Misconceptions Based on Race, 'Genetics', et. al.

I was hoping you'd be dismissive. Allow me to use a different source. What do you think about what this man has to say about 'the Asian IQ myth' and abandoning IQ altogether? Here's a preview. He even addresses Rushton, Lynn, and other Asianist:

Grant it, since I believe Whites have accomplished much due to unadulterated violence and a sheer lack of morals, I have no problem sharing this article. I don't buy the IQ is why certain civilizations are on top. I know civilizations had/have to secure their positions through some type of force and no other race on the face of this planet is more forceful or brutal than the "White" race. Rushton and Co were probably Asianist and it clouded the hell out of their thinking.

 

by Richard D. Fuerle

The Flynn Effect, discovered by Richard Lynn (Lynn, 1977) and documented and named for James R. Flynn (Flynn, 1984, 1987), is a world-wide increase in IQ scores of about 3 IQ points per decade. That is, people today score higher on an old IQ test than people the same age did who took the same test decades earlier.

By suggesting the malleability of intelligence and the possibility that tweaking the environment might increase it, the Flynn Effect has raised the hopes of egalitarians, who believe that “all the races are equal in intelligence” (United Nations, 1950; also Flynn, 1999) and fervently want to erase the black-white IQ gap. Unfortunately, the cause of the Flynn Effect has not yet been pinpointed and, until it is, a program cannot be designed that will put the cause of the Flynn Effect to work increasing black intelligence. Moreover, as many experts suspect, the Flynn Effect may be only an increase in IQ scores, not an increase in real intelligence (i.e., the genetic potential for high intelligence), which may actually be declining (Lynn, 1996).

A possible explanation for the increase in IQ scores is that children today mature sooner, both physically and mentally, than children did decades ago (Sarich, 1999). Today’s children score higher, not because their real intelligence has increased, but because their brains are more mature. A 10 year old today has a brain that has grown faster and has more neural connections than the brain of a 10 year old who lived, say, 50 years ago. Because today’s 10 year olds have brains that, perhaps, 12 year olds had 50 years ago, they do better on an IQ test taken by 10 year olds 50 years ago. Psychologists think they are comparing identical groups of children—10 year olds to 10 year olds, but they are actually comparing apples and oranges—10 year old brains to 12 year old brains. Real intelligence has not increased, children just acquire it sooner, and fully mature people today may actually be less intelligent than fully mature people were decades ago.

That the maximum increase in IQ scores occurred between the ages of 2-0 and 4-6 is strong evidence that accelerated maturation is responsible for the Flynn Effect because not much else could cause such a large increase in the IQ scores of American children who are that young. The scores fall from age 3-6 to age 10-0, then rise again, consistent with faster maturation to age 3-6, followed by a slowing of the rate of maturation up to puberty and a second acceleration at puberty, which now begins earlier so the effects of the second acceleration start showing up at age 11-0.

The difference between black and white IQ scores is small at a young age, then increases towards adulthood. Lynn (2006, p. 45) reports an average IQ of 92 for 2 year old sub-Saharan Africans (s-S Africans), which drops to 67 by adulthood. (Lynn, 2006, p. 37). There is good evidence that blacks mature faster than whites, and that the black brain matures earlier than the white brain. (Rushton, 2000, pp, 147-150). The greater maturity of 2 year old s-S Africans raises their IQ scores, so they test only 8 IQ points (100—92) behind 2 year old whites. By adulthood, however, when both white and black brains are fully mature and therefore at the same level of maturity, the difference in IQ scores is much larger, 33 IQ points (100—67). This suggests that lower IQ scores at maturity may be the result of faster maturation, and that the Flynn Effect is due to faster maturation.

Adult female brain size, adjusted for body size, is about 100cc smaller than male brain size (Ankney, 1992; Rushton, 1992) and average adult female intelligence is about 3.63 IQ points (Jackson, 2006) or about 5 IQ points (Lynn, 2006) lower. Up to about age 14, however, faster-maturing girls have identical or higher IQ scores than boys, but after boys have their growth spurt at puberty they catch up and score higher than girls. (Colom, 2004). This also suggests that faster maturation may result in a lower IQ at maturity, and that the Flynn Effect is due to faster maturation.

If IQ scores are lower at maturity, real intelligence has very likely fallen. If it has, the Flynn Effect is not the good news that egalitarians hoped it would be, but is instead ominously bad news because it means that people are becoming less intelligent. The higher fertility of less intelligent people is often given as the reason for a dysgenic drop in real intelligence from one generation to the next (Lynn et al., 2004), but that would not explain a drop in real intelligence within a population as it ages; accelerated maturation would.

(Nyborg, 2005). “General Intelligence” is the number of standard deviations (SDs) above or below the mean IQ of all the test takers; one SD is about 15 IQ points and males have a greater SD than females. “Frequency” times 100 is the percentage of males or females who have the corresponding IQs. “Ratio” is the number of males at an IQ level divided by the number of females at that level.

In Figure 1, the number of males and females is the same (i.e., the total area under the male curve is the same as the total area under the female curve), but there are more males at the high end of the curve (i.e., the area under the male curve above, say, 1 SD is greater). There are two reasons for that: (1) the male mean IQ is higher, which disproportionately increases the number of males at the high end of the curve and reduces the number at the low end. That is, if the male mean is 5% greater than the female mean, the number of males who are above, say, 1 SD will be more than 5% greater than the number of females who are above 1 SD, and (2) the male curve has a greater SD, i.e., fewer males than females are in the middle of their curve and more are at the right and left ends.

The dotted line in Figure 1 is the number of times more males there are than females at each IQ level. The difference between the male and female means and SDs causes the dotted line to rise rapidly as IQ increases, which is the “right tail effect.” Even though the difference between the male and female means and SDs is only a few IQ points, those differences cause a large difference between the number of males and the number of females who have high IQs.

Because the difference between average black IQ and average white IQ is much greater than the difference between average male IQ and average female IQ, and the black SD is less than the white SD (Jensen, 1998, p. 353; La Griffe du Lion, 2000), the black-white right tail effect is greater than the male-female right tail effect (Herrnstein et al., 1994, p. 279). As a result, the number of high IQ blacks is far less than the number of high IQ whites.

The right tail effect is a mathematical result that occurs when any two groups have different means and/or different SDs. The two groups may be tested at the same time, but differ in age, sex, race, etc. (e.g., males and females, blacks and whites), or the two groups may be similar, but tested at two different times (e.g., 10 year olds in 1920 and 10 year olds in 1970). If two similar groups are tested decades apart and the curve with the higher mean is at the later time, then not only will IQ scores be increasing, but high IQ scores will be increasing disproportionately. Also, the increase in the number of high scorers will be matched by an equal decrease in the number of low scorers. In other words, as long as the size and shape of the later curve is the same as the earlier curve, a right tail increase (more high scorers) is matched by an equal left tail decrease (fewer low scorers), and a right tail decrease (fewer high scorers) is matched by a left tail increase (more low scorers).



the Flynn Effect increased low-end scores much more than high-end scores, i.e., the number of people with low scores decreased more than the number of people with high scores increased.



Those results should immediately raise suspicions about the Flynn Effect because, as explained in the preceding paragraph, if the IQ curve has moved to the right, the decrease in low scorers must be matched by an equal increase in high scorers. Since that did not occur, we know that something else is affecting the scores besides the Flynn Effect.

Similar to the results in Table 2, SAT scores, which correlate 0.8 with IQ scores (Seligman, 1991; Flynn, 1984), dropped at the same time that IQ scores were rising. (Deary, 2001, Chap. 6; Herrnstein et al., 1994, pp. 425-427). If the Flynn Effect is due to an increase in real intelligence then it is difficult to explain why SAT scores would fall at the same time that IQ scores increase. However, if the Flynn Effect occurs because the children taking the test are more mature, then an explanation becomes possible, namely that the children taking the test are both more mature and their real intelligence has fallen.

The IQ tests are taken by everyone, but the SAT takers are a more intelligent subset. If we compare people who took the SAT decades apart, we find that SAT scores are lower. The reason is that real IQ has fallen and, due to the right tail effect, the number of people at the right side of the SAT curve has fallen disproportionately.

On the other hand, if we compare people of the same age who took the IQ tests in the same years that the SAT was taken, we find that IQ scores have increased. The reason is that the test takers who took the more recent IQ test were more mature. Although increased maturity raised the IQ scores of everyone, the decrease in real intelligence disproportionately lowered the number of people at the high end, ergo, rising IQ scores and falling SAT scores and, in Table 2, the number of people with high scores did not increase as much as the number of people with low scores.

The Flynn Effect in Mature Adults

Once the brain is fully mature, there obviously can be no effect on IQ scores due to accelerated maturation. The density of grey matter in the brain increases to age 30 then rapidly declines, but the volume of white matter in the brain does not peak until about age 45. (Sowell et al., 2003). Thus, any increase in the IQ scores of people over those ages cannot be attributed to accelerated maturation. While IQ scores decline somewhat in the elderly (Mortensen et al., 1993; Raven et al, 1998, Graph G1), today’s elderly nevertheless score higher than elderly people did decades earlier. In one study, people of ages 20 to 70 who took an IQ test in 1942 were compared to people of ages 20 to 70 who took an IQ test in 1992. Those who took the 1992 test, including people over 45 and even people who were 70, did better than people the same age did who took the 1942 test. (Raven et al., 1998, Graph G2).

However, between 1900 and 2000 life expectancy at birth for all races and both sexes in the United States increased 63% from 47.3 to 77.0 (CDC, 2006, Table 27). Also, there is a right tail effect because intelligent people live longer than less intelligent people (Hemmingsson et al., 2006; Gottfredson et al., 2004) so, as a population ages, the number of people in the higher IQ percentiles increases disproportionately. In other words, people whose brain is not fully mature have increased IQ scores due to accelerated maturation, and people whose brain is fully mature have increased IQ scores because, while everyone is living longer, more intelligent people live longer than less intelligent people.

The Flynn Effect appears to have stalled or even reversed in Norway and some other countries (Sundet et al., 2004; Teasdale et al., 2005 & 2007). If accelerated maturation, as proposed, is the cause of the Flynn Effect, then in these countries children have stopped maturing earlier, either because the rapidity of maturation has reached a biological limit or because whatever was causing more rapid maturation has diminished or reversed.

Children Mature Earlier

There is considerable evidence that children today mature earlier. “In the abandoned medieval village of Wharram Percy in Yorkshire, the churchyard has yielded hundreds of skeletons for analysis. There ten-year-olds were around 8in shorter than children today: by the time they were fully grown they were nearly as tall as modern adults.” (Roberts et al., 2005).

A 1997 study of 17,000 American girls (Herman-Giddens et al, 1997) and a British study at Bristol University (Golding, 2000) tracked 14,000 children and found one in six girls with signs of puberty by eight years old, compared to one in 100 a generation ago. “The average age at menarche—when periods start—has plummeted over the past 150 years in western societies from around 17 years old down to 12 or 13.” (Macleod, M., 2007). Boys, too, showed an earlier onset of puberty. (Karpati, 2002).

Possible Causes for Earlier Maturation

A number of reasons have been given for the earlier maturation of children. Explanations have included hereditary and diet factors, increases in obesity and body weight, chemicals acting as endocrine disrupters, and the sexualization of children by the media.

An explanation that is consistent with experimental evidence and evolutionary theory is that earlier maturation is due to increased calories. It is known that substantial calorie reduction can extend the maximum life span of a variety of organisms, including monkeys, rats, mice, flies, worms, and yeast, by 30 to 70 percent (Weindruch et al., 1986; Yu et al., 1985). Restricting calories reduces aging in humans, which can be expected to extend life span. (Youngman et al., 1992; Roth et al., 2002; Heilbronn et al., 2003; Masoro, 2005). If reduced calories increase life span, increased calories should shorten life span by accelerating maturation.

That children consume more calories is shown by the increase in childhood obesity, which has been widely publicized and is a major concern. “A multivariate analysis confirms that obesity (as measured by BMI) is significantly associated with early puberty in white girls and is associated with early puberty in black girls as well, but to a lesser extent.” (Kaplowitz et al., 2001; also, Lee et al., 2007).

An earlier maturation, i.e., adapting a more “r” reproductive strategy (Rushton, 2000), when excess calories are consumed over a significant period of time, enables individuals to have more surviving offspring. Conversely, a delay in maturation when food is not available prevents the birth of children who are not likely to survive. The poorly nourished !Kung women of Namibia begin menstruation at 17, while well-fed white Americans begin at 12. (Arsuaga, 2001, p. 21. “Obesity can lead to larger babies . . . ,” increasing the need for Cesarean births, further evidence that increased calories accelerates maturation. (Susman, 2006).

Lynn (1990) has suggested that the Flynn Effect may be due to improved nutrition. Better nutrition, however, implies not just an increase in IQ scores, but that a deficiency in the brain has been remedied, so that real intelligence has increased, which is not consistent with Lynn’s later position that real intelligence has fallen. (Lynn et al., 2004). Given the brain’s first claim on the body’s resources and the absence of supporting data, that hypothesis does not seem likely except for severe nutritional deprivation, which is not applicable to developed countries that have had Flynn Effects. If the Flynn Effect is due to increased calories, however, the Effect would be only the normal age-related increase in intelligence occurring at a younger age.

It is primarily the quantity of food that affects the maturation rate, not its nutritional quality. Indeed, overall nutrition in the industrialized nations may have actually declined because, despite the fortification of milk, cereals, salt, and other foods with vitamins and other nutrients, there is a greater consumption of low-nutritional, but high-calorie, “junk” food and sugary soft drinks.

There is evidence for increased head circumference (Ounsted et al., 1985) and brain weight (Kretschmann et al, 1979) in children, and also for brain weight in adults (Miller et al., 1977). Faster maturation explains the increased head circumference and brain weight in children. The small increase in the brain weight of people whose brains are fully mature is due to (1) the fact that, on average, more intelligent people have larger brains (“r” = 0.44, Lynn, 2006, p. 214) and (2) the increased life span of more intelligent people, resulting in a right tail effect—a disproportional increase in the number of more intelligent mature people, as explained above.



There are a few ways that the proposed explanation can be tested. Group A are children of several decades ago who at that time had a chronological and maturity age of, say, 10. Group B are children living at the same time as Group A, but they had a chronological and maturity age of, say, 12. Group C are more mature children living today who, compared to Groups A and B, have a chronological age of 10 and a maturity age of 12. Group C takes the same two intelligence tests that Groups A and B took decades ago. The proposed explanation predicts that the scores of Group C will be higher than the scores of Group A due to their increased maturity, but lower than the scores of group B due to their decreased real intelligence.

The proposed explanation also predicts a positive correlation between the increase in IQ scores and the number of years that the age of puberty (and other indicia of maturation) has dropped.

Assuming that increased calories are the principal cause of faster maturation, a similar positive correlation is predicted between yearly increase in calorie consumption (or increase in obesity) and the increase in IQ scores, though there may be a lag time between the two and, of course, the effect will eventually reach a biological limit.

The proposed explanation further suggests that the Flynn Effect should be at a maximum at about the age at which the difference in maturation between the earlier and later test takers is greatest. As suggested by Table 1, a curve plotting maturation differences and the Flynn Effect against age may show two Flynn Effect peaks and two corresponding maturation difference peaks, one for toddlers and the other for teenagers; the toddler maturation difference peak is expected to be greater because the toddler Flynn Effect is greater.

 

Evidence of Increasing Black-White IQ Differences

It is usually believed that when we move up the socio-economic (SES) ladder, the racials gaps tend to be reduced mostly because lower-scoring groups are supposed to be affected by poor environmental and cultural influences. It has been argued for example that the magnitude of cultural differences correlates with the magnitude of racial differences (Kan et al., 2013) while their variable of interest, “cultural load”, is questionable. This is important because culture also varies across SES levels irrespective of race (see, Murray, 2012, for illustration purposes). This would imply that high-SES families, living in more prosperous areas, are culturally advantaged notably due to peer effects in everyday life, not only in schools. At the same time, if we were going to argue that blacks are affected by different kind of environments as a way of counter-arguing against the positive BW-SES interaction, this implies that the default hypothesis (Jensen, 1998, pp. 443-460) must be rejected. Empirically, however, the default model is found to be tenable, that is, the within-group environmental influences and the beween-group environmental influences share the same roots (Rowe et al., 1994, 1995, & Cleveland, 1996; see furthermore, Dolan, 2000; & Hamaker, 2001; Lubke et al., 2003, for tenability of measurement equivalence).

http://humanvarieties.org/2013/10/2...ces-with-ses-levels-from-various-survey-data/

 

The Color of Cheating

https://www.google.com/url?sa=t&rct...KQDEgDktxpHYAFL2A&sig2=O2BeSEasOo7cMghsFkIn9Q


Thus it is quite easy to see that it is very likely that those who claim the black/white i.q. gap is decreasing are being deluded....due to the tremendous pressure placed on teachers by the Federal Government to improve the scores of blacks.....or else their jobs could be in jeopardy....thus to protect their livliehoods....teachers are engaging in a lot of deception and outright cheating to skewer and make it appear that blacks are scoring higher on tests....when quite the reverse is true.

The public schools are one big mess and it can be traced back directly to the forced integration of the public schools............that national policy allowed the federal government to essentially take control of all the public schools and universities....the result is what usually happens when our politically correct gubmint gets involved.....chaos, waste of resources etc.etc.etc.

https://www.google.com/url?sa=t&rct...3ejW6-LnkXTqd9ulg&sig2=i3paomxW65nlIWiNsTt-Og


Another thing....what is so bad about teaching to the test?

https://www.google.com/url?sa=t&rct...XhAlrYquU56vuK0xw&sig2=RVlrg0OnN8Ruw4t-YV6hMA

 

Can you save me the trouble of reading your copy paste and summarize how northeast Asians in the west match the iq in northeast Asia and is higher than white iq?

 

Even this "politically incorrect" "racially aware" writer recommends abandoning IQ tests. He addresses the works of Rushton, Taylor, Lynn, and even American Renaissance in explaining why their work aids in propping up a flawed IQ ideology that harms "white resistance."

Excerpt:

http://thecross-roads.org/race-culture-nation/25-the-myth-of-east-asian-intellectual-supremacy

 

Apart from repeating back to me what I've already told you regarding correlation, would a correlation of 0.10 show that if you increase white heritage in blacks, their IQ would rise?

 

The author demonstrates in so many ways how Rushton and Co's IQ findings are flawed and that it is impossible that the Asian IQ is higher than Whites. He even addresses the reproduction, brain size, and many other things usually associated with IQ claims. The writer recommends abandoning IQ and makes a superb case for it. If you're looking for validation that Asian IQ is higher than whites, you won't find it in this article.

Next, you want me to legitimize a fundamentally flawed concept of IQ testing by answering your question and I cannot do that. Read the following article from top to bottom and see if you still feel the same way about brain size, IQ, reproduction schedules, etc. I'll be shocked if the article doesn't compel you to think differently on the subject.
http://thecross-roads.org/race-culture-nation/25-the-myth-of-east-asian-intellectual-supremacy

 

No, it wouldn't. What a correlation of 0.10 shows is that there is a very weak relationship between Black IQ and White ancestry meaning that much more often than not when you increase White ancestry you do not see an increase in Black IQ.

The author is a true White Supremacist. He will not accept the inferiority of Whites to Asians and opts to dismiss IQ itself in favor of civilization advancement as the true marker of intellectual superiority. In my experience (ex. this thread) White Supremacists either don't care about Asian superiority, don't acknowledge it or make excuses for it like saying that Asians have greater spacial ability or are less creative and ambitious due to less testosterone. I even heard David Duke once address an audience and ask Rushton if Whites could have the right mix of intelligence and testosterone to build the most advanced civilizations and Rushton considered the idea. Make no mistake, most proponents of race-realism are White Supremacists who are so obsessed with White superiority over Blacks that Asian superiority over Whites becomes a trivial anecdote. The author of the link you provided sees the Asian intellectual superiority claim as damaging to White Supremacist ideology and so tries his best to poke holes in it.

Rayznack and ElDiablo appear to be true believers in race-realism and accept the findings of scholars like Rushton at face value believing everything they say not because there is any scientific merit to the argument but because they find the general conclusions to be emotionally appealing.

 

The 'equalists' aka those that promote such ideas there is no such thing as race, there is only one race...the human race, that all people are equal, no child should be left behind etc.etc. and so on and so forth... in essence are 'the problem' today when it comes to trying to improve the public schools.

"Wishes don't wash dishes," Carl Sandburg said, and "Well done is better than well said," according to Benjamin Franklin. Those who don't wish to educate all our children will simply substitute pleasant- sounding rhetoric for resources. Intoning a slogan like "No child left behind" never taught a child to read. Neither did "All children can learn." But the most preposterous of these empty rhetorical phrases is "No child left behind." The simplicity and stupidity of this statement prevent us from doing what we ought to do: educate all our children and this means cease trying to educate them all in the same way...... aka academically.

The complexity of providing for an adequate education (as nearly 15 state supreme courts have said) requires much more than slogans. What it requires first of all is the identification of those who cannot benefit from the traditional academic style of education.....funds should be made available to test these children for what aptitudes they do have and then provide training to help them learn and develop a skill or skills that will actually help them improve their lives...aka.....by helping them become part of the work force....by teaching them job skills that are in demand.

These disadvantaged children should be taught the basic of reading, writing and arithmetic...at least as much of the basics and they can master ...then upon graduation they should have training made available to them that 'fit' their aptitudes.....training that will allow them to be productive citizens.

What is preventing such a realistic and pragmatic approach to education is prevented by the moralistic egalatarians who in their stupidity refuse to recognize the fact that all children are different with different aptitudes and interests. Some children are gifted with high intelligence.....if we are going to be able to be competetive as a nation....these children should not be placed in a environment where they are held back to accomdate the lest fortunate...denied the opportunity to develop their God-given talents in order to placate the politically correct.

Our society being dominated by political correctness has essentially wasted trillions of dollars trying to prove that all people are equal(a failed marxist ideology) all of our social programs are based on this failed ideology. You see the proponents of this stupidity on here......dilligently grasping at any straw that might show that a certain segment of the population is something they are not.......instead these disadvantage people are in essence being radicalized.....being indoctrinated by our public schools to believe the only thing holding them back is white racism.....thus when they finally graduate from the governments baby sitting service they are unable to get work, having no skillls or talents that are in demand in the real world....thus they become essentially wards of the state...subsisting on handouts made possible by the white working class who do pay taxes. Yet, not content with what they are given....since they have a sense of 'entitlement' meaning they feel they have just as much a right to live in a mansion on the hill as anyone else....especially that rich white man dat is holding dem back....they become very angry, anti-social----essentially pathological hence all the violence aka gangbanging, the knockout game, the wildings etc. all of which the media conspires to enable by refusing to report most of it and spinning what they do report....referring to the perps as 'teens' leading the public to belive these are just a bunch of happy go lucky kids having fun. Anyone who attempts to talk about and address these problems are demonized as waycists and thus no politician ....white or black will try and get involved in solving these huge,huge problems in our society.

 

ElDiablo, you a very good at writing mindless rants that are totally devoid of substance. I'll give you that. But what you seem incapable of doing is responding to an argument. That is why you will always fail in this sort of debate. If you truly believed that your position on race and intelligence was correct and were able to demonstrate this you would respond to my 7 lines of evidence supporting the environmental position. But you haven't done this. Why? Because you can't!

 

All these clueless marxist cultural devotees aka.....the politically correct need to be driven from politics.....they stay only because too many Americans had rather analyze who might win next weeks game instead of thinking about what is wrong with America.


Achievement Gap Between White and Black Students Still Gaping

Lauren Camera, US News, January 13, 2016

The achievement gap between white students and black students has barely narrowed over the last 50 years, despite nearly a half century of supposed progress in race relations and an increased emphasis on closing such academic discrepancies between groups of students.

That’s the finding that a new analysis of a landmark education report calls a “national embarrassment.”

“It’s remarkable,” says Eric Hanushek, senior fellow at the Hoover Institution at Stanford University and research associate at the National Bureau of Economic Research, who authored the analysis. “I knew that the gap hadn’t been closing too much, but when I actually looked at the data I was myself surprised.”

The finding is part of a series from Education Next commemorating the 50th anniversary of “Equality of Education Opportunity,” also known as the Coleman Report, a breakthrough report on education equity written by James Coleman, then a sociologist at Johns Hopkins University in Baltimore.

{snip}

The Coleman Report found, among many other things, that in both math and reading the average black student in grade 12 placed in the 13th percentile of the score distribution, meaning that 87 percent of white students in grade 12 scored ahead of the average black 12th grader.

But 50 years later, that gap has barely narrowed, Hanushek’s analysis shows. The average 12th grade black student, according to data from the 2013 National Assessment for Educational Progress, placed only in the 19th percentile. In reading, the achievement gap has improved slightly more than in math, but after a half century, the average black student scores at just the 22nd percentile.
==============================================================================================================

and the sad reality discussed above is made even worse by the little talked about fact of how teachers cheat to make black students look better, how the teachers are forced to do everything possible ....even to the neglect of real education...to try and prep these disadvantaged children to be able to get some kind of decent score on all the standardized tests the Feds send down the pipeline to the hapless local public schools.

Hopefully the Donald will begin to address the public school mess...he might be able to wake people up..........get the friggin feds out of our public schools to begin with....only then can all the problems be dealt with.

 

Why Teachers Cheat to help the disadvantaged.

http://www.businessinsider.com/why-teachers-cheat-on-standardized-tests-2014-7?op=1

 

Yes, this author is such a person. I figured those who take Rushton and Co's findings and run with it would give this particular author a listen. He's basically the source ElDiablo has been looking for. A "politically incorrect" source that would speak on some of the IQ testing and findings floating around. Except he would enumerate with cited sources and common sense why a lot of the racialists' findings are biased and flawed.

Regarding Asians, I always thought they saw them as non-threatening (physically), so they don't mind using them as "discussion shields." They could denigrate Black people and if called out say, "Well the Asians are better than us, so we're just being real and you can't call us racist" or whatever. Fortunately, I know they don't even believe a lot of this racialist crap. It is difficult for them to pretend that they believe "Asians are superior" just to maintain their ability to use pseudoscience to trash Black people. I scanned through some of the posts in the link you shared and noticed quite a few people couldn't help but break rank. Also, some who pretend to subscribe to the bell curve and all that can't even put their arguments in their own words. It's difficult because there's no conviction.

 

[HR][/HR]

@ ElDiablo.

I'm not sure what 'Cultural Marxists' have anything to do with a God-Awful capitalist system. The capitalist system this country subscribes to is that of scare economics. With that, a whole slew of people are supposed to want for something, be indefinitely impoverished, and never having their basic needs met. Scapegoating something else entirely made up is a bad look. And remember, socialist policies has propped up this failed system over and over again.

 

Science + Technology

Study gives more proof that intelligence is largely inherited
UCLA researchers find that genes determine brain's processing speed

http://newsroom.ucla.edu/releases/more-proof-that-intelligence-is-85134

I think it is time the environmentalists pack up their bags and admit they have nothing of significance to talk about....if they had not interfered all these years with genetic research they would have even less .....but science marches on and as this particular study indicates and the others no doubt coming down the pike will very soon demonstrate the fallacy of the pc environmentalists and in a indisputable manner....the pc equalists have enabled the waste of trillions of taxpayers dollars trying to prop up their delusion that all people are equal....not even to mention all the other destruction inflicted on America by trying to help one particular minority upgrade themselves or at least their children....you have to feel sorry for the children.

Hopefully eventually some enlightened administration will devote funds to their education that will insure they will at least have the skills taught to them to insure they have something to offer to potential employers.

Equalism(communism) wrecked havoc in Russia and China......millions of deaths....literally millions were sacrificed in the name of Equalism.....and nothing, absolutely nothing of any good came out of it........unfortuntely the left wingers learned nothing and have done their best to destroy.....not only America but freedom itself.

 

You have a fundamental misunderstanding of basic statistics, mathematics and correlation.

A 0.10 correlation coefficient would definitely show that increasing white heritage in blacks would increase IQ. Proving this would be as simple as plotting a graph and following the trendline along the x-axis.

I suggest you post a graph of low correlation with a trend line so I can explain to you how to read a graph.

A 0.10 correlation absolutely shows increasing white heritage increases black IQ.

 

You nailed him....I knew all along he was a very coinfused fellow. hehheh

 

A low correlation shows that two variables are not closely related. If you want to argue for a very marginal relationship than there is one but that's beside the point. The variables are NOT closely related if the correlation coefficient is as low as 0.01 and no higher than 0.20.

As for me not understanding basic statistics, mathematics and correlation:

Enough said.

That's an ironic statement coming from a guy who doesn't know how to debate.

Hint: Spamming excerpts from links and ranting is not debating. I have repeatedly challenged you to respond to my 7 lines of evidence and you have FAILED to do this. The clear reason is because you can't.

 

You are not using a Control Group.

Whites and Blacks have the approx. same number of Genius Level individuals.

Heritage is not scientific.

AboveAlpha

 

You just incorrectly claimed above a 0.10 correlation coefficient would not show increasing white heritage in blacks would increase black IQ.

This is patently false. I suggest you post a graph with a low correlation and trendline so you may learn how to read graphs and properly understand correlation.

Your e-mail to Nisbett was a strawman of what I actually wrote. Beyond that, I'm not too concerned with what a discredited academic believes.

 

Discredited by whom? Racist quacks like Rushton?

 

So where's a low correlation graph with trendline with which to school me?

 

I'm done arguing about that. I've posted more than enough evidence to debunk the hereditarian position.

 

bwaaaaaaaaaaaaaaaaaa toooo funni. Just own up to the fact that you are at the end of your rope and fallacious nonsense.