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[QUOTE]Originally posted by Whatbox: [QB] Sources: [QUOTE]Originally posted by Freehand: I'VE always thought that it'd be nice to find out how we can maximize a child's potential: [QUOTE][i]Four weeks after conception, the embryo's neurons are already forming at an astonishing rate: 250,000 each minute. By 8 months, a baby's brain holds [b]1,000 trillion[/b] synapses, the vital junctions that connect neurons. By age 10, [b]those synapses drop down to about 500 trillion, under a "use it or lose it" principle that prunes away underutilized connections to make the most active ones stronger.[/b] The brain is thus sculpted by experience: researchers found that when mothers spolke to their infants often, their children learned almost 300 more words by age 2 than did children whose mothers rarely spoke to them.[/i][/QUOTE]In my experience, babes just need to feel alot of love and appreciation. And attention, and interaction. For todds and older children aswell, this lyric is so true! I've seen many kids act that lyric out: [i][b]"I am, whatever you say I am, if I wasn't, then why would you say I am?"[/b][/i] :D [IMG]http://farm2.static.flickr.com/1070/530956199_fdf21357e9.jpg?v=0[/IMG] [IMG]http://www.funnyphotos.net.au/images/funny-baby-pictures-kissing-a-doll1.jpg[/IMG] [/QUOTE][QUOTE]Originally posted by afroblack: 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).[/QUOTE] [QUOTE]Originally posted by thegaul: Also, the situation of NON-Voluntary versus VOLUNTARY immigrants/emigrants seems to be the same worldwide: "Herrnstein and Murray mention the work of John Ogbu, an anthropologist who has distinguished a number of types of oppressed minorities. [b]A key category is that of "caste-like" minorities who are regarded by themselves and others as inferior, and who, if they are immigrants, are not voluntary immigrants. This category includes the Harijans in India, the Buraku and Koreans in Japan, and the Maori in New Zealand.[/b] He distinguishes them from groups like Chinese and Jews who are voluntary immigrants and have a culture of self-respect. If higher socio-economic status Blacks still are to some extent part of a caste-like minority, then they will be at an environmental disadvantage relative to higher socio-economic status Whites. But low status Blacks and Whites are more likely to share a caste background. [b]As Henry Louis Gates, Jr., points out (New Republic, October 31, 1994), affirmative action has had the effect of quadrupling the size of the Black middle class since 1967[/b] . Most middle class Blacks have arrived in the middle classes relatively recently, many of them under less than ideal conditions for the development of self-respect. It would be surprising if children of these newly middle-class Blacks were to have fully escaped their caste background in so short a time. [b]Ogbu notes that where IQ tests have been given, "the children of these caste-like minorities score about 10-15 points . . . lower than dominant group children[/b] ." He notes further that differences remain "when minority and dominant group members are of similar socioeconomic background." But when "members of a caste-like minority group emigrate to another society, the twin problem of low IQ test scores and low academic achievement appears to disappear. Data suggest that the Buraku who have emigrated to this country do "at least as well at school and the work place" as other Japanese." http://www.nyu.edu/gsas/dept/philo/faculty/block/papers/Heritability.html This explains clearly why African immigrants achieve higher education levels than their immigrant and non-immigrant counterparts. Interestingly, the great majority of them are from majority black countries in east and west Africa. ;) :cool: [/QUOTE] [QUOTE]Research on the assimilation of immigrants has raised the topic of the extent to which the socioeconomic attainments of the second generation differ from mainstream (i.e., the third-and-higher generation) Americans. We investigate this issue for African Americans using the Current Population Survey from 1994 to 2004. Our results indicate that the schooling and wages of second-generation African American women exceed those of the third-and-higher generation African Americans. Furthermore, second-generation African American women do not face a direct racial socioeconomic disadvantage at least in the sense that their schooling and wages are also greater than the third-and-higher generation non-Hispanic white women. Although years of schooling among second-generation African American men is on average as high as for the third-and-higher generation non-Hispanic white men, and the wages of second-generation African American men lag behind those of the third-and-higher non-Hispanic white men even after controlling for basic demographic characteristics. Second-generation African American men have higher wages than the third-and-higher generation African American men, but the wages of second-generation African American men are about 11% less than the third-and-higher generation non-Hispanic white men after controlling for schooling and other basic demographic characteristics. The theoretical implications of these findings for theories of the assimilation of African Americans are discussed.[/QUOTE]Lastly the fact that black women out achieve black men in terms of careers and equal or surpass white women -- while black men lag. There's [i][b]obviously[/b][/i] a sociological answer here; no further questions. [QUOTE]JACK KAPLAN: The argument that IQ tests are valid measures of intelligence rests ultimately on the mathematically complex subject of statistical factor analysis, and therefore cannot be fully understood by people who lack technical training. But common sense should convince any reasonable person that something is fishy. A typical intelligence test asks a variety of questions, many of which are of the type one learns to answer in school. For example, if you take a Wechsler Adult Intelligence Scale test, probably the leading IQ test currently in use, you will be asked to define words; to answer factual and comprehension questions; and to do simple arithmetic problems. An old version of the test, no longer in use, includes the following questions: what is the meaning of the word "reluctant"?; name three kinds of blood vessels; why does the state require people to get a license before they get married?; a coat that normally sells for $600 is reduced by 15 percent during a sale---what is the price of the coat? Maybe I am missing something, but it seems perfectly plain to me that the likelihood of answering such questions correctly is heavily affected by, among other things, the quality and quantity of the education one receives as well as by one's intelligence. In fact, it seems obvious to me that how well a person does on an IQ test depends on a variety of factors besides intelligence: education, reading habits, experience with and attitudes toward taking tests, upbringing, and mental and physical health, to name a few. Intelligence is difficult to define precisely, but we can all agree that it refers to intellectual ability as opposed to intellectual achievement. No one, so far as I know, thinks that physical ability can be reliably measured by having people tested on a variety of physical skills--running, jumping, swimming, doing push-ups, etc.--and then doing a factor analysis of the results. Why should intellectual ability be any different? [b]Count me among those who regard the study of intelligence as more pseudo-science than science.[/b] Department of Mathematics Quinnipiac College Hamden, Connecticut[/QUOTE]Yay i did some push ups and other conditioning excersizes and did quantifiably good and they evens measured my muscles. Yay I'm genetics over the fat and slow or skinny and scrawny white kids in my neighborhood that don't go outside near as much as i do. Anyway: [URL=http://www.egyptsearch.com/forums/ultimatebb.cgi?ubb=get_topic;f=15;t=001582]my hypothesis in my reply to lamin's post on sports[/URL] [/QB][/QUOTE]
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