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Bogus Article

IQ tests scores are not an absolute measure of intelligence; they tend to ignore many aspects of human cognition and the cognitive process. Things like creatively, wisdom, ability to learn, ability to adapt and practical skills are not gauged by these tests in a meaningful way. IQ tests also fail to measure the same construct among all people to whom the tests are applied, the more culturally distinct the group (I.E. Truckers, and Musicians) the greater the discrepancy. To apply a single test to an entire population of distinct individuals from varying backgrounds is unbelievably biased unless used to gauge a particularly relevant skill. Example: Race horses are not gauged for their poker skills. - Just as Sociologists are not measured by their ability to paint.

The fact of the matter is intelligence does vary among humans, but this can be for many reasons: prenatal care, subjective interpretation, interest factors, differing environments, life circumstances etc. My concern is not with differences among individuals, but with claims that imply that group differences involving subjective and highly bias testing situations can amount to genetic differences in the traits being tested.

How does one compare the intelligence of a gifted painter with that of a mediocre Physicist? According to the narrow methods and perspectives used and held by many Psychometricians, the Mediocre Physicist is likely to be perceived the more intelligent. Why, because this is what the testing situation demands that they believe/think.

Psychometric tests do not and can not measure the number of years spent in practice, nor can they measure interest, motivation, interpretation, diet, home & social life, daily activities etc.; nor do they try! Despite these obvious and fundamental short comings this model is often presented as valid and unbiased by many practitioners.

Cole, Gay, Glick and Sharp (1971:233) made the following insightful observation: “ Cultural differences in cognition reside more in the situations to which particular cognitive processes are applied than in the existence of a process in one cultural group, and its absence in another.

Robert Sternberg and his colleagues ask the experts to define “intelligence” according to their beliefs. Each of the roughly two dozen definitions produced in each symposium was different. There were some common threads, such as the importance of adaptation to the environment and the ability to learn, but these constructs were not well specified. According to Sternberg, very few tests measure adaptation to environment and ability to learn; nor do any tests except dynamic tests involving learning at the time of the test measure ability to learn. Traditional tests focus much more on measuring past learning which can be the result of many factors, including motivation and available opportunities to learn (Sternberg, Grigorenko, and Kidd, American Psychologist, 2005). - IQ test items are largely measures of achievement at various levels of competency (Sternberg, 1998,1999, 2003). Items requiring knowledge of the fundamentals of vocabulary, information, comprehension, and arithmetic problem solving (Cattell, 1971;Horn, 1994).

Further more, IQ is not a fixed quantity; it can be raised (It is not as difficult to rise, as it is to maintain). This has been demonstrated numerously through studies involving environmental stimulation.

Examples of such studies:

In 1987 Wynand de Wet (now Dr. de Wet), did his practical research for an M.Ed. (Psychology) degree on the Audiblox program at a school for the deaf in South Africa. The subject of the research project concerned the optimization of intelligence actualization by using Audiblox. Twenty-four children with learning problems participated in the study, and were divided into 3 groups.

The children in Group A received Audiblox tuition. The children were tutored simultaneously in a group by means of the Persepto for 27.5 hours between April 27 and August 27, 1987. The first edition of the group application of the Audiblox program was followed. No diagnostic testing was done beforehand.

The children in Group B received remedial education. They were tested beforehand and based on the diagnosis each child received individualized tuition on a one-on-one basis for 27.5 hours between April 27 and August 27, 1987.

The children in Group C were submitted to non-cognitive activities for 27.5 hours during this period.

All 24 children were tested before and after on the Starren Snijders-Oomen Non-verbal Scale (SSON), a non-verbal IQ test that can be used for deaf children. Dr. de Wet reported that he could do nearly all the Audiblox exercises without adaptations, except the auditory exercises. Because he had to use sign-language, the children could not close their eyes. The average scores of the three groups on the SSON test were as follows:

Average IQ's before intervention, after intervention, and general Increase

IQ scores Group A (Audiblox group): 101.125 - - 112.750 - - 11.625 Group B (Remedial group): 107.125 - - 116.250 - - 9.125 Group C (Non-cognitive): 104.250 - - 108.875 - - 4.625

Reports received from the teachers indicated that the improvements achieved through remedial education and through Audiblox transferred to the general school performance of the children. The transfer scored through the Audiblox, however, was superior to that of the remedial education, says Dr. de Wet. Finally, because Audiblox can be applied in a group setting, it is much more cost effective that remedial education, he says.

Reference: De Wet, W., The Optimization of Intelligence Actualization by Using Audiblox (M.Ed. (Psychology) Thesis: University of Pretoria, 1989).

The Glenwood State School

A particularly interesting project on early intellectual stimulation involved twenty-five children in an orphanage. These children were seriously environmentally deprived because the orphanage was crowded and understaffed. Thirteen babies with an average age of nineteen months were transferred to the Glenwood State School for retarded adult women and each baby was put in the personal care of a woman. Skeels, who conducted the experiment, deliberately chose the most deficient of the orphans to be placed in the Glenwood School. Their average IQ was 64, while the average IQ of the twelve who stayed behind in the orphanage was 87.

In the Glenwood State School the children were placed in open, active wards with the older and relatively bright women. Their substitute mothers overwhelmed them with love and cuddling. Toys were available, they were taken on outings and they were talked to a lot. The women were taught how to stimulate the babies intellectually and how to elicit language from them.

After eighteen months, the dramatic findings were that the children who had been placed with substitute mothers, and had therefore received additional stimulation, on average showed an increase of 29 IQ points! A follow-up study was conducted two and a half years later. Eleven of the thirteen children originally transferred to the Glenwood home had been adopted and their average IQ was now 101. The two children who had not been adopted were reinstitutionalized and lost their initial gain. The control group, the twelve children who had not been transferred to Glenwood, had remained in institution wards and now had an average IQ of 66 (an average decrease of 21 points). Although the value of IQ tests is grossly exaggerated today, this astounding difference between these two groups is hard to ignore.

More telling than the increase or decrease in IQ, however, is the difference in the quality of life these two groups enjoyed. When these children reached young adulthood, another follow-up study brought the following to light: ┨e experimental group had become productive, functioning adults, while the control group, for the most part, had been institutionalized as mentally retarded.⼢r> Other Examples of IQ Increase

Other examples of IQ increase through early enrichment projects can be found in Israel, where children with a European Jewish heritage have an average IQ of 105 while those with a Middle Eastern Jewish heritage have an average IQ of only 85. Yet when raised on a kibbutz, children from both groups have an average IQ of 115.

In another home-based early enrichment program, conducted in Nassua County, New York, an instructor made only two half-hour visits a week for only seven months over a period of two years. He spent time showing parents participating in the program how best to teach their children at home. The children in the program had initial IQⳠin the low 90s, but by the time they went to school they averaged IQⳠof 107 or 108. In addition, they have consistently demonstrated superior ability on school achievement tests.

Further References: • Clark, B., Growing Up Gifted (3rd ed.), (Columbus: Merrill, 1988). • Dworetzky, J. P., Introduction to Child Development (St. Paul: West Publishing Company, 1981). • Skeels, H. M., et al., “A study of environmental stimulation: An orphanage preschool project,” University of Iowa Studies in Child Welfare, 1938, vol. 15(4).

Leon J. Kamin (Bell Curve Wars, 1995 p.92): “Extensive practice at reading and calculating does affect, very directly, one's IQ score.”r>

Robert Sternberg on the matter of IQ gains (Interview with Skeptic magazine): "I think it's hard to maintain the IQ gains. But if you think environment is important in the development of intelligence, and you put people in a really good program and you raise their IQ, and then take them out of the program and put them back in the poor environment in which they started, chances are you are going to lose a lot of the beneficial effect. If you give someone antibiotics for a disease, cure them, then put them back in the original septic environment, the disease will return. We've seen this when we work with children with parasitic infections. We can give them Albendazol and it will cure their parasitic infection. But if you put them back in the environment in which they acquired the infection, they will just acquire it again."

I personally do not agree with his comparing of IQ with disease or infection, but his point is valid; I am sure the same can be said for a good music program or art school. I think the main problem here is maintenance. Example: If a body builder does not exercise for some time his muscle mass will decrease. Or, if an artist does not paint for some years his/her skill will diminish. In other words, “use it or loose it.”

There are many other studies that prove IQ to be a non static phenomenon of little genetic value; one of the most notable and well known being the Flynn Effect: This study of IQ tests scores for different populations over the past sixty years, James R. Flynn discovered that IQ scores increased from one generation to the next for all of the countries for which data existed (Flynn, 1994). This interesting phenomenon has been called "the Flynn Effect."

”Research shows that IQ gains have been mixed for different countries. In general, countries have seen generational increases between 5 and 25 points. The largest gains appear to occur on tests that measure fluid intelligence (Gf) rather than crystallized intelligence (Gc).”⼢r>

http://www.indiana.edu/~intell/flynneffect.shtml

This being said, how well do IQ tests predict real world success? - According to Stephen J. Gould the only thing an IQ test can accurately predict is how well a person scores on the test. Many others have made similar statements

Robert Sternberg on the matter of intelligence etc: My first set of interests is in higher mental functions, including intelligence, creativity, and wisdom. - I have proposed a triarchic theory of successful intelligence, and much of the work we do at the PACE Center is in validations of this theory. The theory suggests that successfully intelligent people are those who have the ability to achieve success according to their own definition of success, within their sociocultural context. They do so by identifying and capitalizing on their strengths, and identifying and correcting or compensating for their weaknesses in order to adapt to, shape, and select environments. Such attunement to the environment uses a balance of analytical, creative, and practical skills. The theory views intelligence as a form of developing competencies, and competencies as forms of developing expertise. In other words, intelligence is modifiable rather than fixed.

We use a variety of converging operations to test the triarchic theory--componential (information-processing) analyses, exploratory and confirmatory factor analysis, cultural and cross-cultural studies, instructional studies, and field studies in the workplace. The results of all of these kinds of studies have been encouraging.

Key References: Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning: The componential analysis of human abilities.Hillsdale, NJ: Erlbaum. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press. Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. New York: Cambridge University Press. Sternberg, R. J. (1997). Successful intelligence. New York: Plume. Sternberg, R. J. (1999). The theory of successful intelligence. Review of General Psychology, 3, 292-316. Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J., Snook, S., Williams, W. M., Wagner, R. K., & Grigorenko, E. L. (2000).Practical intelligence in everyday life. New York: Cambridge University Press. Sternberg, R. J., & Grigorenko, E. L. (2000). Teaching for successful intelligence. Arlington Heights, IL: Skyligh

http://www.yale.edu/rjsternberg/

Robert J. Sternberg (b. 8 December 1949) is a psychologist and psychometrician and the Dean of Arts and Sciences at Tufts University. He was formerly IBM Professor of Psychology and Education at Yale University and the President of the American Psychological Association. Dr. Sternberg has also been the editor or co-editor of well over 50 psychological Journals.

Sternberg is also the author or coauthor of several college-level textbooks in psychology:

• In Search of the Human Mind, now in its second edition (1998) and published by Harcourt Brace College Publishers, is a full-length introduction to psychology suitable for courses in introductory psychology or general psychology. It is based on Sternberg’s triarchic theory of intelligence, and approaches psychology from the standpoint both of the evolution of organisms and the evolution of ideas. The textbook emphasizes the importance of the dialectic in how ideas evolve. This text comes with a full set of ancillaries available from the publisher. •

• Pathways to Psychology, now in its second edition (2000) and published by Harcourt Brace College Publishers, is an abbreviated introduction to psychology suitable for courses in introductory psychology or general psychology. It is based on Sternberg’s triarchic theory of intelligence, and approaches psychology from the standpoint of the multiple pathways that converge on an understanding of psychology—multiple theoretical paradigms, multiple methodologies, multiple styles of learning. This text comes with a full set of ancillaries available from the publisher. •

• Cognitive Psychology is now in its second edition (1999) with a new, second edition to be published for 1999 by Harcourt Brace College Publishers. It is an introduction to cognitive psychology suitable for courses such as cognitive psychology and cognition. It is based on Sternberg’s triarchic theory of intelligence, and emphasizes the importance of intelligence as an integrating concept in the study of intelligence. This text comes with a brief instructor’s manual and with a test bank. •

• Introduction to Psychology is now in its first edition (1997) and is published by Harcourt Brace College Publishers in their College Outline Series. This text is intended as a review of psychology, and is suitable as an ancillary for students taking the introductory course, or as a review for students studying for various examinations, such as the Advanced Placement psychology text or the GRE Advanced Test in psychology.

Major Honors Include:

• Early Career and McCandless Awards of American Psychological Association • Outstanding Book, Research Review, and Sylvia Scribner Awards of American Educational Research Association • Palmer O. Johnson Award, American Educational Research Association • Cattell Award of Society for Multivariate Experimental Psychology • Distinguished Scholar Award of National Association for Gifted Children • Past-Editor, Psychological Bulletin • Editor, Contemporary Psychology • Past-Associate Editor, Child Development, Intelligence • Past-President, Divisions 1 (General Psychology) and 15 (Educational Psychology) of the American Psychological Association • Distinguished Lifetime Contribution to Psychology Award, Connecticut Psychological Association • James McKeen Cattell Award, American Psychological Society • President-Elect, Division 24 (Theoretical and Philosophical Psychology), American Psychological Association • President, Division 10 (Psychology and the Arts), American Psychological Association • Guggenheim Fellowship • National Science Foundation Graduate Fellowship • National Merit Scholarship

- Also see work by Harvard University's Howard Gardener.

Sternberg on Psychometric G (a quote from his interview with skeptic magazine): “What I found at that time was that if you use the kinds of tasks that are used in intelligence tests, then you will get the g factor. That statement reflected analyses we did that instead of using individual difference analysis used process analysis. Even using process analysis, we got a general factor. So if you were to ask me, "Do I think that there is general factor in the kinds of tests that psychometricians use?" I would say "Yes." That is a different question from, "If you define intelligence, not just as IQ, but as involving more than what the IQ tests in fact test, is there then a general factor?" then I would say the answer is "No." So the way psychometricians operationalize it, you get a g factor.”

Note: There are three major schools of psychometric interpretation and only one supports the view of g and IQ.

Race and Genetics:

- Osbonre and Suddick (1971, as reported in Loehlin, 1975) attempted to use 16 blood-groups genes known to have come from European ancestors. Testing two samples the authors found that the correlation over the 16 genes and IQ scores was not highly positive as would have been predicted if European genes in Blacks increased IQ scores. In Fact, the correlations were -.38 and +.01. Because the results were not significant, the authors concluded that European genes lower IQ scores.

- Zuckerman (1990) demonstrated the dubiousness of results obtained through race premises. He found much more variation within groups designated, and, like many other species, humans showed considerable geographical variation in morphology (p.1134). Yee, et al. (1993) further concludes this.

- A study conducted by Tizard and colleagues involving Caribbean children showed that there was no genetic basis for IQ differences between black & whites. The IQ of the children at the Orphanage was: Blacks 108, Mixed 106, and White 103 (Flynn, 1980; also see Richard E. Nisbett, Race, Genetics and IQ; The Bell Curve wars, 1995).

- Adjustments for socioeconomic conditions almost completely eliminate differences in IQ scores between black and white children. Co-investigators include Jeanne Brooks-Gunn and Pamela Klebanov of Columbia's Teachers College, and Greg Duncan of the Center for Urban Affairs and Policy Research at Northwestern University.

- According to most geneticists human populations have never been separated long enough for anything but the most superficial traits to have developed; human psychical traits over lap and graduate into one another. As well, there is as much or more diversity and genetic difference within any "racial" group as there is between people of different racial groups. Traits like height and body shape offer much more genetic information than anything we use to designate the racial groups here in North America and elsewhere. Also, what is considered black America could be considered white in Africa; that is, social ideas involving race differ from population to population." (See, Cavalli-Sforza, Menozzi, Piazza, 1994 & 2000; Davis, 1991; Allen & Adams, 1992. Yee, Fairchild, Weizmann and Wyatt, 1993; Also see Dryna, D.Manichaikul, De Lange, Snieder, and Spector, 2001; Holden, 2001)

- Also, IQ differences in the U.S are not as drastic as some have you believe. Many researchers put the difference between 7-10 points (Richard Nisbett, 2005; Vincent, 1991; Thorndike et al, 1986; Leon J. Kamin, The Bell curve wars, 1995). As well, this conclusion is only reached after lumping the entire population together as a single body. The truth is blacks from different regions in the U.S. differ markedly in culture and achievement.

-In more than a dozen studies from the 1960s and 1970s analyzed by Flynn (1991), the mean IQs of Japanese- and Chinese American children were always around 97 or 98; none was over 100. These studies did not include other Asian groups such as the Vietnamese, Cambodians, or Filipinos; who tend to achieve less academically and perform poorly on conventional Psychometric tests.

-Stevenson et al (1985), comparing the intelligence-test performance of children in Japan, Taiwan and the United States, found no substantive differences at all. Given the general problems of cross-cultural comparison, there is no reason to expect precision or stability in such estimates.

Much evidence against Rushton and Lynn to come! Until then, see empirical evidence against Rushton, here:

Reply to Rushton: Review by Douglas Wahlsten, University of Alberta:

http://www.cjsonline.ca/articles/wahlsten.html

}}; Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref. For scientific consensus statements see Template:AYref and Template:AYref.</ref> Similar clustering occurs with related variables, such as school achievement, reaction time, and brain size. Most variation in IQ in the U.S. occurs within individual families, not between races. However, even small differences in average IQ at the group level might theoretically have large effects on social outcomes. For example, a randomly selected group of Americans with an average IQ of 103 had a poverty rate 25% lower than a group with an average IQ of 100. Similar substantial correlations in high school drop-out rates, crime rates, and other outcomes have been measured.

Several hypotheses have been proposed to explain why average IQ varies among racial-ethnic groups. Certain environmental factors, such as nutrition, are thought to modulate IQ in children, and other influences have been hypothesized, including education level, richness of the early home environment, and other social, cultural, or economic factors. The primary focus of the scientific debate is whether group IQ differences also reflect a genetic component. Hereditarianism hypothesizes that a genetic contribution to intelligence could include genes linked to neuron structure or function, brain size or metabolism, or other physiological differences which could vary with biogeographic ancestry.

The findings of this field have engendered significant controversy. Media portrayal of the role of genetic and environmental factors in explaining individual and group differences in IQ has itself been studied (1988) and found to be misleading regarding mainstream expert opinion. Some critics examine the fairness and validity of cognitive testing and racial categorization, as well as the reliability of the studies and the motives of the authors, on both sides. This has included accusations of bias based on assumptions about the political ideals of the researchers or the funding agencies, such as the Pioneer Fund. Some critics fear the misuse of the research, question its utility, or feel that comparing the intelligence of racial groups is itself unethical. The disparity in average IQ among racial groups does not mean that all members of one group are more intelligent than all members of another, nor that ranking group averages from "high" to "low" implies a moral ranking from "good" to "bad" or an overall ranking of "superior" to "inferior". The conclusion that racial groups vary in average IQ scores, and the hypothesis that a genetic component may be involved, have led to heated academic debates that have spilled over into the public sphere.

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Background information

Race

See also: Race and multilocus allele clusters

Racial distinctions are generally made on the basis of skin color, facial features, inferred ancestry, national origin and self-identification. In an ongoing debate, some geneticists argue race is neither a meaningful concept nor a useful heuristic device, and even that genetic differences between groups are biologically meaningless, on the basis of that more genetic variation exists within such races than between them, and that racial traits overlap without discrete boundaries. Other geneticists, in contrast, argue that categories of self-identified race/ethnicity or biogeographic ancestry are both valid and useful, that these categories correspond with clusters inferred from multilocus genetic data, and that this correspondence implies that genetic factors might contribute to unexplained phenotypic variation between groups.

Worldwide, human populations are geographically bounded into five less than perfectly distinct continental areas: the Americas, Eurasia (including Europe, North Africa and West Asia), East Asia, Sub-Saharan Africa, and the Pacific Islands (including Australia). At least in the United States, self-identified racial labels correspond to geographic regions of genetic ancestry, with only a small number of individuals showing genetic cluster membership different from their self-identified race/ethnicity. People labeled Blacks have most of their ancestors from sub-Saharan Africa, Whites from Europe (and sometimes the Middle East and North Africa), and East Asians from the north-western Pacific Rim. Hispanics form a genetically diverse group that includes many recent U.S. immigrants of mixed ancestry, and are more often called an ethnic group.

It is well known that many alleles vary in frequency across (and within) human populations. Most of this variation is selectively neutral, but a significant number show evidence of recent positive selection. These include genes involved in brain development and other neuronal functions, which have variants that have spread to high frequencies under selective pressure and now occur in substantially different frequencies in different global populations. The actual functions of these genes, and their effect, if any, on IQ is unknown. (Discussed below.)

The political, social and cultural structure of the United States is still weighted by race. It was only in the 1960s that racial discrimination became illegal in many areas of public and private life, including employment and housing, and some consider discrimination to remain prevalent. The national and state governments of the United States employ racial categorization in the census, law enforcement, and innumerable other ways. Many political organizations intend to represent the interests of specific racial groups. See the articles Race and Race (U.S. Census) for further discussion.

Intelligence testing

Intelligence is most commonly measured using IQ tests. These tests are often geared to be good measures of the psychometric variable g (for general intelligence factor), and other tests that measure g (for example, the Armed Forces Qualifying Test and the SAT) also serve as measures of cognitive ability.

All such tests are often called "intelligence tests," though the use of the term "intelligence" is itself controversial. It is clear, however, that performance in these tests correlates with performance in similar life tasks (school grades and to a lower degree college grades). The correlation with many real-world results is lower. For example, while the correlation of IQ with job performance is strong, income is modestly correlated and accumulated wealth is only weakly correlated. The genetic transmission of wealth via IQ is near zero. As commonly used, "IQ test" denotes any test of cognitive ability, and "IQ" is used as shorthand for scores on tests of cognitive ability. Some critics question the validity of all IQ testing or claim that there are aspects of "intelligence" not reflected in IQ tests. Historically, criticisms of the validity of IQ testing focused primarily on questions of "test bias", which has many related meanings. Several conclusions about tests of cognitive ability are now largely accepted:

• IQ scores measure many, but not all of the qualities that people mean by intelligent or smart (for example, IQ does not measure creativity, wisdom, or personality)
• IQ scores are fairly stable over much of a person's life
• IQ tests are predictive of school and job performance, to a degree that does not significantly vary by socio-economic or racial-ethnic background
• For people living in the prevailing conditions of the developed world, cognitive ability is substantially heritable, and while the impact of family environment on the IQ of children is substantial, after adolescence this effect becomes difficult to detect.

See the articles Intelligence, IQ, and g for further discussion of the validity of these tests.

The contemporary debate: results and interpretations

The contemporary scholarly debate about race and intelligence involves both the relatively uncontroversial experimental results that indicate that average IQ test scores vary among racial groups, and the relatively more controversial interpretations of these IQ differences. In general, contemporary interpretations of the "IQ gap" can be divided into three broad categories:

1. "culture-only" or "environment-only" interpretations that posit overwhelmingly non-genetic causes (for example, socioeconomic inequality or minority group membership) that differentially affect racial groups;
2. "partly genetic" interpretations that posit an IQ gap between racial groups caused by approximately the same matrix of genetic and environmental forces that cause IQ differences among individuals of the same race;
3. "insufficient data": no meaningful interpretation can be made based on available evidence.

History

1850s to World War II

The scientific debate on the contribution of nature versus nurture to individual and group differences in intelligence can be traced to at least the mid-19th century. Charles Darwin wrote in his Descent of Man (VII, On the races of Man): "he various races, when carefully compared and measured, differ much from each other—as in the texture of hair, the relative proportions of all parts of the body, the capacity of the lungs, the form and capacity of the skull, and even the convolutions of the brain. But it would be an endless task to specify the numerous points of difference. The races differ also in constitution, in acclimatization and in liability to certain diseases. Their mental characteristics are likewise very distinct; chiefly as it would appear in their emotional, but partly in their intellectual faculties."

The writings of Sir Francis Galton, elaborating on the work of his cousin Darwin, spurred interest in the study of mental abilities, particularly as they relate to heredity and eugenics.

The fact that there are differences in the brain sizes and brain structures of different racial and ethnic groups was well known and widely studied during the 19th century and early 20th century. Average ethnic and racial group differences in IQ were first found due to the widespread use of standardized mental tests during World War I.

Beginning in the 1930s, race difference research and hereditarianism — the belief that genetics contribute to differences in intelligence among humans — began to fall out of favor in psychology and anthropology after major internal debates. In anthropology this occurred in part due to the advocacy of Franz Boas, who in his 1938 edition of The Mind of Primitive Man wrote, "there is nothing at all that could be interpreted as suggesting any material difference in the mental capacity of the bulk of the Negro population as compared with the bulk of the White population." The hereditarian position was greatly weakened by Boas' finding that cranial vault size had increased significantly in the U.S. from one generation to the next, because racial differences in such characteristics had been among the strongest arguments for a genetic role.

Post WWII and modern times

Inspired by the American eugenics movement, Nazi Germany implemented the T-4 Euthanasia Program in which roughly 200,000 mentally and physically disabled Germans were killed, and about 400,000 sterilized. Due in part to the association of hereditarianism with Nazi Germany, after the conclusion of World War II until the 1994 publication of The Bell Curve, it became largely taboo to suggest that there were racial or ethnic differences in measures of intellectual or academic ability and even more taboo to suggest that they might involve a genetic component.

In 1961, the psychologist Henry Garrett coined the term equalitarian dogma to describe the then politically fashionable view that there were no race differences in intelligence, or if there were, they were purely the result of environmental factors. Those who questioned these views often put their careers at risk.

The contemporary scholarly debate on race and intelligence may be traced to Arthur Jensen's 1969 publication in the Harvard Educational Review of "How Much Can We Boost IQ and School Achievement?" In this paper, he wrote on some of the major issues that characterize the partly genetic hypothesis of racial IQ differences, and on compensatory educational programs. Reports on Jensen's article appeared in Time, Newsweek, Life, U.S. News & World Report, and The New York Times Magazine.

Press attention returned to the issue of race and intelligence in 1994 with the publication of The Bell Curve, which included two chapters on the subject of racial difference in intelligence and related life outcomes. In response to The Bell Curve, Stephen Jay Gould updated The Mismeasure of Man in 1996. Among other things, he criticized the IQ test as a measure of intelligence, citing what he perceived as inherent racial and social biases as well as systematic flaws in the testing process.

The introduction of biomedicine tailored to the genetics and disease patterns of specific racial groups is currently one of the factors adding to the complexity and controversy of debates on race and science. The scholarly debate continues on the question of "whether the cause of group differences in average IQ is purely social, economic, and cultural or whether genetic factors are also involved".

Average gaps among races

The modern controversy surrounding intelligence and race focuses on the results of IQ studies conducted during the second half of the 20th century, mainly in the United States and some other industrialized nations.

Some other psychological traits have also been found to vary significantly in distribution, but variance in cognitive ability is seen as a more pressing phenomenon.

World-wide scores

The largest review of the global cognitive ability data is Richard Lynn's 2006 Race Differences in Intelligence, which organizes the data by nine global regions, surveying 620 published studies from around the world, with a total of 813,778 tested individuals. Lynn's meta-analysis lists East Asians (105), Europeans (99), Inuit (91), Southeast Asians and Amerindians each (87), Pacific Islanders (85), Middle Easterners (including South Asians and North Africans) (84), sub-Saharan Africans (67), and Australian Aborigines (62). Lynn has previously argued at length that nutrition is the best supported environmental explanation for variation in the lower range, and a number of other environmental explanations have been advanced (see below). Ashkenazi Jews score significantly higher than other groups (107-115) in the U.S. and Britain, but estimates of the average IQ of Ashkenazim in Israel may be somewhat closer to the European mean. In other data, Hispanics average 91 and African Americans average 87, though the latter is debated. Lynn's survey is an expansion by nearly four times of the data collected in his 2002 IQ and the Wealth of Nations with Tatu Vanhanen. IQatWoN, which dealt with the relationship between IQ and economic development, received strong criticism from some for both error and alleged bias, but has also been used as a source of IQ data and hypotheses in several peer-reviewed studies. Lynn argues the surveyed studies have high reliability in the sense that different studies give similar results, and high validity in the sense that they correlate highly with performance in international studies of achievement in mathematics and science and with national economic development.

Related groups sometimes vary greatly in IQ in different nations. Black Africans score much lower than blacks in the US, although Black Americans average about 7-20% European admixture. Some reports indicate that the black–white gap is smaller in the UK than in the U.S. Differences between groups of whites can also be seen, ranging to the low 90s in SE Europe (with a decrease also seen in brain size). In Israel, large gaps in test scores and achievement separate Ashkenazi Jews from other groups such as the Sephardi.

Brain size, employment tests, and school achievement

IQ has a moderate correlation with various measures of brain size and performance on elementary tests of response time. For example, a 2005 meta-analysis found that brain size correlates with IQ by a factor of approximately .40 among adults. Reaction times correlate with IQ by about .30 to .50. Studies have shown racial differences in both brain size and tests of response time. Cranial vault size and shape have changed greatly during the last 150 years in the US. These changes must occur by early childhood because of the early development of the vault. The explanation for these changes may be related to the Flynn effect.

Gaps are seen in other tests of cognitive ability or aptitude, including university admission exams such as the SAT and GRE, as well as employment tests for corporate settings and the military. Measures of school achievement correlate fairly well with IQ, especially in younger children. In the United States, achievement tests find that by 12th grade black students are performing on average only as well as white and Asian students in 8th grade; Hispanic students do only slightly better than blacks. However, the achievement gap in the U.S. has shrunk since the 1970s.

Cultural or genetic explanations?

Introduction

The most widely accepted view among intelligence researchers is that IQ differences among individuals of the same race reflect real, functionally/socially significant, and substantially genetic differences in the general intelligence factor, g. It is likewise widely believed that average IQ differences among races reflect real and significant differences in the same g factor. While these conclusions are largely beyond technical dispute, the nature of g is still an active area of research.

However, it is a matter of debate whether the causes of IQ differences among races are entirely environmental or partly genetic. Several published consensus statements agree that the large difference between the average IQ scores of Blacks and Whites in the U.S. cannot be attributed to biases in test construction, nor can simple differences in socio-economic status be the whole explanation.

It should be noted that most research has been done in the US and a few other developed nations (see above for worldwide data). That research cannot directly be generalized to the world as a whole. Blacks in the US do not constitute a random sample of the original African population, and environmental conditions differ among nations. IQ tests done in developing countries are likely to have been affected by conditions associated with poverty that are common in the developing world, such as nutritional deficiencies and the impact of diseases (for example, HIV, anemia or chronic parasites) that have been known to affect IQ test scores.

The extent to which the IQ gap is caused by genetic or environmental factors is logically independent of the ability for intervention to reduce the gap. A genetic cause is not necessarily irremediable (e.g. diabetes, myopia, and phenylketonuria) and an environmental cause may not be remediable (e.g. accidents and some diseases). Based in part on this distinction, Template:A(Y)ref argue that determining the extent to which genes or environment cause the IQ gap is unimportant.

Cultural explanations

This section may benefit from being shortened by the use of summary style. Summary style may involve the splitting of sections of text to one or more sub-topic articles which are then summarized in the main article.

Although IQ is regarded as being highly heritable, this does not mean that IQ differences between racial groups are necessarily genetic in origin, because estimates of heritability are dependent on a given environment. For example, in schizophrenia, also regarded as being highly heritable, increased rates in second and third generation immigrants to Western European countries do not seem to be the result of increased genetic susceptibility, but another, as yet unidentified, environmental factor.

Regarding the IQ gaps in the U.S., it has also been suggested that African-American culture disfavors academic achievement and fosters an environment that is damaging to IQ. Likewise, it is argued that the persistence of negative racial stereotypes reinforces this effect. John Ogbu has developed a hypothesis that the condition of being a "caste-like minority" affects motivation and achievement, depressing IQ. Similarly, it is suggested that reduced performance from "stereotype threat" could be a contributing factor. One author has attempted to itemize the many factors that constitute the differences in social and socioeconomic environments between blacks and whites.

Many anthropologists have argued that intelligence is a cultural category; some cultures emphasize speed and competition more than others, for example. Speculations about innate differences in intelligence between ethnic groups have occurred throughout history. Aristotle in the 4th century B.C. and Cicero in the 1rst. century B.C. disparaged the intelligence of the northern Europeans of the time, as did the Moors in Iberia in the 11th century.

A number of environmental factors are agreed to be likely involved. In the developing world many factors can greatly decrease IQ scores. Examples include nutrition deficiencies in iodine and iron; certain diseases like malaria; unregulated toxic industrial substances like lead and mercury; and poor health care for pregnant women and infants. Also, in the developed world there are many biological factors that can affect IQ. Increased rates of low birth weight babies and lower rates of breastfeeding in Blacks as compared to Whites are some factors of many that have been proposed to affect the IQ gap.

The secular, international increase in test scores, commonly called the Flynn effect, is seen by Flynn and others as reason to expect the eventual convergence of average Black and White IQ scores. As demonstrated by Flynn, the average IQ scores in several countries have increased about 3 points per decade during the 20th century, which he and others attribute predominantly to environmental causes. This means, given the same test, the mean Black American performance today could be higher than the mean White American performance in 1920, though the gains causing this appear to have occurred predominantly in the lower half of the IQ distribution. If changes in environment can cause such large changes in IQ over time, they argue, then contemporary differences between groups could also be due to an unknown environmental factor. On the supposition that the effect started earlier for Whites, because their social and economical conditions began to improve earlier than did those of Blacks, they anticipate that the IQ gap among races might change in the future or is even now changing. An added complication to this hypothesis is the question of whether the secular IQ gains can be predominantly a change in real intelligence. Flynn's face-value answer to this question is "No", and other researchers have found reason to concur. Responding to such concerns, Template:AYref have proposed a solution which rests on genotype-environment correlation, hypothesizing that small initial differences in environment cause feedback effects which magnify into large IQ differences. Such differences would need to develop before age 3, when the Black-White IQ gap can be first detected.

Many studies that attempt to test for heritability find results that do not support the genetic hypothesis. They include studies on IQ and skin color, self-reported European ancestry, children in post WWII Germany born to Black and White American soldiers, blood groups, and mixed-race children born to either a Black or a White mother. Many intervention and adoption studies also find results that do not support the genetic hypothesis. Non-hereditarians have argued that these are direct tests of the genetic hypothesis and of more value than indirect variables, such as skull size and reaction time. Hereditarians argue that these studies are flawed, or that they do support the partly-genetic hypothesis.

A recent theory hypothesizes that fluid cognition (gF') may be separable from general intelligence, and that gF' may be very susceptible to environmental factors, in particular early childhood stress. Some IQ tests, especially those used with children, are poor measures of gF', which means that the effect of the environment on intelligence regarding racial differences, the Flynn effect, early childhood intervention, and life outcomes may have been underestimated in many studies. The article has received numerous peer commentaries for and against.

A recent, newly available, large, and nationally representative data set find only very small (0.06 SD between whites and blacks) racial differences on measures for mental function for children aged eight to twelve months. These differences disappear when controlling for a limited set of factors such as differences in SES. "These findings pose a substantial challenge to the simplest, most direct, and most often articulated genetic stories regarding racial differences in mental function." "To the extent that there are any genetically-driven racial differences in intelligence, these gaps must either emerge after the age of one, or operate along dimensions not captured by this early test of mental cognition."

Genetic explanations

Arthur Jensen and others have concluded that the US IQ gap is partially genetic. Rushton and Jensen argue that while plausible environmental explanation for the lower mean IQ in Blacks in the U.S. can be offered in many cases, these explanations are less capable of explaining the higher average IQ of East Asians than Whites. Under their interpretation of Lakatos's technical concept of research programs, Jensen and Rushton argue that the culture-only hypothesis is not "progressive" but "degenerating".

To support these claims, they most often cite four main lines of converging data:

1. Worldwide Black–White–East Asian differences in IQ, reaction time, and brain size. In the United States, Black-White IQ differences are observable at every age above 3 years, within every occupation or socioeconomic level, in every region of the country, and at every time since the invention of ability tests.
2. The magnitude of race differences on different IQ subtests correlates with the extent to which those subtests measures g, which also correlates with measures of the subtests heritability
3. The rising heritability of IQ with age (within all races; on average in the developed world heritability starts at 20% in infants, rises to 40% in middle childhood, and peaks at 80% in adulthood); and the virtual disappearance (~0.0) by adulthood of shared environmental effects on IQ (for example, family income, education, and home environment), making adopted siblings no more similar in IQ than strangers
4. US comparisons of both parents to children and siblings to each other finds regression to differing means for different races (85 for Blacks and 100 for Whites) across the entire range of IQs, despite the fact that siblings are matched for shared environment and genetic heritage, with regression unaffected by family socioeconomic status and generation examined

Template:A(Y)ref believe that the best explanation is that 50%-80% of the group differences in average US IQ is genetic. For fuller listings of evidence for the partly-genetic position, see Comparison of interpretations, Template:A(Y)ref, or this press release.

Other evidence, such as transracial adoption, certain racial admixture studies, behavior genetic modeling of group differences, "life-history" traits, and evolutionary explanations have also been proposed to indicate a genetic contribution to the IQ gaps and explain how these arose. Critics of this view, such as Robert Sternberg, argue that these studies are either flawed and thus inconclusive, or else that they support the culture-only hypothesis. For example, Template:AYref argue that the statistical methods linking the Black-White gap to g are insufficient.

Several recent studies have found some neuronal genes have variants that have spread to high frequencies under selective pressure and now occur in different frequencies in different global populations. Some of this selection occurred within the last 10,000 years. The cause of the selective sweep and the effects of these variants are generally not yet known, although some suspect that they could be related to intelligence. Although neurogenic diversity theoretically increases the chances of functional diversity, ultimately, very little is known about the actual impact of these variants, and the researchers caution that they may not have anything to do with cognition or intelligence at all.

Expert opinion

A survey was conducted in 1987 of a broad sample of 1,020 scholars (65% replied) in specialties that would give them reason to be knowledgeable about IQ (but not necessarily about race). The survey was given to members of the American Education Research Association, National Council on Measurement in Education, American Psychological Association, American Sociological Association, Behavior Genetics Association, and Cognitive Science Society. 52.9% of respondents supported the "partly genetic" position, 1.2% of respondents supported the "entirely genetic" position, 17.7% supported the "entirely environmental" position, and 28.2% responded that there was insufficient data "to support any reasonable opinion". Respondents on average called themselves slightly left of center politically, but political and social opinions accounted for less than 10% of the variation in responses.

According to the American Psychological Association's 1995 task force report on intelligence research:

It is sometimes suggested that the Black/White differential in psychometric intelligence is partly due to genetic differences (Jensen, 1972). There is not much direct evidence on this point, but what little there is fails to support the genetic hypothesis.

The APA journal that published the statement subsequently published eleven critical responses in 1997, most arguing that the report failed to examine adequately the evidence for partly-genetic explanations. Charles Murray, for instance, responded:

Actually, there is no direct evidence at all, just a wide variety of indirect evidence, almost all of which the task force chose to ignore.

The report did agree with many of the statements on intelligence made in the Bell Curve and concludes with a call for more reflection in debates on intelligence and for a "shared and sustained effort" in more research to answer the many unanswered questions that remain. Coming advances in genetics and genomics are expected to soon provide the ability to test hypotheses about group differences more rigorously than has as yet been possible.

Researchers who believe that there is no significant genetic contribution to race differences in intelligence include Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, and Template:AYref. Some scientists who emphasize cultural explanations do not necessarily exclude a small genetic influence. Template:A(Y)ref suggests up to 20% genetic influence be included in the cultural explanation. Researchers who believe that there are significant genetic contributions to race differences in intelligence include Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, and Template:AYref.

Significance of group IQ differences

See also: Practical importance of IQ

Within societies

Scope

The distribution of IQ scores among individuals of each race overlap substantially. In a random sample of equal numbers of US Blacks and Whites, Template:A(Y)ref estimates most variance in IQ would be unrelated to race or social class. The average IQ difference between two randomly paired people from the U.S. population is approximately 17 points, and this only increases to 20 points when the pair are black and white. When the pair are siblings, the average difference is still 12 points.

In essays accompanying the publication of The Bell Curve, Herrnstein and Murray argue that whether the cause of the IQ gap is partly genetic or entirely environmental does not really matter because that knowledge alone would not help to eliminate the gap and that knowledge should not impact the way that individuals treat one another. They argue that group differences in intelligence ought not to be treated as more important or threatening than individual differences, but suggest that one legacy of Black slavery has been to exacerbate race relations such that Blacks and Whites cannot be comfortable with group differences in IQ or any other traits.

Moreover, although it may appear paradoxical, it could be argued that an indirect outcome of social egalitarianism would be to raise the genetic contribution to intelligence to as high as possible, by minimizing environmental inequalities and any negatively IQ-impacting cultural and socio-economic differences. If all such inequalities could somehow be completely eliminated, any remaining group (but not individual) IQ differences would then be 100% hereditary: the only remaining factor that could potentially contribute to race-based outcome differences.

Practical importance

The appearance of a large practical importance for intelligence makes some scholars claim that the source and meaning of the IQ gap is a pressing social concern. The IQ gap is reflected by gaps in the academic, economic, and social factors correlated with IQ. However, some dispute the general importance of the role of IQ for real-world outcomes, especially for differences in accumulated wealth and general economic inequality in a nation. (See "Practical importance of IQ".)

The effects of differences in mean IQ between groups (regardless if the cause is social or biological) are amplified by two statistical characteristics of IQ. First, there seem to be minimum statistical thresholds of IQ for many socially valued outcomes (for example, high school graduation and college admission). Second, because of the shape of the normal distribution, only about 16% of the population is at least one standard deviation above the mean. Thus, although the IQ distributions for Blacks and Whites are largely overlapping, different IQ thresholds can have a significant impact on the proportion of Blacks and Whites above and below a particular cut-off.

Small differences in IQ, while relatively unimportant at the level of an individual, could theoretically have large effects for the United States population as a whole. As a demonstration of these possible effects, Template:A(Y)ref used a resampling technique to show that, all else equal, a simulated 3-point drop in average IQ had little effect on factors like marriage, divorce, or unemployment. However, a simulated drop in IQ from 100 to 97-points increased poverty rates by 11% and the proportion of children living in poverty by 13%. In the simulation, similar rises occurred in rates of children born to single mothers, men in jail, high school drop-out, and men prevented from working due to health-related problems. In contrast, when they simulated an increase in average IQ of 3-points to 103, they calculated that poverty rates fell 25%, children living in poverty fell 20%, and high school drop-out rates fell 28%.

Controlling for IQ

Because IQ correlates with or predicts a number of social and economic outcomes that have been found to differ between the black and white populations overall, it is possible that some of the disparities in outcomes are due to group differences in IQ. Studies from The Bell Curve and elsewhere find that, when IQ is statistically controlled for, the probability of having a college degree or working in a high-IQ occupation is higher for Blacks than Whites. Controlling for IQ shrinks the income gap from thousands to a few hundred dollars. Controlling for IQ cuts differential poverty by about three-quarters and unemployment differences by half. However, controlling for IQ has little effect on differential marriage rates. For many other factors, controlling for IQ eliminates the differences between Whites and Hispanics, but the Black-White gap remains (albeit smaller).

Another study found that wealth, race and schooling are important to the inheritance of economic status, but IQ is not a major contributor and the genetic transmission of IQ is even less important. Conversely, controlling for IQ in the above studies also reduces the apparent effect of wealth, race and schooling due to this same correlation.

White populations are not homogeneous groups regarding real-world outcomes. For example, in the U.S. 33.6% of persons with self-reported Scottish ancestry completed college, while only 16.7% of persons with self-reported French-Canadian ancestry have done so.

For additional discussion of the effects of controlling for group differences on a variety of outcomes and groups, see Template:AYref, and Template:AYref.

Between nations

Some people have attributed differential economic growth between nations to differences in the intelligence of their populations. One example is Richard Lynn's IQ and the Wealth of Nations. The book, is sharply criticized in the peer-reviewed paper The Impact of National IQ on Income and Growth. Another peer-reviewed paper, Intelligence, Human Capital, and Economic Growth: An Extreme-Bounds Analysis, finds a strong connection between intelligence and economic growth. It has been argued that East Asian nations underachieve compared to IQ scores. One suggested explanation is that verbal IQ is more important than visuospatial IQ.

Jared Diamond's Guns, Germs and Steel instead argues that historical differences in economic and technological development for different areas can be explained by differences in geography (which affects factors like population density and spread of new technology) and differences in available crops and domesticatable animals. However, these environmental differences may operate in part by selecting for higher levels of IQ

For high-achieving minorities

The book World on Fire notes the existence in many nations of minorities that have created and control a disproportionate share of the economy, a market-dominant minority. Examples include Chinese in Southeast Asia; Whites, Indians, Lebanese and Igbo people of Western Africa; Whites in Latin America; and Jews in pre-World War II Europe, modern America, and modern Russia. These minorities are often resented and sometimes persecuted by the less successful majority.

In the United States, Jews, Indians, Japanese, and Chinese earn incomes 1.72, 1.42, 1.32, and 1.12 times the American average, respectively. Jews and East Asians have higher rates of college attendance, greater educational attainment, and are many times overrepresented in the Ivy League and many of the United States' most prestigious schools, even though affirmative action discriminates against Asians in the admissions process (relative to Whites as well as to other minorities) At Harvard, for example, Asian American and Jewish students together make up 51% of the student body, though only constituting roughly 6% of the US population. In various Southeast Asian nations, Chinese control a majority of the wealth despite being a minority of the population and are resented by the majority, in some cases being the target of violence.

Achievement in science, a high-complexity occupation in which practitioners tend to have IQs well above average, also appears consistent with some group IQ disparity. Only 0.25% of the world population is Jewish, but Jews make up an estimated 28% of Nobel prize winners in physics, chemistry, medicine, and economics. In the U.S., these numbers are 2% of the population and 40% of winners.

Some studies have shown significant variation in IQ subtest profiles between groups. In one analysis of IQ studies on Ashkenazi Jews, for example, high verbal and mathematical scores, but average or below average visuospatial scores were found. In a separate study, East Asians demonstrated high visuospatial scores, but average or slightly below average verbal scores. The professions in which these populations tend to be over-represented differ, and some believe the difference is directly related to IQ subtest score patterns asserted to exist. The high visiuospatial/average to below average verbal pattern of subtest scores has also been asserted to exist in fully assimilated third-generation Asian Americans, as well as in the Inuit and Native Americans (both of Asian origin).

Public debate and policy implications

Media portrayal

Some researchers argue media coverage of intelligence-related research is often inaccurate and misleading. Snyderman and Rothman conducted a study of this phenomenon in 1988, drawing from their 1987 survey of expert opinion of intelligence-related topics.

Utility of research and racism

One criticism of race and intelligence research, regardless of whether racial differences are genetic or not, questions its utility. It's been argued that society might actually be better off "with an untruth: that there is no good reason for this inequality, and therefore society is at fault and we must try harder."

The Southern Poverty Law Center has stated: "Race science has potentially frightening consequences, as is evident not only from the horrors of Nazi Germany, but also from the troubled racial history of the United States. If white supremacist groups had their way, the United States would return to its dark days. In publication after publication, hate groups are using this 'science' to legitimize racial hatred."

Another cricism is that it "causes major psychological harm to millions of black children and adults (with respect to self-esteem, career expectations, interracial relationships, etc.)". For example, in response to The Bell Curve Ashley Montagu, who famously stated the ideology of race is "man's most dangerous myth," wrote:

It is generally held that anyone who cries "Fire" in a crowded theatre should be held responsible for the consequences of his conduct. The same rule should apply to anyone who, motivated by racism, publishes inflammatory falsehoods concerning others, whether they be individuals, groups, or populations; they should by law be held responsible for their conduct. More than 200 years of racism, libel and slander, are enough, and so it is with use of IQ tests, which in a very real sense represent demeaning falsehoods, whether they maliciously intended or not.

Some scientists, including W. D. Hamilton, considered to be one of the greatest evolutionary theorists of the 20th century, argue that suppressing race and intelligence research is actually more harmful than dealing with it honestly. Linda Gottfredson, a prominent professor whose work has been influential in U.S. workplace policy and who's also a Pioneer fund grantee argues:

Lying about race differences in achievement is harmful because it foments mutual recrimination. Because the untruth insists that differences cannot be natural, they must be artificial, manmade, manufactured. Someone must be at fault. Someone must be refusing to do the right thing. It therefore sustains unwarranted, divisive, and ever-escalating mutual accusations of moral culpability, such as Whites are racist and Blacks are lazy.

Steven Pinker argues that opposition to racism is based on moral, not scientific assumptions, and is not vulnerable to being disproved by bioscientific advances. "The case against bigotry is not a factual claim that humans are biologically indistinguishable. It is a moral stance that condemns judging an individual according to the average traits of certain groups...". Pinker suggests that intellectual life may not at present be prepared to deal with this area of inquiry.

Coming advances in genetics and genomics are expected to soon provide the ability to test hypotheses about group differences rigorously, whether between races, sexes, or other groups, in cognitive traits or temperament, musical or athletic talent, or in responses to biomedical treatments. Some scientists predict this will be the source of one of the biggest social and intellectual issues of the coming decades.

Accusations of bias

Steven Pinker argues a fear of the implications of the science of human nature ("mind, brain, genes, and evolution") has led to the perception that these are dangerous ideas. Pinker argues this has resulted in a denial of human nature in which "large swaths of the intellectual landscape have been reengineered to try to rule hypotheses out a priori (race does not exist, intelligence does not exist, the mind is a blank slate inscribed by parents)." Scientists working in these areas have in the past been targets of censorship, violence, and comparisons to Nazis.This has included accusations that funding from the Pioneer Fund (which according to the Southern Poverty Law Center "has funded most American and British race scientists, including a large number cited in The Bell Curve") supports only research that "tends to come out with results that further the division between races... by justifying the superiority of one race and the inferiority of another The Pioneer Fund has been strongly criticized by anti-racist groups and some scientists and journalists. Also, prominent critic Ulric Neisser states that the fund's contribution has overall been "a weak plus". On the other side, it is asserted that misguided political correctness has led to large-scale denial of recent developments in the human sciences.

Pioneer Fund

One of the largest source of funding for proponents of the partly genetic interpretation, the Pioneer Fund, has been criticized as having a eugenic and racist political agenda, and has been characterized by the Southern Poverty Law Center as a "hate group," using the definition "attack or malign an entire class of people, typically for their immutable characteristics" and citing a claimed racist and Nazi-sympathizer history. Anti-racist Searchlight Magazine notes Pioneer head J. Phillipe Rushton has given a speech at an American Renaissance meeting that Searchlight describes as a "veritable 'who’s who' of American white supremacy." Prominent critic Ulric Neisser, who was the chairman of the APA's 1995 taskforce on intelligence research regards the fund as having had an ultimately positive effect. Some critics have found it significant that some of the prominent researchers advancing genetic explanations have also opposed affirmative action and school integration.

In the early 1990s, the University of Delaware imposed a "prohibition on the receipt of funding (by a faculty member) from the Pioneer Fund, amidst accusations that the Fund had a "history of supporting racism, anti-semitism and other discriminatory practices". Grantee Linda Gottfredson fought a two-year battle with the university before it rescinded its prohibition, arguing that a ban on funding restricted academic freedom.

There is no evidence that the Pioneer Fund has biased the research. However, one critic notes "The real question is not did the Pioneer Fund make you alter your scientific findings but why did the Pioneer Fund fund you?""It's not so much a question of whether or not they influence an individual scientist but rather the scientists they choose to fund in the first place, Weizmann added."

Policy implications

See also: Intelligence and public policy

Public policy implications of IQ and race research are one of the greatest sources of controversy surrounding this issue.

Some proponents of a partly genetic interpretation of the IQ gap, such as Template:A(Y)ref and Template:A(Y)ref, have sometimes argued that their interpretation does not in itself demand any particular policy response: while a conservative/libertarian commentator may feel the results justify, for example, reductions in affirmative action, a liberal commentator may argue from a Rawlsian point of view (that genetic advantages are undeserved and unjust) for substantial affirmative action. Since all races have representatives at all levels of the IQ curve, this means any policy based on low IQ affects members of all races.

According to the "Mainstream Science on Intelligence" statement published in Intelligence in 1997:

The research findings neither dictate nor preclude any particular social policy, because they can never determine our goals. They can, however, help us estimate the likely success and side-effects of pursuing those goals via different means.

While not specifically race-related, policies focused on geographical regions or nations may have disproportionate influences on certain racial groups and on cognitive development. Differences in healthcare, nutrition, regulation of environmental toxins, and geographic distribution of diseases and control strategies between the developing world and developed nations have all been subjects of policies or policy recommendations (see health and nutrition policies relating to intelligence).

Finally, germinal choice technology may one day be able to select or change directly alleles found to influence intelligence or racially identifying traits (such as skin color; see gene SLC24A5), making them susceptible to biotechnological intervention.

End material

See also

• Brain to body mass ratio
• Craniometry
• Hominid intelligence
• Neuroscience and intelligence
• Race and crime
• Sex and intelligence
• Scientific racism
• The Mismeasure of Man

Notes

1. The gap shows up before age 3 on most standardized tests after matching for variables such as maternal education. Other clustering: Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref; Template:AYref, Template:AYref; Template:AYref; Template:AYref. The East-Asian/White/Black difference in average IQ can be measured in very young children. For example, a one standard deviation gap is observed in Black and White 3-year olds matched for gender, birth order, and maternal education (Template:AYref). Template:AYref found that by age 6 the average IQ of East Asian children is 107, 103 for White children and 89 for Black children. Template:A(Y)ref found that the same trichotomy in brain size and IQ held at 4 months, 1 year, and 7 years of age.
2. For this calculation, Herrnstein and Murray alter the mean IQ (100) of the U.S. National Longitudinal Survey of Youth's population sample by randomly deleting individuals below an IQ of 103 until the population mean reaches 103. This calculation was conducted twice and averaged together to avoid error from the random selection.(Template:AYref, pp. 364-368) Discussed further in the section #Significance of group IQ differences #Within societies.
3. Whether or not this carries over to adulthood remains to be investigated.
4. Template:AYref
5. Researchers explicitly reject the latter terms as inaccurately global in connotation and insensitive, but the terms are used by some critics (Template:AYref, p. 42).
6. Template:AYref, Template:AYref (given in Template:AYref's summary, p.599)
7. Template:AYref, Template:AYref (given in Template:AYref's summary, p. 599)
8. It is well established that within-population genetic diversity is greatest within Sub-Saharan Africa, and decreases with distance from Africa. One study estimates that only 6.3% of the total human genetic diversity is explained by race. This value is comparable to other reports which find that on average approximately 85% of genetic variation occurs within populations. In a hypothetical situation with two populations and a single gene with two alleles, this is equivalent to allele frequencies of 30% + 70% in one population and 70% + 30% in the other. Thus, using this single gene to classify individuals into populations would result in a 30% misclassification rate.
9. Template:AYref, Template:AYref, Template:AYref, Template:AYref, . Lewontin, for example argues that there is no biological basis for race on the basis of research indicating that more genetic variation exists within such races than between them Template:AYref.
   
   Some critics of race may not consider this a problem for race and intelligence inquiries. Jared Diamond, who praises Cavalli-Sforza's genetics research over the decades for "demolishing scientists' attempts to classify human populations into races in the same way that they classify birds and other species into races"(Template:AYref), also argues "in mental ability New Guineans are probably genetically superior to Westerners" due to that intelligence was likely selected for in hunter-gatherer New Guinea societies where the challenges were tribal warfare and food procurement, compared with high population density European civilizations where the major survival pressure was on genes for resisting epidemics (Diamond 1997/99, p.21).
10. Template:AYref, Template:AYref. Neil Risch argues: "One could make the same arguments about sex and age! . . you can undermine any definitional system. . . In a recent study. . . we actually had a higher discordance rate between self-reported sex and markers on the X chromosome between genetic structure versus self-description, 99.9% concordance. . . So you could argue that sex is also a problematic category. And there are differences between sex and gender; self-identification may not be correlated with biology perfectly. And there is sexism. And you can talk about age the same way. A person's chronological age does not correspond perfectly with his biological age for a variety of reasons, both inherited and non-inherited. Perhaps just using someone's actual birth year is not a very good way of measuring age. Does that mean we should throw it out? . . . Any category you come up with is going to be imperfect, but that doesn't preclude you from using it or the fact that it has utility" (Template:AYref).
11. Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref: "If enough markers are used... individuals can be partitioned into genetic clusters that match major geographic subdivisions of the globe".
12. ^ Template:AYref
13. Template:AYref
14. Template:AYref
15. According to a recent review by Template:AYref, seven large-scale studies of positive selection in the human genome have been published. The "advantageous traits" that were being selected for are mostly unknown, but some make inferences based on the the known functions of those genes in the regions that show signs of selection.
16. ^ Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref. The neural dopamine gene studied in Harpending and Cochran, previously found to occur in substantially different worldwide frequencies, is also tied to behavior, with bearers displaying greater novelty-seeking behavior and being at increased risk for attention-deficit hyperactivity disorder. Harpending and Cochran suggest this gene "may be a model system for understanding the relationship between genetic variation and human cultural diversity," noting high frequencies in South American Indians, such as the Yanomamo (sometimes referred to as "the Fierce People"), intermediate frequencies in Europeans and Africans, and very low frequencies in East Asians and !Kung Bushmen (sometimes referred to as "the Harmless People").
    See the NYTimes' "Researchers Say Human Brain Is Still Evolving" (September 8, 2005), and "Still Evolving, Human Genes Tell New Story" (March 7, 2006) for discussion of Mekel-Bobrov et al. and Evans et al., and Voight et al.
17. Template:AYref; Template:AYref
18. Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref
19. According to historian of psychology Graham Richards there was widespread critical debate within psychology about the conceptual underpinnings of this early race difference research (Template:AYref). These include Estabrooks (1928) two papers on the limitations of methodology used in the research; Dearborn and Long’s (1934) overview of the criticisms by several psychologists (Garth, Thompson, Peterson, Pinter, Herskovits, Daniel, Price, Wilkerson, Freeman, Rosenthal and C.E. Smith) in a collection they edited and Klineburg, who wrote three major critiques, one in 1928, and two in 1935. Richards also notes that with over a 1000 publications within psychology during the interwar years there had been a large internal debate. Towards the end of the time period almost all those publishing, including most of those who began with a pro-race differences stance, were firmly arguing against race differences research. Richards regards the scientific controversy to be dead at this point, although he also suggests reasons for its re-emergence in the late nineteen sixties.
20. Template:AYref
21. Template:AYref; Template:AYref, pp. 45–54
22. Template:AYref pp. 67–69
23. Template:AYref
24. Template:AYref
25. Template:AYref
26. Template:AYref
27. Based on Template:AYref, p. 330.
28. ^ Cite error: The named reference gap debate was invoked but never defined (see the help page).
29. One factor decreasing the amount of research done in other countries, it's been argued, is stronger suppression of discussion of group differences in Europe and Canada (Template:AYref), whereas researchers in the U.S. have been protected by the U.S. First Amendment (Template:AYref). Rushton's book, for example, was once seized at the Canadian border and considered for being banned under hate crime laws from entering the country (Rushton 1998), though prominent scientific critics of Rushton's work, such as psychologists Jack Block and James Flynn, wrote to Rushton's University of Western Ontario to protest such treatment (Template:AYref).
30. Chinese-American children have been found from birth on to be calmer and more easily comforted when upset than European-American children, and when older to be significantly less active, irritable, and vocal (Template:AYref, referencing Template:AYref and Smith & Freedman 1983). Kagan found the Chinese-American children were less talkative, less prone to laughter, less likely to flare up over toy disputes, and had less variable heart rates. The European-American children consisted of samples in Boston and Dublin, with the Boston children exhibiting the highest level of reactivity. A neural dopamine gene has been found to vary substantially in worldwide frequencies, with bearers displaying greater novelty-seeking behavior and being at increased risk for attention-deficit hyperactivity disorder (Template:AYref). Harpending and Cochran suggest this gene "may be a model system for understanding the relationship between genetic variation and human cultural diversity," noting high frequencies in South American Indians, such as the Yanomamo (sometimes referred to as "the Fierce People"), intermediate frequencies in Europeans and Africans, and rare to nonexistent frequencies in East Asians and !Kung Bushmen (sometimes referred to as "the Harmless People").
31. Template:AYref; Template:AYref: "Sub-group differences in performance on high-stakes tests represent one of American society's most pressing social problems, and mechanisms for reducing or eliminating differences are of enormous interest" (p.11).
32. Lynn derives these groups from global genetic branches identified in previous genetic cluster analysis (Template:AYref p. 79).
33. In RDiI Lynn surveys NGO reports of four different signs of severe malnutrition - underweight, anemia, wasting, and stunting - for five developing regions, ranking Latin America as suffering the least malnutrition, followed by the Middle-east, Asia/Pacific, Africa, and finally South Asia, suffering the worst malnutrition of any region (ch. 14).
34. Lynn's data is somewhat weak on Ashkenazi Jews (Template:AYref), and only allows an indirect, weighted estimate in Israel (103), compared with (similarly indirect) estimates of 91 for Israeli Oriental Jews, and 86 for Israeli Arabs. Israeli Ashkenazi's scores may average lower than U.S. and British Ashkenazi, Lynn suggests, due to selective migration effects in relation to those countries, and to immigrants from the former Soviet Block countries having posed as Ashkenazim. The data isn't necessarily strong enough, however, to rule out identical scores for Ashkenazi across these nations (Template:AYref).
35. Template:AYref.
36. Sociologist Thomas Volken argues the IQ and the Wealth of Nations data for national IQs is "highly deficient," citing limited sampling and varying tests and years (Volken). In a 1995 review of The Bell Curve, critic Leon Kamin writes that "Lynn's distortions and misrepresentations of the data constitute a truly venomous racism, combined with scandalous disregard for scientific objectivity."(Template:AYref). In contrast to Kamin's strongly worded attack on Lynn, W. D. Hamilton described Lynn in a review of another of Lynn's books as doing "an excellent job with the facts" and being "brave thick-skinned ... to swim against ... popular antirealistic currents."
    
    Examples of problematic national IQ figures in IQatWoN include that the stated average IQ score of 59 for Equatorial Guinea is based on one test of 48 children aged 10-14 in 1984; the Ethiopian average is derived from a study of Ethiopians who immigrated to Israel a year prior, and whose low scores were thought by the original authors to be a reflection of temporary adjustment to a different culture and language (note that this data is not used in the averages presented above). Kamin also argued Lynn selectively excluded data showing a similar score in Whites and sub-Saharan Africans: "Lynn chose to ignore the substance of Crawford-Nutt's paper, which reported that 228 black high school students in Soweto scored an average of 45 correct responses on the Matrices--HIGHER than the mean of 44 achieved by the same-age white sample on whom the test's norms had been established and well above the mean of Owen's coloured pupils" (Template:AYref).
    
    Template:AYref's checking of RDiI's data finds discrepancies that are "mostly minor. . . typically within a couple of IQ points" but concludes: "The citations and references were, on the whole, accurate. In short: Yes, the general trends in the tables are probably dependable, if the assumptions regarding Flynn effects, etc., are correct, but it is prudent (as always) to check with original sources before quoting particular results. . . Is this book the final word on race differences in intelligence? Of course not. But Richard Lynn is a major player, and it is good to have his extensive work on this topic together in one place. Future workers who address these matters under this or any other label will find that Lynn has done a lot of spadework for them..."
37. Template:AYref;Template:AYref
38. Template:AYref
39. Lynn's Race Differences in Intelligence, 2006.
40. Template:AYref
41. Published by the Graduate Record Examinations Board, (table A.2).
42. ^ Template:AYref
43. Template:AYref
44. Template:AYref
45. see Template:AYref, p. 80 for a consensus statement
46. see Race and intelligence (Average gaps among races)#Reaction time
47. Template:AYref, Template:AYref; Template:AYref, Template:AYref
48. Template:AYref
49. Template:AYref
50. Template:AYref; Template:AYref; Template:AYref; Template:AYref
51. See for example APA's summary of their 1996 task force report (Template:AYref): "The differential between the mean intelligence test scores of Blacks and Whites does not result from any obvious biases in test construction and administration, nor does it simply reflect differences in socio-economic status" (Neisser et al. 1996). The Template:AYref collective statement likewise states: "Intelligence tests are not culturally biased against American Blacks or other native-born, English-speaking people in the U.S. Rather, IQ scores predict equally accurately for all such Americans, regardless of race or social class."
52. Murray and Herrnstein argue that it would not be good to learn that the gap were predominantly environmental nor bad to learn that the gap were predominantly genetic. Instead, they argue that that what matters is how hard the gap is to change. They argue that the history of attempts to reduce the gap through environmental intervention have produced no definitive, lasting results. As such, even if the gap were entirely environmental, we would be no closer to changing it. This is in sharp contrast with the Flynn effect that has shown a steady increase in the mean (non-normalized) IQ scores over the last century. They also argue that knowing whether the gap is genetic or environmental should not affect how individuals treat one another. First, because individuals should be treated as individuals rather than as groups. Second, because the reality of the gap is independent of the cause of the gap (that is, it would make no difference to learn that the gap were "only" caused by the environment.
53. Template:AYref
54. Template:AYref; Template:AYref. See Template:AYref, pp. 511-512 for a critique of these arguments.
55. Template:AYref found that making race salient when taking a test of cognitive ability negatively affected high-ability African American students. They name this phenomenon stereotype threat. Template:AYref point out that these findings are widely misinterpreted to mean that eliminating stereotype threat eliminated the Black-White performance gap. See also Template:AYref, Template:AYref, Template:AYref and Template:AYref for discussion of the implications of stereotype threat for race and intelligence research.
56. http://personnelselection.com/adverse.impact.htm
57. Aristotle: "Having spoken of the number of the citizens, we will proceed to speak of what should be their character. This is a subject which can be easily understood by any one who casts his eye on the more celebrated states of Hellas, and generally on the distribution of races in the habitable world. Those who live in a cold climate and in Europe are full of spirit, but wanting in intelligence and skill; and therefore they retain comparative freedom, but have no political organization, and are incapable of ruling over others. Whereas the natives of Asia are intelligent and inventive, but they are wanting in spirit, and therefore they are always in a state of subjection and slavery. But the Hellenic race, which is situated between them, is likewise intermediate in character, being high-spirited and also intelligent. Hence it continues free, and is the best-governed of any nation, and, if it could be formed into one state, would be able to rule the world." (Aristotle, Politics, ch. 7).
    Cicero: "Do not obtain your slaves from Britain because they are so stupid and so utterly incapable of being taught that they are not fit to form a part of the household of Athens." Attributed to Cicero's Epistulae ad Atticum (Letters to Atticus), 68 BC-43 BC (latin text). Translation: Template:AYref.
    "Races north of the Pyrenees are of cold temperament and never reach maturity; they are of great stature and of a white colour. But they lack all sharpness of wit and penetration of intellect." Attributed to "Said of Toledo (a Moorish savant)" by Template:AYref (p.34), originally quoted in Template:AYref.
58. See Race and intelligence (Culture-only or partially-genetic explanation)#Nongenetic biological factors
59. Template:AYref, Template:AYref, Template:AYref, Template:AYref
60. Template:AYref
61. Template:AYref
62. Template:AYref concluded that "the gains cannot be explained solely by increases at the level of the latent variables (common factors), which IQ tests purport to measure"; in other words, some of the inter-generational difference in IQ is attributable to bias or other artifacts, and not real gains in general intelligence or higher-order ability factors, unlike the B-W IQ gap. An analysis by Template:AYref found that the IQ increases associated with the Flynn effect did not produce changes in g, which Rushton compares to the finding by Template:AYref that IQ increases associated with adoption likewise do not increase g. Template:AYref disagrees with Rushton's analysis.
63. Template:AYref and others find this hypothesis unsupported by the available evidence. Template:AYref respond to these criticisms.
64. Template:AYref
65. Template:AYref
66. Template:AYref
67. Template:AYref, Template:AYref
68. Template:AYref
69. Template:AYref
70. Template:AYref argue that these studies are "peculiarly old, the mean year of publication being 1960" and "actually very weak and nondecisive, not having been replicated even once". Template:AYref, for example, points out that while the study of children born in post-WWII Germany finds no difference between white and interracial children, it does find a large difference in IQ between boys and girls, suggesting that sampling artifacts have affected the results.
72. Template:AYref
73. Template:AYref
74. For example, see Template:AYref; see also Spearman's hypothesis
75. for example, inbreeding depression scores measured in Japan predict the magnitude of the Black-White gap in the United States. (Template:AYref)
76. Template:AYref
77. for example, the children of wealthy, high IQ Black parents score lower than the children of poor, low IQ White parents (Template:AYref, p. 358); and for Black and White children with an IQ of 120, the siblings of the Black children average an IQ of 100 whereas the siblings of the White children average an IQ of 110; in comparison, for Black and White children with an IQ of 70, the siblings of the Black children average an IQ of 78 whereas the siblings of the White children average an IQ of 85 (Template:AYref, pp. 107–119))
78. http://www.lrainc.com/swtaboo/taboos/cmurraybga0799.pdf
79. Template:AYref, cited in "Black-White-East Asian IQ differences at least 50% genetic, scientists conclude in major law journal", and Template:AYref
80. For example: Template:AYref, Template:AYref, Template:AYref, Template:AYref
81. Template:AYref reanalyzed the data from several earlier studies and concluded that Spearman's hypothesis is not an "empirically established fact" (i.e., that Black-White IQ differences may be due to differences in common factors other than g) due to insufficient power in the data to choose between alternative models. "This leaves the validity of Spearman's hypothesis, considered a central justification for the genetic explanation, an unresolved question." However, they did confirm that the Black-White IQ gap is not due to measurement artifacts, and is instead due to some measured factor that varies both within and between groups.
82. For example, a new variant of the ASPM gene is estimated to have swept to high frequency 500-14,100 years ago, with researchers favouring 5,800 as most likely.
83. Template:AYref, Template:AYref. Template:AYref found no effect from ASPM and microcephalin on brain size, which they conclude "suggests that the selective pressure on these genes may be related to subtle neurobiological effects or to their expression outside the brain."
84. "Our studies indicate that the trend that is the defining characteristic of human evolution - the growth of brain size and complexity - is likely still ongoing. . . just because these genes are still evolving doesn't necessarily mean they make you any smarter. . . We’ve evolved genes for selfishness, violence, cruelty—all of which are in place because they may make survival easier." University of Chicago Chronicle, September 22, 2005, Vol. 25 No. 1 "Lahn’s analysis of genes indicates human brain continues to evolve."
85. Template:AYref. Robert Sternberg defended the minority view, stating "science isn't done by majority rule" (1995).
86. (American Psychologist, January 1997)
87. Murray lists race differences in brain size, along with "IQ in sub-Saharan Africa, the results of transracial adoption studies, the correlation of the black-white difference with the g-loadedness of tests, regression to racial means across the range of IQ, or other relevant data" among the arguments omitted from the task force report.
88. The authors of the report agreed that IQ scores have high predictive validity for individual differences in school achievement. They confirmed the predictive validity of IQ for adult occupational status, even when variables such as education and family background have been statistically controlled. They agree that individual differences in intelligence are substantially influenced by genetics (75% in adults). Consistent with Herrnstein and Murray's findings, they state there is little evidence to show that childhood diet influences intelligence except in cases of severe malnutrition.
89. "In a field where so many issues are unresolved and so many questions unanswered, the confident tone that has characterized most of the debate on these topics is clearly out of place. The study of intelligence does not need politicized assertions and recriminations; it needs self-restraint, reflection, and a great deal more research. The questions that remain are socially as well as scientifically important. There is no reason to think them unanswerable, but finding the answers will require a shared and sustained effort as well as the commitment of substantial scientific resources. Just such a commitment is what we strongly recommend."
90. Template:AYref, Template:AYref pp. 44-47.
91. p. 357. Equal-sized random samples of children from California schools were used for this analysis. Social class was rated on a ten-point scale based on parents' education and occupation. Only 30% of total variance in IQ is associated with differences between race and social class, whereas 65% exists within each racial and social class group. The single largest source of IQ variance exists between siblings within the same family.
92. Template:AYref, Template:AYref
93. The Blank Slate, pp. 106-107.
94. Template:AYref: "Sub-group differences in performance on high-stakes tests represent one of American society's most pressing social problems, and mechanisms for reducing or eliminating differences are of enormous interest" (p.11).
95. Template:AYref; Template:AYref
96. ^ The criteria for the "Middle-Class Values" index were: (for men) obtained high school degree (or more), were in labor force (but could be unemployed) throughout previous year (1989), never incarcerated, were still married to their first wife; (for women) obtained a high school degree, had never given birth out of wedlock, never incarcerated, were still marreid to their first husband. Individuals unable to work and those still in school were excluded from this analysis, as well as never-married individuals who satisfied all the other criteria. Poverty is not a criterion, nor is having children.
97. For this calculation, Herrnstein and Murray altered the mean IQ (100) of the U.S. National Longitudinal Survey of Youth's population sample by randomly deleting individuals below an IQ of 103 until the population mean reached 103. Their random deletion procedure was conducted twice and the calculated results were averaged together. Herrnstein and Murray note that their calculation ignore secondary effect. (Template:AYref, pp. 364-368)
98. Template:AYref. Note that race, schooling and IQ are all correlated, so considering them as separate factors lessens the apparent effect of IQ.
99. These values were taken from Template:AYref, which reprints U.S. Census data which was originally reported by Template:AYref, p. 105. Template:AYref challenges the factual accuracy of other reporting by Template:AYref.
100. Thomas Volken, "The Impact of National IQ on Income and Growth."
101. Template:AYref
102. Template:AYref
103. Richard Nisbett argues in his 2004 The Geography of Thought that some of these regional differences shaped lasting cultural traits, such as the collectivism required by East Asian rice irrigation, compared with the individualism of ancient Greek herding, maritime mercantilism, and money crops wine and olive oil (pp. 34-35).
104. This theory is discussed by Template:AYref (pp. 435-437), Template:AYref and Template:AYref in general and by Steve Sailer with respect to Guns, Germs, and Steel. See Race and intelligence (Culture-only or partially-genetic explanation)#Rushton's application of r-K theory. .. Template:AYref state generally that "a number of recent studies have detected more signals of adaptation in non-African populations than in Africans, and some of those studies have conjectured that non-Africans might have experienced greater pressures to adapt to new environments than Africans have" (Template:AYref, Template:AYref, Template:AYref, Template:AYref, Template:AYref).
105. Template:AYref, p. 5
106. Template:AYref, pp. 7, 93
107. A study by Princeton researchers Template:AYref analyzes the effects of admission preferences at elite universities in terms of SAT points (1600-point scale): Blacks +230; Hispanics +185; Asians -50; Recruited athletes +200; Legacies (children of alumni) +160. "Our results show that removing consideration of race would have a minimal effect on white applicants to elite universities. The number of accepted white students would increase by 2.4%." Asian percent of accepted students, in contrast, would increase by 33% (from 23.7% to 31.5%). "Nearly four out of every five places in the admitted class not taken by African-American and Hispanic students would be filled by Asians."
108. Template:AYref
109. Template:AYref, pp. 133-134; Template:AYref
110. Template:AYref and Template:AYref, cited by Template:AYref.
111. Template:AYref
112. Template:AYref, p. 4
113. Lynn, , Template:AYref, p.178)
114. Template:AYref
115. Template:AYref
116. Template:AYref. The position that knowledge of what is is dependent on statements of what is good has been criticized by microbiologist Bernard Davis as the "moralistic fallacy," an implied converse of the naturalistic fallacy(Template:AYref). The latter refers to an effort to derive an ought directly from an is (for example, war is good because it's part of human nature) and the former refers to an effort to derive an is from an ought (for example, war is not part of human nature because it's bad).
117. http://www.splcenter.org/intel/intelreport/article.jsp?pid=625
118. Template:AYref
119. Template:AYref p. 199
120. "... Might it be fair also to say that the champions of 'no difference' in race or sex, or intelligence ... are the guardians of a greater 'untruth' that allows people to live together in mutual harmony, implying that these critics really deserve to be praised as our protectors even when they are factually wrong? ... I think also it is roughly how the self-appointed guardians choose to present themselves - leaving aside, usually, the step of frankly admitting that they are promoting factual untruths when they know that they are." While these scientists may, he argues, be driven by personal social or political concerns, "it is harder for me to caste a man like Philipe Rushton, taking an example from the other side, in a similar light. ... Rushton has to be admitted to be promoting a segment of the pan-human chromosome that is very distantly situated from his own locus, Ontario, supporting a locus situated at the far end of Asia." Hamilton concludes: "Any human science not aiming for factual truth in human social matters is as inevitably doomed to bring costly accidents in the long run as would be an unfactual science of technology" (Template:AYref, pp. 332-334)
121. Template:AYref *
122. Template:AYref
123. The Blank Slate p. 145
124. Template:AYref, p. 2 end
125. Template:AYref predicts "the dangerous idea of the next decade that groups of people may differ genetically in their average talents and temperaments . . . Perhaps geneticists will forbear performing these tests, but one shouldn't count on it. The tests could very well emerge as by-products of research in biomedicine, genealogy, and deep history which no one wants to stop." Template:AYref argues "We will have to consider how much our genes shape personality, intelligence, athletic talent, musical ability, memory, temperament, sexual orientation such sensitive issues will not remain in limbo much longer . . . The answers will be just another byproduct of to find useful correlations between our genes and key aspects of who we are. How we respond to this new information will be one of the biggest social and intellectual challenges of the coming decades, for we will learn a great deal about ourselves that many people would rather not face" (pp. 44-47, also p. 105). Template:AYref discusses the issue of group differences also in the context of age groups and sexual orientation groups.
126. Template:AYref
127. Template:AYref, Template:AYref. Template:AYref summarizes the history of harassment and violence in this area: "For a long time Jensen received death threats, needed body guards while on his campus or others, had his home and office phones routed through the police station, received his mail only after a bomb squad examined it, was physically threatened or assaulted dozens of times by protesters disrupting his talks in the United States and abroad, regularly found messages like "Jensen Must Perish" and "Kill Jensen" scrawled across his office door, and much more. Psychologists Richard Herrnstein and Hans Eysenck also had such experiences during the 1970s for defying right thinking about intelligence—Eysenck, for example, being physically assaulted by protesters during a public lecture at the London School of Economics."
128. RON KAUFMAN The Scientist, Vol:6, #14, July 6, 1992
129. See below. The leading critics of the fund include the SPLC, IQ critic William H. Tucker, and historian Barry Mehler and his Institute for the Study of Academic Racism.
130. Neisser, who was the chairman of the APA's 1995 taskforce on intelligence research, states race and intelligence research "turns stomach," in a review of Lynn's, The Science of Human Diversity: A History of the Pioneer Fund (2004). He also states, "Lynn's claim is exaggerated but not entirely without merit: 'Over those 60 years, the research funded by Pioneer has helped change the face of social science.' . . . Lynn reminds us that Pioneer has sometimes sponsored useful research - research that otherwise might not have been done at all. By that reckoning, I would give it a weak plus."
131. See for example Morton Hunt's The New Know-Nothings: The Political Foes of the Scientific Study of Human Nature (1999; pp. 63-104) which argues that recent years "have witnessed a dramatic upsurge in efforts to impose limits on the freedom of social scientists to explore controversial research questions, particularly questions that could yield answers distasteful to those with certain sociopolitical or ideological agendas" (Template:AYref). Robert A. Gordon, criticized for accepting grants from the Pioneer Fund, replied to media criticisms of grant-recipients: "Politically correct disinformation about science appears to spread like wildfire among literary intellectuals and other nonspecialists, who have few disciplinary constraints on what they say about science and about particular scientists and on what they allow themselves to believe."(Gordon 1997, p.35)
132. Pioneer Fund grantees include the current head J. Phillipe Rushton, Arthur Jensen, Linda Gottfredson, Richard Lynn, Hans Eysenck, Thomas Bouchard, David Lykken, Henry Garrett, William Shockley, Philip Vernon, and Audrey Shuey.
133. Racism Resurgent:How Media Let The Bell Curve's Pseudo-Science Define the Agenda on Race
134. http://www.tolerance.org/maps/hate/index.html.
136. Ulric Neisser gave support for Richard Lynn's argument in Lynn's The Science of Human Diversity: A History of the Pioneer Fund (2001). Neisser states in his book review (Template:AYref) that, though race and intelligence research "turns stomach . . . Lynn's claim is exaggerated but not entirely without merit: 'Over those 60 years, the research funded by Pioneer has helped change the face of social science.'" Neisser concludes in agreement with Lynn and against William Tucker's critical book on the Pioneer Fund (Template:AYref), also reviewed, that the world is ultimately better off having had the Pioneer Fund: "Lynn reminds us that Pioneer has sometimes sponsored useful research - research that otherwise might not have been done at all. By that reckoning, I would give it a weak plus."
137. Template:AYref
138. For example, the policy recommendations of The Bell Curve were denounced by many. Template:AYref wrote: "We can imagine no recommendation for using the government to manipulate fertility that does not have dangers. But this highlights the problem: The United States already has policies that inadvertently social-engineer who has babies, and it is encouraging the wrong women. If the United States did as much to encourage high-IQ women to have babies as it now does to encourage low-IQ women, it would rightly be described as engaging in aggressive manipulation of fertility. The technically precise description of America's fertility policy is that it subsidizes births among poor women, who are also disproportionately at the low end of the intelligence distribution. We urge generally that these policies, represented by the extensive network of cash and services for low-income women who have babies, be ended. (p. 548)" Two year later the 1996 U.S. welfare reform substantially cut these programs. In a discussion of the future political outcomes of an intellectually stratified society, they stated that they: "fear that a new kind of conservatism is becoming the dominant ideology of the affluent - not in the social tradition of an Edmund Burke or in the economic tradition of an Adam Smith but ’conservatism’ along Latin American lines, where to be conservative has often meant doing whatever is necessary to preserve the mansions on the hills from the menace of the slums below. (p. 518)"Moreover, they fear that an increasing welfare will create a "custodial state": "a high-tech and more lavish version of the Indian reservation of some substantial minority of the nation’s population. They also predict increasing totalitarianism: It is difficult to imagine the United States preserving its heritage of individualism, equal rights before the law, free people running their own lives, once it is accepted that a significant part of the population must be made permanent wards of the states. (p. 526)"
139. Template:AYref
140. Template:AYref
141. Gregory Stock argues "current debates about whether some of the differences among ethnic and racial groups are cultural or biological will soon become irrelevant, given the coming " (Template:AYref, p. 194; race and intelligence discussed on pp. 44-47).

References

External links

Collective Statements

• The Wall Street Journal: Mainstream Science on IntelligencePDF
• APA Task Force Examines the Knowns and Unknowns of Intelligence
• Statement on "Race" and Intelligence. American Anthropological Association. Adopted December 1994.

Review Papers

• June 2005 issue of Psychology, Public Policy, and Law, Vol. 11, No. 2.
  • Thirty Years of Research on Race Differences in Cognitive Ability J. Philippe Rushton & Arthur R. Jensen
  • There Are No Public-Policy Implications Robert J. Sternberg
  • What if the Hereditarian Hypothesis is True? Linda S. Gottfredson
  • Heredity, Environment, and Race Differences in IQ Richard E. Nisbett
  • The Cultural Malleability of Intelligence and Its Impact on the Racial/Ethnic Hierarchy Lisa Suzuki & Joshua Aronson
  • Wanted: More Race Realism, Less Moralistic Fallacy J. Philippe Rushton & Arthur R. Jensen
• Race, Genetics and IQ Richard E. Nisbett (PDF)
• The Inequality Taboo Charles Murray
• The Black-White Test Score Gap (1998) online (page-image) version of ISBN 0815746091

Others

• Crippled by Their Culture - Race doesn't hold back America's black rednecks. Nor does racism by Thomas Sowell
• Race and IQ: Part 1, Part 2, Part 3 by Thomas Sowell
• The Skeptic's Dictionary entry on IQ and race
• (Skeptic Magazine): Two book reviews, by Paul R. Gross and Alondra Oubre, of Sarich’s and Miele’s book, Race: The Reality of Human Differences
• Criticism on source material of Bell Curve book
• Poverty and Brain Development in Early Childhood 1999 report
• Miscellaneous articles by Richard Lynn et al.
• Are IQ Tests Biased?
• Scholars Provide an Overview of Explanations for Black-White Test Score Gap
• School Readiness: Closing Racial and Ethnic Gaps
• La Griffe du Lion - pseudonymously released statistical analyses on this and related subjects. (Review)
• A review of the field (Jan. 2006) Kohn, Marek, "This racist undercurrent in the tide of genetic research: As taboos fall away, there's a danger that denial of racial difference will be replaced with uncritical acceptance," The Guardian.
• "The Lessons of the Ashkenazim: Groups and Genes," Steven Pinker, June 2006, The New Republic.
• Are all races equally intelligent? -- Or: When is knowledge knowledge? by John J. Ray
• Black-White Gap in IQ Scores Closing, Study Finds

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