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[QUOTE]Originally posted by afroblack: [QB] [b]A 60-page review of the scientific evidence, some based on state-of-the-art magnetic resonance imaging (MRI) of brain size, has concluded that race differences in average IQ are largely genetic.[/b] Did the Klan pier review it ? They have some obvious mistakes. [b]"Race differences show up by 3 years of age, even after matching on maternal education and other variables," said Rushton. "Therefore they cannot be due to poor education since this has not yet begun to exert an effect. That's why Jensen and I looked at the genetic hypothesis in detail. We examined 10 categories of evidence."[/b] This is dumb if the white parents are more educated than most black parents and they teach their kids stuff don't you think their kids who have higher iq's ? [b]1.The Worldwide Pattern of IQ Scores. East Asians average higher on IQ tests than Whites, both in the U. S. and in Asia, even though IQ tests were developed for use in the Euro-American culture. Around the world, the average IQ for East Asians centers around 106; for Whites, about 100; and for Blacks about 85 in the U.S. and 70 in sub-Saharan Africa.[/b] African born blacks residing in western countries, as a group may possess IQs that are between 5 points and a full standard deviation (15 IQ points) above that of whites living in these countries (see, Gottfredson, 1998; Ostrowsky, 1999; Richardson, 2002; Cross, 1994; Williams, 2005) – This is especially true for those living in the United States and in the UK. One may also expect to find, according to much of the corroborative literature that relates IQ with education, approximately twice the number of African born immigrants with IQs in the 115 range, than among the general white American population (Gottfredson, 1998; Ostrowsky, 1999; Williams, 2005), and “more” than twice the number of African immigrants in the 125 IQ range (Gottfredson, 1998; The Journal of Blacks in Higher Education, 1999-2000). [b]2.Race Differences are Most Pronounced on Tests that Best Measure the General Intelligence Factor (g). Black-White differences, for example, are larger on the Backward Digit Span test than on the less g loaded Forward Digit Span test.[/b] Buj (1981) showed Ghanaian adults in another study to score higher on the same supposedly ‘culture fair’ intelligence test, than did Irish adults; scores were 80 (Ghanaian) and 78 (Irish), respectively. Shuttleworth-Edwards et al (2004) conducted a study with black South Africans between the ages of 19–30, which showed highly significant effects for both level and quality of education within groups whose first language was an indigenous black African language. For example, black African first language groups (as well as white English speaking groups) with advantaged education were comparable with the US standardization in IQ test scores (e.g. WAIS-III). [b]3.The Gene-Environment Architecture of IQ is the Same in all Races, and Race Differences are Most Pronounced on More Heritable Abilities. Studies of Black, White, and East Asian twins, for example, show the heritability of IQ is 50% or higher in all races.[/b] A psychologist administering an IQ test to different kinships (e.g. twins) is not manipulating either the genetic or environmental factors, as is done in animal experiments (Capron et al, 1999), and thus their estimates tend to be little more than speculation in absence of proof. In fact, many highly authoritative statistical and biometrical experts argue that the true heritability of IQ is probably closer to zero (see: Schonemann, 1997c, 1990; Schonemann and Schonemann, 1994; Capron et al, 1999; Vetta, 2002; Wahlsten, 1981, 1990; Vetta and Coureau, 2003; Taylor, 1980; Hirsch 1970, 1997, 2004; Kempthorne 1978, 1997)! Indeed, literacy and “acculturation” have been shown to predict IQ score differences between groups and individuals better than any other variables (Boone, 2007; Manly et al, 1998; Fagan and Holland, 2002, 2007; Ryan et al, 2005). [b]4.Brain Size Differences. Studies using magnetic resonance imaging (MRI) find a correlation of brain size with IQ of about 0.40. Larger brains contain more neurons and synapses and process information faster. Race differences in brain size are present at birth. By adulthood, East Asians average 1 cubic inch more cranial capacity than Whites who average 5 cubic inches more than Blacks.[/b] Three time Nobel nominated anthropologist Philip Tobias (1970), compared 7 racial and national groups in a study on brain size/weight, in which he reported that the brain size of American blacks was larger than any white group, (which included American, English and French whites) except those from the Swedish sub sample (who had the largest brains of any of the groups measured), and American blacks were estimated to have some 200 million more neurons than American whites, and brains that were reported to be 54g heavier (See Tobias 1970; Weizmann et al. 1990). Gould (1981, 1996) discovered upon recalculating Morton’s highly suspicious brain size data that the blacks in his sample were on average larger in brain volume than whites. Morton included in his sample of blacks more females than he included in the white sample. For example, in his analysis of Hottentotts (black tribe from South Africa) all measured crania were of females; the Englishmen were all mature men. Morton had also eliminated especially large brains from the African group and especially small brains from the European group (Gould, 1981, 1996). After correcting these biases and errors, it was shown that the black sample actually had larger brains than did the white sample (ibid). [b]5. Trans-Racial Adoption Studies. Race differences in IQ remain following adoption by White middle class parents. East Asians grow to average higher IQs than Whites while Blacks score lower. The Minnesota Trans-Racial Adoption Study followed children to age 17 and found race differences were even greater than at age 7: White children, 106; Mixed-Race children, 99; and Black children, 89.[/b] Researches admitted their were several flaws to that study. The black child was adopted at a later age than the white child. Bond (1924) early last century pointed out that the average IQ scores of African Americans from several northern states were higher than those for whites from many southern states (Bond, 1924a, p. 63). He argued that African Americans who migrated to the North must have left their "duller and less accomplished White fellows in the South." Indeed, at that time upward of 85% of African Americans resided in the South, as most still do, to do this day. Bond also believed that IQ test scores reflected social and educational training. Inline with this belief, Jenkins's (1936) reported the results of IQ tests given to Black and White children in Illinois, and found that the proportion of students with scores over 130 was the same among Black and White children when environmental influences were comparable. A study involving Caribbean children would essentially replicate these findings. For example, this study found that when raised in the same enriched institutional environments as white children; black children demonstrated superior IQ test scores. The IQ’s of the children in this particular orphanage were: Blacks 108, Mixed 106, and Whites 103 (Tizard et al, 1972). [b]6. Racial Admixture Studies. Black children with lighter skin, for example, average higher IQ scores. In South Africa, the IQ of the mixed-race "Colored" population averages 85, intermediate to the African 70 and White 100.[/b] If European genes conferred an advantage, we would expect that the smartest blacks would have substantial European heritage. But when a group of investigators sought out the very brightest black children in the Chicago school system and asked them about the race of their parents and grandparents, these children were found to have no greater degree of European ancestry than blacks in the population at large. http://www.nytimes.com/2007/12/09/opinion/09nisbett.html?_r=1&pagewanted=2 [b]7.IQ Scores of Blacks and Whites Regress toward the Averages of Their Race. Parents pass on only some exceptional genes to offspring so parents with very high IQs tend to have more average children. Black and White children with parents of IQ 115 move to different averages--Blacks toward 85 and Whites to 100.[/b] t is argued that traditional psychological assessment is based on skills that are considered important within white, western, middle-class culture, but which may not be salient or valued within African-American culture (Helms, 1992; Helms, 1997; Hilliard, 1995). When test stimuli are more culturally pertinent to the experiences of African Americans, performance improves (Hayles, 1991; Williams and Rivers, 1972b). Research shows that “Black Culture” tends to depict problem solving as an integrative hemispheric endeavor rather than a linear, analytical process (Bell, 1994), and that in this culture "psychological closeness" is necessary for one’s involvement in the phenomena which he seeks to understand. It has also been shown that culturally diverse learners are often excluded in educational programs in the U.S. through misidentification, misassessment, miscategorization, misplacement, and misinstruction-misintervention (Obiakor and Utley, 2004). Kwate (2001) provides evidence that IQ tests are antagonistic and incompatible with an African centered conception of intelligence and mental health. [b]8.Race Differences in Other "Life-History" Traits. East Asians and Blacks consistently fall at two ends of a continuum with Whites intermediate on 60 measures of maturation, personality, reproduction, and social organization. For example, Black children sit, crawl, walk, and put on their clothes earlier than Whites or East Asians.[/b] This is factual and aren't these signs of intelligence? [b]9. Race Differences and the Out-of-Africa theory of Human Origins. East Asian-White-Black differences fit the theory that modern humans arose in Africa about 100,000 years ago and expanded northward. During prolonged winters there was evolutionary selection for higher IQ created by problems of raising children, gathering and storing food, gaining shelter, and making clothes.[/b] Tropically Adapted Ancient Egyptian's Debunk Evolutionary Selection Pressure Intelligence Concept "Moving to the opposite geographic extremity, the very small sample populations available from northern Egypt from before the 1st Dynasty(Merimda, Maadi and Wadi Digla) turn out to be significantly different from sample populations from early Palestine and Byblos, suggesting a lack of common ancestors over a long time. If there was a south-north cline of variation along the Nile Valley it did not, from this limited evidence, continue smoothly on into Palestine. The limb-length proportions of males from the Egyptian sites group them with Africans rather than with Europeans." From: Ancient Egypt Anatomy of a Civilisation(Paperback) by Barry Kemp (Author) Publisher: Routledge; 2 edition (December 12, 2005) p.54 "The raw values in Table 6 suggest that Egyptians had the �super-Negroid� body plan described by Robins (1983). The values for the brachial and crural indices show that the distal segments of each limb are longer relative to the proximal segments than in many �African� populations." [URL=http://www.springerlink.com/index/9516628073356622.pdf]www.springerlink.com/index/9516628073356622.pdf[/URL] I'm not even going to put up for debate whether or not you question they were "black". Skin pigmentation is a result of varying degrees of UV radiation recieved according to geographical distribution and is of little consequence the the implications. The thing I want you to explain to me me is how people who are obviously adapted to tropical enviroments even more so than the Congolese or Nigerian African (as evidenced by the pdf link) manage to create a flourishing civilization? According to the Eurocentric ideologies touted by Phillip Rushton, cold winters aided in natural selection of a people who uniquely had to survive harsh winters making warm clothes, building durable shelter, preserving food, and strategically hunting large animals leading to a bottleneck of genes for greater intelligence and social organization. But history tells us that ancient Egypt was flourishing while most of Northern Europe was no where near its status Why the anomaly? Please do not derail this thread into modern day statistics or ad hoc anecdotes. This is only addressing the flimsy hypothesis that tropical adapted peoples are incapable of running a functional civilization. Also name one invention I get from Eskimos. [b]10. Do Culture-Only Theories Explain the Data? Culture-only theories do not explain the highly consistent pattern of race differences in IQ, especially the East Asian data. No interventions such as ending segregation, introducing school busing, or "Head Start" programs have reduced the gaps as culture-only theory would predict.[/b] Crawford-Nutt (1976) found that African black students enrolled in westernized schools scored higher on progressive matrix tests than did American white students. The study was meant to examine perceptual/cultural differences between groups, and demonstrated that one’s performance on western standardized tests correspond more closely with the quality and style of schooling that one receives more so than other factors. It has been argued, for example, that the forms of recognition and reasoning found on Progressive Matrixes tests are exercised and maintained within a western style educational environment (Ceci & Williams, 1997; Ceci, 1991; Richardson, 2000, 2002), thus it is of little surprise that a quality western style education should produce results such as these. Buj (1981) showed Ghanaian adults in another study to score higher on the same supposedly ‘culture fair’ intelligence test, than did Irish adults; scores were 80 (Ghanaian) and 78 (Irish), respectively. Shuttleworth-Edwards et al (2004) conducted a study with black South Africans between the ages of 19–30, which showed highly significant effects for both level and quality of education within groups whose first language was an indigenous black African language. For example, black African first language groups (as well as white English speaking groups) with advantaged education were comparable with the US standardization in IQ test scores (e.g. WAIS-III). Other programs have shown dramatic improvement in test scores for socially disadvantaged adolescents as a result of short-term cognitive training, so that "…three months later their performance was indistinguishable from that of middle class students” (Feuerstein & Kozulin, 1995, p. 74). For example, a number of studies have shown that Ethiopian immigrant students (who come from extraordinarily poor rural circumstances) tested in Israel by different IQ tests had, in pre-intervention tests, demonstrated lower test scores than the Israeli norm. However, after a short but intensive teaching process, the Ethiopian immigrant children performed at about the same level as the Israeli norm (Tzuriel & Kaufman, 1999; Kozulin, 1998). [/QB][/QUOTE]
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