It's maybe a bit unethical to reply to a banned poster, but this quote from above
I've mentioned before as not only poorly supported via badly conducted research in the past, but conflicting with much research and knowledge since (such as linked in post 180).
So when yet another relevance appears in my mailbox in some report of actual research done by careful and competent scientists, it seems ok to pass it along here:
http://science.sciencemag.org/content/357/6357/1226
Quote from the abstract:
Quote from the article:
Now the median IQ in the modernized urban areas of mainland China is normally reported as around 103. So we have a median IQ difference of 13 or more points - a full standard deviation - between populations famously indistinguishable by Western race, populations whose differences are apparently entirely cultural and based in class distinctions between child-rearing norms.
The circumstance that the measured median IQ of American "black" youths has recently been coming in over 90, and therefore higher than the median of these hundreds of millions of Asian youths (the Chinese population is still generally rural) , is of course largely meaningless without mechanism, but maybe worth mentioning anyway.
Thanks for posting that link. Yelena aka Taxonomy26 and other racists are currently debating me on PoliticalForum where they are getting routinely shut down but getting away with a lot of trolling which is clearly not tolerated on Sciforum. One of the arguments made by one of the racists was that Black Americans have more wealth than China yet Chinese have higher IQs on average. I pointed out the absurdity of comparing a demographic group within a nation to an entire nation and asked her what statistical measure she was using to compare wealth as well as her source for China's average IQ and evidence that this was representative of the general population. From what I've read a lot of these tests are being done on Chinese youth in urban areas and don't represent the average Chinese citizen. Your link confirms that. A lot of this research that Rushton and Jensen based their conclusions on was conducted by Richard Lynn who wrote the book
IQ and The Wealth of Nations. One of my primary sources Richard Nisbett, who is the author of the book
Intelligence and How to Get it: Why Schools and Cultures Count had this to say about Lynn via email:
"No one I ever deal with in the intelligence business takes Lynn seriously. He is certainly a very foolish man and many consider him to be dishonest." -
Richard Nisbett
This criticism was confirmed by researchers who challenged Lynn's claim that the average IQ of Africans was at or below 70 (
Wicherts, 2010). As you say the IQ of Black Americans is now estimated to be above 90 (
Flynn and Dickens, 2006). In the past many ethnic groups were reported to have low IQs including Jews and several European ethnic groups whose populations were largely composed of recent immigrants in America.
Genes, Race, and Intelligence
Concerned because of Army Alpha IQ data demonstrating the allegedly moronic character of the Jewish race, the eugenicist R. A. Ross wrote in 1914 about the menacing specter of "overliterate" Jews polluting the ranks of professional positions in New York City (Chase, 1977). Along with other eugenicists, Ross then began to dictate conditions to the country's leading universities. As active members of numerous college admissions and testing boards, they demanded the strict imposition of quotas designed to keep all Jews, Italians, Poles, Mexicans, Blacks, Asians, and other non-Aryan students out of the nation's undergraduate and graduate institutions (Baltzell, 1964; Gossett, 1963). Their rationale for imposing these quotas was the belief that "American intelligence is declining, and will proceed with an accelerating rate as the racial admixture becomes more and more extensive" (Chase, 1977, p. 272). They subsequently fought the integration of the nation's public schools, armed forces, and other societal institutions with all the statistics and figures the budding "science" of mental testing could provide. As Brigham (1923) explained in A Study of American Intelligence,
... the army mental tests had proven beyond any scientific doubt that, like the American Negroes, the Italians and the Jews were genetically ineducable. It would be a waste of good money even to attempt to try to give these born morons and imbeciles a good Anglo-Saxon education, let alone admit them into our fine medical, law, and engineering graduate schools. (p. 210)
That was 70 years ago. Since then, the sciences involved in the Great IQ Debate- genetics, physiology, neurobiology, and psychology-have made great strides, and the illogic of the psychometric argument has been played out in human events. Even the seemingly innocuous aspects of psychometric thought have had devastating consequences for humanity. The European holocaust remains the most obvious example of the kind of policy implementation that follows from psychometric research programs (Muller-Hill, 1988 ). The principles of this discipline have also been used to support the active neglect of true equal opportunity for 29 million people of African ancestry in the United States. This neglect is best illustrated by mortality rates that are presently two to five times greater for African Americans than for Euro-Americans across all age classes and for nearly all causes of death (Graves & Place, 1995; Polednak, 1989).
Source: The Pseudoscience of Psychometry and The Bell Curve The Journal of Negro Education, Vol. 64, No. 3, Myths and Realities: African Americans and the Measurement of Human Abilities (Summer, 1995), pp. 277-294
If you research the history of psychometric research on group differences in IQ you will see that a lot of it is based on the research of a few racist psychologists (racial hereditarians) who are obsessed with claiming certain groups have lower IQs because of genetic differences between groups to justify their racist ideological agenda.
