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[QUOTE]Originally posted by afroblack: [QB] We don't even need African Immigrants to prove our equality to your race. [b]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[/b] (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. [b]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.[/b] 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. [b]The IQ’s of the children in this particular orphanage were: Blacks 108, Mixed 106, and Whites 103[/b] (Tizard et al, 1972). [b]In the United States, when matched for IQ with Whites, American Blacks have been shown to demonstrate superior “Working Memory[/b] ” (Nijenhuis et al., 2004). This is an interesting finding, as African Americans are typically taught by less qualified teachers (e.g. non-certified teachers and teachers with limited experience) than their white counterparts, and are provided with less challenging school work (Hallinan 1994; Diamond et al., 2004; Uhlenberg and Brown 2004). Serpell et al. (2006) took 162 low-income African American and white fourth graders and assigned them, randomly, to ethnically homogeneous groups of three to work on a motion acceleration task, using computer simulation or physical tools; or to a control group that did not participate in the learning activities. It was shown that both African American and White students performed equally well on the test of initial learning, with both groups scoring significantly higher than the control group. However, this study also found that African American’s transfer outcomes were superior to those of their White counterparts (Serpell et al., 2006). The study demonstrated, empirically, that not only do [b]African American children learn as well as white children, but that they may also exceed white children in their ability to transfer learned abilities to real tasks; further highlighting the need for better education for this group.[/b] Barnes (1972) noted that the Stanford-Binet, and the Wisc IQ tests are examples of “Culture specific tests,” and that the culture in this instance is what is referred to as “white middle class” culture. Lyman (1970) designed a cross cultural test called the “American Cross Culture Ethnic Nomenclature Test”, or “ACCENT.” The instrument contained 20 black biased and 20 white biased items. In one experiment this test was administered to 110 undergraduates (91 whites and 19 blacks). It was found that the black participants out performed the white participants, with blacks obtaining a mean of 15.3 on the black items and 11.1 on the white items, while white subjects obtained a mean of 12.7 on the white items and 8.3 on the black items. [b]The results indicate that when blacks and whites are tested cross-culturally that blacks may outperform whites.[/b] Africa isn't in the condition it is in because of Low IQ's. [b]Research has shown that IQ test scores tend to correlate negatively with scores of practical intelligence[/b] (Sternberg, 2001, 2004). Practical intelligence can be described as a person’s ability to apply learned skills and knowledge to everyday, real life tasks; or how to handle challenging situations. There is currently a lot of evidence demonstrating IQ tests to be unable to gauge a person’s overall potential or aptitude for learning (see Bradshaw, 2001; Siegel, 1989; Sternberg & Grigorenko, 2002a). What this means essentially is that a person who scores unusually high on an IQ test may not be an especially great learner (Sternberg, 2001). In fact, high scoring individuals may actually be demonstrating deficits in other areas; particularly in areas involving adaptive behavior or “practical intelligence” (See Sternberg, 2001). [/QB][/QUOTE]
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