n C h i l d D e v e l o p m e n t , 58(Serial No. 235).
Posnel; M. I., Boies, S. J., Eichelman, W. H., & Taylor, R. L. (1969).
Retention of visual and name codes of single letters. Journal of Exp
e r i m e n t a l P s y c h o l o g y , 7 9 , I- 16.
Reed, ?I E., & Jensen, A. R. (1992). Conduction velocity in a brr
nerve pathway of normal adults correlates with intelligence level.,
telligence? 16, 259-272.
Reed, T. E., & Jensen, A. R. (1993). Choice reaction time and vist
pathway conduction velocity both correlate with intelligence but r
pear not to correlate with each other: Implications for informati
processing. Intelligence, 17, 19 l-203.
Rehberg, R. A., & Rosenthal, E. R. (1978). Class and merit in the Am,
ican high school. New York: Longman.
Resnick, S. M., Berenbaum, S. A., Gottesman, I. I., & Bouchard, T
Jr. (1986). Early hormonal influences on cognitive functioning in cc
genital adrenal hyperplasia. Developmental Psychology, 22, 19 1 - 1 S
Reynolds, C. R., & Brown, R. T. (1984). Bias in mental testing: f
introduction to the issues. In C. R. Reynolds & R. T. Brown (Edr
Perspectives on bias in mental testing (pp. l-39). New York: Plenu
Press.
Reynolds, C. R., Chastain, R. L., Kaufman, A. S., & McLean, J.
(1987). Demographic characteristics and IQ among adults: Analy
of the WAISR standardization sample as a function of the stratificati
variables. J o u r n a l of School Psychology, 25, 323-342.
Ricciuti, H. N. ( 1993). Nutrition and mental development. Current L
sections in Psychological Science, 2, 43-46.
Rol@ts, R. C. (1967). Some concepts and methods in quantitative p
netics. In J. Hirsch (Ed.), Behavior-genetic analysis (pp. 214-25:
New York: McGraw-Hill.
Rodriguez, 0. (1992). Introduction to technical and societal issues
the psychological testing of Hispanics. In K. E Geisinger (Ed.), Ps
chological testing ofHispanics (pp. 1 l-l 5). Washington, DC Americ
Psychological Association.
Rose, R. J., Harris, E. L., Christian, J. C., & Name, W. E. (1975
Genetic variance in non-verbal intelligence: Data from the kinshi,
of identical twins. Science, 205, 1153- 1155.
Rose, S. A., & Feldman, J. (1995). The prediction of IQ and specil
cognitive abilities at 11 years from infancy measures. Development
Psychology 31,685-696.
Rosetti, L. (1986). High risk infants: Identtfication, assessment, at
intervention. Boston: Little Brown.
Rush, D., Stein, Z., Susser, M., & Brody, N. (1980). Outcome at or
year of age: Effects on somatic and psychological measures. In I
Rush, Z. Stein, & M. Susser (Eds.), Diet in pregnancy: A random&
controlled trial of nutritional supplements. New York: Liss.
Saudino, K. J., Plomin, R., Pedersen, N. L., & McCleam, G. E. ( 1994
The etiology of high and low cognitive ability during the second ha
of the life span. Intelligence, 19, 359-37 I.
Starr, S. (1992). Developmental theories for the 1990s: Developmel
and individual differences. Child Development, 63, l-19.
Starr, S. (1993). Biological and cultural diversity: The legacy of Darwi
for development. Child Development, 64, 1333-1353.
Scam, S., Pakstis, A. J., Katz, S. H., & Barker, W. B. ( 1977). Absence 4
a relationship between degree of White ancestry and intellectual ski1
within a Black population. Human Genetics, 39, 69-86.
Scam, S., & Weinberg, R. A. (1978). The intluence of ?family bacl
ground? on intellectual attainment. American Sociological Revi
43, 674-692.
Scam, S., Weinberg, R. A., & Waldman, I. D. (1993). IQ correlations i
transracial adoptive families. Intelligence, 17, 54 l-555.
Schmidt, E L., Kc Hunter, J. E. (1993). Tacit knowledge, practical it
telligence, and job knowledge. Current Directions in Psychologicc
Science, 2, 8-9.
Schneider, B., Hieshima, J. A., Lee, S., & Plank, S. (1994). East-Asia
academic success in the United States: Family, school, and cultun
explanations. In P. M. Greenfield & R. R. Cocking (I%.), Cros:
cultural roots of minority child development (pp. 332-350). Hill&h
NJ: Erlbaum.
Schoenthaler, S. J., Amos, S. P., Eysenck, H. J., Peritz, E., & Yudkir
J. (199 1). Controlled trial of vitamin-mineral supplementation: El%
on intelligence and performance. Personality and Individual Dz@
ences, 12, 351-362.
Seashore, H., Wesman, A., & Doppelt, J. (1950). The standardizatio
of the Wechsler Intelligence Scale for Children. Journal of Consultin
Psychology 14, 99-l 10.
100 February 1996 l American Psychologis
Serpell, R. (1974). Estimates of intelligence in a rural community of
Eastern Zambia: Human Development Research Unit Reports, 25.
Mimeo, Lusaka: University of Zambia.
Serpell, R. ( 1979). How specific are perceptual skills? A cross-cultural
study of pattern reproduction. British Journal ofPsychology, 70, 365-
380.
Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Constable, R. T., Skudlarski,
P., Fulbright, R. K., Bronen, R. A., Fletcher, J. M., Shankweller, D. P.,
Katz, L., & Gore, J. C. (1995). Sex differences in the functional organization
of the brain for language. Nature, 373, 607-609.
Sigman, M. (1995). Nutrition and child development: More food for
thought. Current Directions in Psychological Science, 4, 52-55.
Spearman, C. (1927). The abilities ofman. New York: Macmillan.
Stanley, J. (1993). Boys and girls who reason well mathematically. In
G. R. Bock and K. Ackrill (Eds.), T h e o r i g i n s a n d d e v e l o p m e n t
high ability. Chichester, England: Wiley.
Stanley, J. C., Benbow, C. P., Brody, L. E., Dauber, S., & Lupkowski,
A. (1992). Gender differences on eighty-six nationally standardized
aptitude and achievement tests. In N. Colangelo, S. G. Assouline, &
D. L. Ambroson ( F d s . ) , T a l e n t d e v e l o p m e n t , V o l . I : P r o c e e d i n g s f r o m
the 1991 Henry B. and Jocelyn Wallace National Research Symposium
on Talent Development. Unionville, NY: Trillium Press.
Stein, Z., Susser, M., Saenger, G., & Marolla, F. (1975). Famine and
human development: The Dutch hunger winter of 1944-45. New York:
Oxford University Press.
Super, C. M. (1983). Cultural variation in the meaning and uses of
children?s ?intelligence.? In J. B. Deregowski, S. Dziurawiec, &
R. C. Annis (Eds.), Explorations in cross-cultural psychology Lisse,
The Netherlands: Swets & Zeitlinger.
Sutaria, S. D. (1985). S p e c i f i c l e a r n i n g d i s a b i l i t i e s : N a t u r e a n d n e e d s .
Springfield, IL: Charles C Thomas.
Terman, L. M. (1925). Genetic studies of genius: Mental and physical
traits of a thousand gifted children. Stanford, CA: Stanford University
Press.
Terman, L. M., & Merrill, M. A. (1937). Measuring intelligence: A guide
to the administration of the new revised Stanford-Binet tests of intelligence.
Boston: Houghton Mifflin.
Thomson, G. H. ( 1939). Thefactorial analysis of human ability Boston:
Houghton Mifflin.
Thomdike, R. .L., Hagen, E. P., & Sattler, J. M. (1986). Stanford-Binet
intelligence scale: Fourth edition (Technical Manual). Chicago:
Riverside.
Thumtone, L. c; (1938). Primary mental abilities. Chicago: University
of Chicago Press.
Stemberg, R. J. (1977). I n t e l l i g e n c e , i n f o r m a t i o n p r o c e s s i n g , a n d a n a -
logical reasoning: The componential analysis of human abilities.
Hillsdale, NJ: Erlbaum.
Turkheimer, E. (I 99 1). Individual and group differences in adoption
studies of JQ. Psychological Bulletin, 1 IO, 392-405.
United States XBtueau of the Census. (1994). The Hispanic population
of the United States: March I993 (Current Population Reports, Series
P20-475). Washington, DC Author.
United States National Commission for Employment Policy. (1982).
Hispanics and jobs: Barriers to progress (Report No. 14). Washington,
DC Author.
Stemberg, R. J. (1985)., B e y o n d I Q : A t r i a r c h i c t h e o r y o f h u m a n i n t e l -
ligence. New York: Cambridge University Press.
Stemberg, R. J. (Ed.). (1994). Encyclopedia of human intelligence. New
York: MacMillan.
Vernon, P. A. (1987). Speed of information processing and intelligence.
Norwood, NJ: Ablex.
Stemberg, R. J., & Detterman, D. K. (Eds.). (1986). What is intelligence?
Contemporary viewpoints on its nature and defmition. Norwood, NJ:
Ablex.
Vernon, P. A. (1993). Biological approaches to the study of human intelligence.
Norwood, NJ: Ablex.
Stemberg, R. J., & Wagner, R. K. (1993). The geocentric view of intelligence
and job performance is wrong. Current Directions in Psychological
Science, 2, l-4.
Stemberg, R. J., Wagner, R. K., Williams, W. M., & Horvath, J. A.
(1995). Testing common sense. American Psychologist, 50, 9 12-927.
Stevenson, H. W., Lee, S. Y., & Stigler, J. W. (1986). Mathematics
achievement of Chinese, Japanese, and American children. Science,
231.693-699.
Vickers, D., Nettelbeck, T., & Wilson, R. J. (1972) Perceptual indices
of performance: The measurement of ?inspection time? and ?noise?
in the visual system. Perception, I, 263-295.
Vincent, K. R. (199 1). Black/White IQ differences: Does age make the
difference? J o u r n a l of Clinical Psychology 47, 266-270.
Vygotsky, L. S. (1978). Mind in society: The development of higherpsychological
processes. Cambridge, MA: Harvard University Press.
Waller, J. H. (197 1). Achievement and social mobility: Relationships
? among IQ score, education, and occupation in two generations. Social
Biology 18. 252-259.
Stevenson, H. W., & Stigler, J. W. (1992). The learning gap. New York:
Summit Books.
Stevenson, H. W., Stigler, J. W., Lee, S. Y., Lucker, G. W., Kitamura,
S., & Hsu, C. C. (1985). Cognitive performance and academic
achievement of Japanese, Chinese, and American children. Child Development,
56, 7 18-734.
White, K. R. (1982). The relation between socioeconomic status and
academic achievement. Psychological Bulletin, 91, 46 l-48 1.
Wober, M. (1974). Towards an understanding of the Kiganda concept
of intelligence. In J. W. Berry & P. R. Dasen (Ms.), Culture and
cognition: Readings in cross-cultural psychology (pp. 26 l-280). London:
Methuen.
Streissguth, A. P., Barr, H. M., Sampson, P. D., Darby, B. L., & Martin, Yairi, E., & Ambrose, N. ( 1992). Onset of stuttering in preschool children:
D. C. (1989). IQ at age 4 in relation to maternal alcohol use and Selected factors. J o u r n a l of Speech and Hearing Research, 35, 782-
smoking during pregnancy. Developmental Psychology 25, 3- 11. 788.



Quote:
if you want a real scientific journal look at SCIENTIFIC AMERICAN. It is peer reviewed

It appears on some lists, but not on others.

your source wrote:
Flynn notes that the very fact that there are significant generational gains in IQ means that the scores cannot be ruled by genetics.


Not a valid point, as the scores or scoring could change. Also, it fails to account for genetic factors- which several cited sources I have linked to have shown to account for ~50% of IQ. You are trying to attack a position I never assumed, because you are dishonest and have only strawmen in your aresenal. Do cite where I ever claimed that IQ is determined solely by genetic factors.


Quote:
Only Sabz is more knowledgeable of science than I am on this forum.


You set a very low bar.


Quote:
Do you know what a rhetorical question is? Apparently not.


Oh, sdop now that you're shown to be a fool it's suddenly rhetorical? :rollinglaugh:
Quote:


Quit dodging the question.

Do blacks and whites have different organs? Yes or no?



:rollinglaugh:

Many species have the same organs Wink



Quote:
Race is a social classification based on phenotype only, there is no genetic basis for distinct classification


:rollinglaugh:

I have already posted the evidence that shoots your opinion down
Quote:

Nor do any perceived "races" share enough common genetic material for it to be a significant impact on IQ. Current scientific literature supports this.


The current scientific literature I have cited says quite the opposite Wink
Quote:

You are not educated enough on this subject. I am more knowledgeable on this topic than are you. Of this I am certain


:rollinglaugh:


Which is why you've fallen back on a single source when I have linked to many- any my sources' sources, I have shown your claims to be false while you are unable to refute my evidence and offer merely opinion and an appeal to authority in the form of Mr. Flynn.
Quote:

Flynn says our modern lives are more cognitively demanding and so we?ve acquired something he calls, ?scientific spectacles.?


This explains the increase ion IQ across generations but has no relevancy to the differences in scores between races at all.
JBeukema
 
  1  
Reply Tue 4 Aug, 2009 02:13 pm
@JBeukema,
BTW, you can stfu about slate- I noticed you ignored
Quote:
J. Philippe Rushton
The University of Western Ontario
Arthur R. Jensen
University of California, Berkeley
Fatal Freedoms
 
  1  
Reply Wed 5 Aug, 2009 02:59 am
@JBeukema,
JBeukema;67491 wrote:
Laughing

stating your opinion and personal beliefs which are threatened dopes nothing to refute the evidence I have presented. Trying to explain simple matters to you is like talking to Kent Hovind.


I could say the same thing about you.

Quote:

Did you try clicking the links to its sources? What about the sources' sources? Here, one lists the following


It's not a scientific source. Simply having sources does not indicate that the article written by those who have no scientific credentials is an accurate representation of the data. I could come up with sources that directly contradict yours all day, so it does you know good. Especially considering even scientists are divided on the issue.



Quote:

Not a valid point, as the scores or scoring could change. Also, it fails to account for genetic factors- which several cited sources I have linked to have shown to account for ~50% of IQ. You are trying to attack a position I never assumed, because you are dishonest and have only strawmen in your aresenal. Do cite where I ever claimed that IQ is determined solely by genetic factors.


Well let's look at this for a moment. If 50% (this is a rough estimate) of IQ is determined by genetics, what fraction of of one's DNA constitutes "race"?

To assert that this tiny fraction significantly contributes to IQ is absurd and unscientific.


Quote:

Oh, sdop now that you're shown to be a fool it's suddenly rhetorical? :rollinglaugh:


Or you were too busy babbling to notice the context in which my question was posed.

Of course men and women have different organs. That was my point. Different races do not have different organs, so to compare the biological differences between genders to those between ethnicities is ridiculous.


Quote:

Many species have the same organs Wink


You still haven't answered my question. For the third time, do whites and blacks have different organs? Yes or no?

your attempt to dodge the question is painfully obvious.





Quote:
I have already posted the evidence that shoots your opinion down


I have better sources, so I win. Very Happy


Quote:
The current scientific literature I have cited says quite the opposite Wink


Since when is a news magazine "scientific literature"?




Quote:
Which is why you've fallen back on a single source when I have linked to many- any my sources' sources,


Quality over quantity. :thumbup:



Quote:
I have shown your claims to be false while you are unable to refute my evidence and offer merely opinion and an appeal to authority in the form of Mr. Flynn.


Appeal to authority implies that I rely solely on his word, yet professor Flynn has data to support his position.


Quote:
This explains the increase ion IQ across generations but has no relevancy to the differences in scores between races at all.


Of course it does, it implies that the most of our intelligence is envoirnmental and social, otherwise such a rapid and steady increase would not have been possible.
Fatal Freedoms
 
  1  
Reply Wed 5 Aug, 2009 03:02 am
@Fatal Freedoms,
Quote:
JB:

stating your opinion and personal beliefs which are threatened dopes nothing to refute the evidence I have presented. Trying to explain simple matters to you is like talking to Kent Hovind.

I could say the same thing about you.

Quote:
Did you try clicking the links to its sources? What about the sources' sources? Here, one lists the following



It's not a scientific source. Simply having sources does not indicate that the article written by those who have no scientific credentials is an accurate representation of the data. I could come up with sources that directly contradict yours all day, so it does you know good. Especially considering even scientists are divided on the issue. But there is a general agreement within the scientific community that "race" is not a significant factor in intelligence.


"The scientific debate on the contribution of nature versus nurture to individual and group differences in intelligence can be traced back to at least the mid-19th century.[12] Beginning in the 1930s, race difference research and hereditarianism ? the belief that genetics are the primary cause of differences in intelligence among human groups ? began to fall out of favor in psychology and anthropology after major internal debates.[13] By 1961, the mainstream view was that there were no race differences in intelligence, or if there were, they were solely the result of environmental factors.[14]"


Quote:
Not a valid point, as the scores or scoring could change. Also, it fails to account for genetic factors- which several cited sources I have linked to have shown to account for ~50% of IQ. You are trying to attack a position I never assumed, because you are dishonest and have only strawmen in your aresenal. Do cite where I ever claimed that IQ is determined solely by genetic factors.



Well let's look at this for a moment. If 50% (this is a rough estimate) of IQ is determined by genetics, what fraction of of one's DNA constitutes "race"?

To assert that this tiny fraction significantly contributes to IQ is absurd and unscientific.


Quote:
Oh, sdop now that you're shown to be a fool it's suddenly rhetorical?


Or you were too busy babbling to notice the context in which my question was posed.

Of course men and women have different organs. That was my point. Different races do not have different organs, so to compare the biological differences between genders to those between ethnicities is ridiculous.

Quote:

Many species have the same organs


You still haven't answered my question. For the third time, do whites and blacks have different organs? Yes or no?

your attempt to dodge the question is painfully obvious.





Quote:

I have already posted the evidence that shoots your opinion down



I have better sources, so I win. Very Happy
Quote:

The current scientific literature I have cited says quite the opposite



Since when is a news magazine "scientific literature"?


Quote:
Which is why you've fallen back on a single source when I have linked to many- any my sources' sources, I have shown your claims to be false while you are unable to refute my evidence and offer merely opinion and an appeal to authority in the form of Mr. Flynn.




Quality over quantity. :thumbup:

Quote:

offer merely opinion and an appeal to authority in the form of Mr. Flynn.



Appeal to authority implies that I rely solely on his word, yet professor Flynn has data to support his position.


Quote:
This explains the increase ion IQ across generations but has no relevancy to the differences in scores between races at all


Of course it does, it implies that the most of our intelligence is envoirnmental and social, otherwise such a rapid and steady increase would not have been possible.
Fatal Freedoms
 
  1  
Reply Wed 5 Aug, 2009 03:14 am
@JBeukema,
Here is another REAL scientific source: It is actually written and reviewed by scientists.


Debunking Biological Theories of Race ? American Scientist

The Emperor's New Clothes: Biological Theories of Race at the Millennium. Joseph L. Graves, Jr. xiv + 252 pp. Rutgers University Press, 2001. $28.

A book declaring that biological races do not exist and that the concept of race "was socially constructed, arising from the colonization of the New World and the importation of slaves, mainly from western Africa" merits a salute right off the bat. But anyone can just say such things, and a public bombarded by claims and counterclaims might be tempted to dismiss such statements simply as manifestations of "political correctness." In this instance, however, the author, Joseph L. Graves, Jr., is a laboratory geneticist, and he has made his case based on solid science, not on feel-good social motivations. Of course, social circumstances cannot be ignored, and the author, who identifies himself as "an African-American intellectual," can speak from personal experience.

His goal is "to show the reader that there is no biological basis for separation of human beings into races and that the idea of race is a relatively recent social and political construction." It is race itself that he is comparing to the emperor's new clothes?a highly appropriate metaphor given its grip on the public mind. If races are social constructs and not manifestations of biological reality, how did the universal acceptance of their existence ever come about? The book explores the development and application of race as a construct from the time of the ancient Greeks to the present.

This exploration gets off to a somewhat rocky start. In a discussion of Aristotle's concept that living creatures are hierarchically organized in a scala naturae, or "ladder of nature," Graves fails to acknowledge that hierarchy and continuity of natural forms were only incompletely worked out in Aristotle, whom he mistakenly credits with authorship of a work titled Systema Naturae. In fact that title was used by Linnaeus in the 18th century (for a work that Graves later discusses). It was the Enlightenment application of Aristotelian logic that accomplished the construction of the full "Great Chain of Being," and Linnaeus embodied that approach.

The book improves as it goes on. It really comes into its own with a discussion of the establishment of eugenics in the 19th century. In chapter 6, Graves characterizes the founder of eugenics, Sir Francis Galton, as "an intellectual mediocrity, a sham, and a villain," and his demonstration of the truth of this description is worth the price of the book. In chapter 7, Graves makes the case that the leader of the American eugenics movement, Charles B. Davenport, director of the Eugenics Records Office (ERO) at Cold Spring Harbor Biological Laboratory on Long Island, had engaged in "one of the largest medical frauds of the twentieth century: the pellagra cover-up." (The ERO claimed that this vitamin deficiency was hereditary and constituted evidence of genetic inferiority.) The next chapter, "Eugenics, Race, and Fascism," is subtitled "The Road to Auschwitz Went Through Cold Spring Harbor."

Enthusiasm for eugenics subsided when people realized how it had been applied in Nazi Germany, but it soon underwent a resurgence, traced by Graves in chapters 9 and 10. In chapter 10, "The Race and IQ Fallacy," he declares that "No one better typifies the return to scientific racist ideology in the period after World War II than eugenicist Arthur Jensen." Jensen, professor emeritus of educational psychology at the University of California, Berkeley, takes race to be a self-defined entity and assumes the existence of racial differences in mental ability as his "default hypothesis" (Jensen's phrase). This constitutes his null hypothesis, although there is nothing null about it. It is a racialist assumption by definition. Graves goes on to discuss the misunderstanding and misuse of the concept of heritability by Richard J. Herrnstein and Charles Murray in The Bell Curve: Intelligence and Class Structure in America (1994).

Graves is a laboratory scientist. His grasp of science and use of up-to-date sources put his presentation on a rock-solid basis. Unfortunately, although in some sections his prose is perfectly fluent, many of his most important points are backed up in the kind of crabbed and minimalist writing that is de rigueur in scientific journals. This may make the book less satisfying for the general public, who could well benefit from the case that is being made. The text is only 200 pages long and could easily have been fleshed out for the general reader. Nonetheless, The Emperor's New Clothes is a fine start for thinking about race at the dawn of the new millennium.?C. Loring Brace, Museum of Anthropology, University of Michigan, Ann Arbor
JBeukema
 
  1  
Reply Wed 5 Aug, 2009 05:46 am
@Fatal Freedoms,
Fatal_Freedoms;67553 wrote:
I could say the same thing about you.



It's not a scientific source. Simply having sources does not indicate that the article written by those who have no scientific credentials is an accurate representation of the data. I could come up with sources that directly contradict yours all day, so it does you know good. Especially considering even scientists are divided on the issue.





Well let's look at this for a moment. If 50% (this is a rough estimate) of IQ is determined by genetics, what fraction of of one's DNA constitutes "race"?

To assert that this tiny fraction significantly contributes to IQ is absurd and unscientific.




Or you were too busy babbling to notice the context in which my question was posed.

Of course men and women have different organs. That was my point. Different races do not have different organs, so to compare the biological differences between genders to those between ethnicities is ridiculous.




You still haven't answered my question. For the third time, do whites and blacks have different organs? Yes or no?

your attempt to dodge the question is painfully obvious.







I have better sources, so I win. Very Happy




Since when is a news magazine "scientific literature"?






Quality over quantity. :thumbup:





Appeal to authority implies that I rely solely on his word, yet professor Flynn has data to support his position.




Of course it does, it implies that the most of our intelligence is envoirnmental and social, otherwise such a rapid and steady increase would not have been possible.


Fatal_Freedoms;67554 wrote:
I could say the same thing about you.




It's not a scientific source. Simply having sources does not indicate that the article written by those who have no scientific credentials is an accurate representation of the data. I could come up with sources that directly contradict yours all day, so it does you know good. Especially considering even scientists are divided on the issue. But there is a general agreement within the scientific community that "race" is not a significant factor in intelligence.


"The scientific debate on the contribution of nature versus nurture to individual and group differences in intelligence can be traced back to at least the mid-19th century.[12] Beginning in the 1930s, race difference research and hereditarianism ? the belief that genetics are the primary cause of differences in intelligence among human groups ? began to fall out of favor in psychology and anthropology after major internal debates.[13] By 1961, the mainstream view was that there were no race differences in intelligence, or if there were, they were solely the result of environmental factors.[14]"





Well let's look at this for a moment. If 50% (this is a rough estimate) of IQ is determined by genetics, what fraction of of one's DNA constitutes "race"?

To assert that this tiny fraction significantly contributes to IQ is absurd and unscientific.




Or you were too busy babbling to notice the context in which my question was posed.

Of course men and women have different organs. That was my point. Different races do not have different organs, so to compare the biological differences between genders to those between ethnicities is ridiculous.



You still haven't answered my question. For the third time, do whites and blacks have different organs? Yes or no?

your attempt to dodge the question is painfully obvious.








I have better sources, so I win. Very Happy



Since when is a news magazine "scientific literature"?






Quality over quantity. :thumbup:




Appeal to authority implies that I rely solely on his word, yet professor Flynn has data to support his position.




Of course it does, it implies that the most of our intelligence is envoirnmental and social, otherwise such a rapid and steady increase would not have been possible.


FF, saying it twice doesn't make your post any more correct Wink
JBeukema
 
  1  
Reply Wed 5 Aug, 2009 05:50 am
@Fatal Freedoms,
Fatal_Freedoms;67555 wrote:

His goal is "to show the reader that...idea of race is a relatively recent social and political construction."

4000 years is 'relatively recent'?
JBeukema
 
  1  
Reply Wed 5 Aug, 2009 06:07 am
@JBeukema,
Quote:
New genetic data has enabled scientists to re-examine the relationship between human genetic variation and 'race'. We review the results of genetic analyses that show that human genetic variation is geographically structured, in accord with historical patterns of gene flow and genetic drift. Analysis of many loci now yields reasonably accurate estimates of genetic similarity among individuals, rather than populations. Clustering of individuals is correlated with geographic origin or ancestry. These clusters are also correlated with some traditional concepts of race, but the correlations are imperfect because genetic variation tends to be distributed in a continuous, overlapping fashion among populations. Therefore, ancestry, or even race, may in some cases prove useful in the biomedical setting, but direct assessment of disease-related genetic variation will ultimately yield more accurate and beneficial information.


Quote:
Comparisons of populations are sometimes criticized because the allocation of individuals into groups imposes a pre-existing structure and may influence the outcome of a genetic study. Furthermore, populations are defined in many (often arbitrary) ways. Some of these objections can be overcome by comparing individuals rather than populations.

A common approach in studying individual genetic variation is to compute the genetic similarity between all possible pairs of individuals in a sample and then to search for clusters of individuals who are most similar to one another. ...These studies, however, were based on only several dozen or fewer loci, and a small sample of unselected loci does not typically provide sufficient power to detect population structure when individuals are analyzed6, 32. In contrast, studies based on more loci32, 33, 34 show that individuals tend to cluster according to their ancestry or geographic origin. Figure 2 shows a tree in which genetic similarity, based on 190 loci, is portrayed among individual members of most of the populations illustrated in Figure 1. The longest branches in this tree separate individuals within the same continental populations, as expected from the FST results discussed above (i.e., most variation occurs within populations). The longest internal branch separates African from non-African individuals, again in agreement with previous results at the population level. The next cluster consists entirely of Europeans, and a final cluster contains all of the East Asian subjects and one European. The robustness and validity of these findings are supported by other studies, which, despite using different loci and different population samples, obtained similar patterns34, 35, 36, 37....

When a sample of South Indians, who occupy an intermediate geographic position (see also Fig. 1) is added to the analysis (Fig. 3b), considerable overlap is seen among these individuals and both the East Asian and European samples, probably as a result of numerous migrations from various parts of Eurasia into India during the past 10,000 years40. Thus, the South Indian individuals do not fall neatly into one of the categories usually conceived as a 'race'. [That is, they are of mixed 'race']


Quote:
Blumenbach43, writing in the 1700s, acknowledged extensive morphological overlap among populations or races. Charles Darwin, some 100 years later, wrote, "It may be doubted whether any character can be named which is distinctive of a race and is constant."44 Scientists recognized shared genetic variation among populations more than 50 years ago, although their conclusions were based on relatively small numbers of informative loci45. This pattern of shared variation has important implications for our understanding of population differences and similarities, and it also bears on critical biomedical issues.


Quote:
Genetic variation, race and medicine
Race and ethnicity have long been incorporated into medical decision-making processes. For example, physicians are typically aware that sickle-cell disease is much more common in African and Mediterranean populations than in northern European populations, whereas the reverse is true for cystic fibrosis and hemochromatosis. Although such distinctions are often clearest for single-gene diseases, perceived population differences influence the diagnosis and treatment of common diseases as well. There is evidence, for example, for population differences in response rates to drugs used in treating hypertension46 and depression47, 48.

Broad population categories can be discerned genetically when enough polymorphisms are analyzed, as seen in Figure 3, so these categories are not devoid of biological meaning.



The conclusion drawn is the same I have drawn from the beginning
Quote:

[E]thnicity or race may in some cases provide useful information in biomedical contexts, just as other categories, such as gender or age, do. But the potential usefulness of race must be balanced against potential hazards. Ignorance of the shared nature of population variation can lead to diagnostic errors (e.g., the failure to diagnose sickle-cell disease in a European individual or cystic fibrosis in an Asian individual) or to inappropriate treatment or drug prescription.
Fatal Freedoms
 
  1  
Reply Wed 5 Aug, 2009 08:02 am
@JBeukema,
JBeukema;67572 wrote:
4000 years is 'relatively recent'?


Compared to the millions that humans have been around, yes.
0 Replies
 
 

Related Topics

New Propulsion, the "EM Drive" - Question by TomTomBinks
The Science Thread - Discussion by Wilso
Why do people deny evolution? - Question by JimmyJ
Are we alone in the universe? - Discussion by Jpsy
Fake Science Journals - Discussion by rosborne979
Controvertial "Proof" of Multiverse! - Discussion by littlek
 
Copyright © 2026 MadLab, LLC :: Terms of Service :: Privacy Policy :: Page generated in 0.04 seconds on 03/21/2026 at 10:14:12