iq   2491

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There’s still no good reason to believe black-white IQ differences are due to genes - Vox
Murray and Harris’s current endorsement of a genetic contribution to the black-white IQ gap is based on a weak brew of unexamined intuition and sketchy empirical evidence. In a free country and a free academy, scientists can speculate about whatever they want, but their speculations should not be mistaken for a scientific consensus or a legitimate basis for social policy.
charlesmurray  race  racism  iq  samharris 
7 days ago by sampenrose
Links 6/17: Silinks Is Golden | Slate Star Codex
Vox tries its hand at an explainer about the Sam Harris / Charles Murray interview. Some criticism from Gene Expression, The Misrepresentation Of Genetic Science In The Vox Piece On Race And IQ. From Elan, The Cherry-Picked Science In Vox’s Charles Murray Article. From Sam Harris, an accusation that the article just blatantly lies about the contents of the publicly available podcast (one of the authors later apologizes for this, but Vox hasn’t changed the article). From Professor Emeritus Richard Haier, who called it a “junk science piece” and tried to write a counterpiece for Vox (they refused to publish it, but it’s now up on Quillette). And even from other Vox reporters who thought it was journalistically shoddy. As for me, I think the article was as good as it could be under the circumstances – while it does get some things wrong and is personally unfair to Murray, from a scientific point of view I’m just really glad that the piece admits that IQ is real, meaningful, and mostly hereditary. This was the main flashpoint of the original debate twenty-five years ago, it’s more important than the stuff on the achievement gap, and the piece gets it entirely right. I think this sort of shift from debating the very existence of intelligence to debating the details is important, very productive, and worth praising even when the details are kind of dubious. This should be read in the context of similar recent articles like NYMag’s Yes, There Is A Genetic Component To Intelligence and Nature’s Intelligence Research Should Not Be Held Back By Its Past.

interesting comment thread on media treatment of HBD and effect on alt-right:

AskHistorians: Did Roman legionnaires get PTSD? “For the Romans, people experiencing intrusive memories were said to be haunted by ghosts…those haunted by ghosts are constantly depicted showing many symptoms which would be familiar to the modern PTSD sufferer.”

The best new blog I’ve come across recently is Sam[]zdat, which among other things has been reviewing various great books. Their Seeing Like A State review is admittedly better than mine, but I most appreciated The Meridian Of Her Greatness, based on a review of Karl Polanyi’s The Great Transformation. Go for the really incisive look at important ideas and social trends, stay for the writing style.

What lesson should we draw about Democrats’ prospects from the Republicans’ 7 point win in the Montana special election? (point, counterpoint).

An analysis showing Donald Trump’s speech patterns getting less fluent and more bizarre over the past few years – might he be suffering from mild age-related cognitive impairment? Also, given that this can be pretty subtle (cue joke about Trump) and affect emotional stability in complicated ways, should we be more worried about electing seventy-plus year old people to the presidency?

PNAS has a good (albeit kind of silly) article on claims that scientific progress has slowed.

New study finds that growth mindset is not associated with scholastic aptitude in a large sample of university applicants. Particularly excited about this one because an author said that my blog posts about growth mindset inspired the study. I’m honored to have been able to help the progress of science!
ratty  yvain  ssc  links  multi  culture-war  westminster  iq  psychometrics  race  pop-diff  debate  history  iron-age  mediterranean  the-classics  war  disease  psychiatry  books  review  leviathan  polisci  markets  capitalism  politics  elections  data  postmortem  trends  usa  government  trump  current-events  stagnation  science  meta:science  innovation  psychology  cog-psych  education  growth  social-psych  media  propaganda  poast  identity-politics  cocktail  trivia  aging  polanyi  counter-revolution 
10 days ago by nhaliday
Age-related IQ decline is reduced markedly after adjustment for the Flynn effect. - PubMed - NCBI
Twenty-year-olds outperform 70-year-olds by as much as 2.3 standard deviations (35 IQ points) on subtests of the Wechsler Adult Intelligence Scale (WAIS). We show that most of the difference can be attributed to an intergenerational rise in IQ known as the Flynn effect.


For these verbal subtests, the Flynn effect masked a modest increase in ability as individuals grow older.
study  psychology  cog-psych  psychometrics  iq  age-generation  aging  flynn  trends  dysgenics 
12 days ago by nhaliday
Secular rise in economically valuable personality traits
small decline starting at YOB~1980:
Growing evidence suggests that the Flynn effect has ended and may have reversed in Western Europe (32, 33, 44–46). The last three birth cohorts in our data coincide with the peak in cognitive test scores in Finland (31). There is no clear trend for personality scores between these cohorts, which suggests that the end of the Flynn effect could also be reflected in personality traits. However, the data on these three birth cohorts are not fully comparable with our main data, and thus, it is not possible to make strong conclusions from them.
pdf  study  org:nat  psychology  cog-psych  social-psych  personality  iq  flynn  trends  dysgenics  hmm  rot  discipline  leadership  extra-introversion  gender  class  compensation  labor  europe  nordic 
13 days ago by nhaliday
Charles Murray is once again peddling junk science about race and IQ - Vox
Our bottom line is that there is a responsible, scientifically informed alternative to Murrayism: a non-essentialist view of intelligence, a non-deterministic view of behavior genetics, and a view of group differences that avoids oversimplified biology.
race  iq  socialscience  heritability 
13 days ago by deprecated
Is the U.S. Education System Producing a Society of “Smart Fools”? - Scientific American
[had me until he says more (a new kind of) testing is the answer to the problem]

"At last weekend’s annual meeting of the Association for Psychological Science (APS) in Boston, Cornell University psychologist Robert Sternberg sounded an alarm about the influence of standardized tests on American society. Sternberg, who has studied intelligence and intelligence testing for decades, is well known for his “triarchic theory of intelligence,” which identifies three kinds of smarts: the analytic type reflected in IQ scores; practical intelligence, which is more relevant for real-life problem solving; and creativity. Sternberg offered his views in a lecture associated with receiving a William James Fellow Award from the APS for his lifetime contributions to psychology. He explained his concerns to Scientific American.

[An edited transcript of the interview follows.]

In your talk, you said that IQ tests and college entrance exams like the SAT and ACT are essentially selecting and rewarding “smart fools”—people who have a certain kind of intelligence but not the kind that can help our society make progress against our biggest challenges. What are these tests getting wrong?

Tests like the SAT, ACT, the GRE—what I call the alphabet tests—are reasonably good measures of academic kinds of knowledge, plus general intelligence and related skills. They are highly correlated with IQ tests and they predict a lot of things in life: academic performance to some extent, salary, level of job you will reach to a minor extent—but they are very limited. What I suggested in my talk today is that they may actually be hurting us. Our overemphasis on narrow academic skills—the kinds that get you high grades in school—can be a bad thing for several reasons. You end up with people who are good at taking tests and fiddling with phones and computers, and those are good skills but they are not tantamount to the skills we need to make the world a better place.

What evidence do you see of this harm?

IQ rose 30 points in the 20th century around the world, and in the U.S. that increase is continuing. That’s huge; that’s two standard deviations, which is like the difference between an average IQ of 100 and a gifted IQ of 130. We should be happy about this but the question I ask is: If you look at the problems we have in the world today—climate change, income disparities in this country that probably rival or exceed those of the gilded age, pollution, violence, a political situation that many of us never could have imaged—one wonders, what about all those IQ points? Why aren’t they helping?

What I argue is that intelligence that’s not modulated and moderated by creativity, common sense and wisdom is not such a positive thing to have. What it leads to is people who are very good at advancing themselves, often at other people’s expense. We may not just be selecting the wrong people, we may be developing an incomplete set of skills—and we need to look at things that will make the world a better place.

Do we know how to cultivate wisdom?

Yes we do. A whole bunch of my colleagues and I study wisdom. Wisdom is about using your abilities and knowledge not just for your own selfish ends and for people like you. It’s about using them to help achieve a common good by balancing your own interests with other people’s and with high-order interests through the infusion of positive ethical values.

You know, it’s easy to think of smart people but it’s really hard to think of wise people. I think a reason is that we don’t try to develop wisdom in our schools. And we don’t test for it, so there’s no incentive for schools to pay attention.

Can we test for wisdom and can we teach it?

You learn wisdom through role-modeling. You can start learning that when you are six or seven. But if you start learning what our schools are teaching, which is how to prepare for the next statewide mastery tests, it crowds out of the curriculum the things that used to be essential. If you look at the old McGuffey Readers, they were as much about teaching good values and good ethics and good citizenship as about teaching reading. It’s not so much about teaching what to do but how to reason ethically; to go through an ethical problem and ask: How do I arrive at the right solution?

I don’t always think about putting ethics and reasoning together. What do you mean by that?

Basically, ethical reasoning involves eight steps: seeing that there’s a problem to deal with (say, you see your roommate cheat on an assignment); identifying it as an ethical problem; seeing it as a large enough problem to be worth your attention (it’s not like he’s just one mile over the speed limit); seeing it as personally relevant; thinking about what ethical rules apply; thinking about how to apply them; thinking what are the consequences of acting ethically—because people who act ethically usually don’t get rewarded; and, finally, acting. What I’ve argued is ethical reasoning is really hard. Most people don’t make it through all eight steps.

If ethical reasoning is inherently hard, is there really less of it and less wisdom now than in the past?

We have a guy [representative-elect Greg Gianforte of Montana] who allegedly assaulted a reporter and just got elected to the U.S. House of Representatives—and that’s after a 30-point average increase in IQ. We had violence in campaign rallies. Not only do we not encourage creativity, common sense and wisdom, I think a lot of us don’t even value them anymore. They’re so distant from what’s being taught in schools. Even in a lot of religious institutions we’ve seen a lot of ethical and legal problems arise. So if you’re not learning these skills in school or through religion or your parents, where are you going to learn them? We get people who view the world as being about people like themselves. We get this kind of tribalism.

So where do you see the possibility of pushing back?

If we start testing for these broader kinds of skills, schools will start to teach to them, because they teach to the test. My colleagues and I developed assessments for creativity, common sense and wisdom. We did this with the Rainbow Project, which was sort of experimental when I was at Yale. And then at Tufts, when I was dean of arts and sciences, we started Kaleidoscope, which has been used with tens of thousands of kids for admission to Tufts. They are still using it. But it’s very hard to get institutions to change. It’s not a quick fix. Once you have a system in place, the people who benefit from it rise to the top and then they work very hard to keep it.

Looking at the broader types of admission tests you helped implement—like Kaleidoscope at Tufts, the Rainbow Project at Yale, or Panorama at Oklahoma State, is there any evidence that kids selected for having these broader skills are in any way different from those who just score high on the SAT?

The newly selected kids were different. I think the folks in admissions would say so, at least when we started. We admitted kids who would not have gotten in under the old system—maybe they didn’t quite have the test scores or grades. When I talk about this, I give examples, such as those who wrote really creative essays.

Has there been any longitudinal follow-up of these kids?

We followed them through the first year of college. With Rainbow we doubled prediction [accuracy] for academic performance, and with Kaleidoscope we could predict the quality of extracurricular performance, which the SAT doesn’t do.

Do you think the emphasis on narrow measures like the SAT or GRE is hurting the STEM fields in particular?

I think it is. I think it’s hurting everything. We get scientists who are very good forward incrementers—they are good at doing the next step but they are not the people who change the field. They are not redirectors or reinitiators, who start a field over. And those are the people we need.

Are you hopeful about change?

If one could convince even a few universities and schools to try to follow a different direction, others might follow. If you start encouraging a creative attitude, to defy the crowd and to defy the zeitgeist, and if you teach people to think for themselves and how what they do affects others, I think it’s a no-lose proposition. And these things can be taught and they can be tested."
education  science  social  wisdom  iq  meritocracy  intelligence  2017  psychology  claudiawallis  robertsternberg  performance  creativity  unschooling  deschooling  lcproject  openstudioproject  sfsh  tcsnmy  rainbowproject  power  ethics  reasoning  values  learning  selfishness  gildedage  inequality  climatechange  pollution  violence  testing  standardizedtesting  standardization  sat  gre  act  knowledge  teachingtothetest 
15 days ago by robertogreco
Verbal ability drives the link between intelligence and ideology in two American community samples
- Study used two moderately large American community samples.
- Verbal and not nonverbal ability drives relationship between ability and ideology.
- Ideology and ability appear more related when ability assessed professionally.
- Self-administered or nonverbal ability measures will underestimate this relationship.
study  psychology  cog-psych  social-psych  intelligence  iq  language  ideology  politics  kumbaya-kult  elite  correlation  roots  signaling 
17 days ago by nhaliday
Sick kids live longer, but brain function may suffer | Research News @ Vanderbilt | Vanderbilt University
Survival rates continue to rise for children living with once-fatal chronic pediatric health conditions. But their survival comes at a cost: many experience long-term neurocognitive deficits.

In a first-of-its-kind review of meta-analytic results across conditions, Vanderbilt researchers documented how the brain is affected by six conditions in an effort to identify directions for future research and clinical care. They are:

brain tumors,
sickle cell disease,
congenital heart disease,
type 1 diabetes, and
traumatic brain injury.
“What we have is a hidden epidemic,” said lead investigator Bruce Compas, Patricia and Rodes Hart Professor of Psychology and Human Development at Vanderbilt’s Peabody College. “For the four million children with these conditions, the functioning of the prefrontal cortex is disrupted significantly, affecting learning, memory and decision-making. We found that an alarming number are performing academically below 80 percent of their peers, and have lost three to 12 IQ points.”
vanderbilt  peabody  phd  compas  stress  neurocognitive_deficit  children  iq 
26 days ago by kbrobeck

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