That's funny because it's ridiculous but it's not funny because people really believe that horseshit and make serious decisions based on it.
Please provide sources for the numbers and claims made in statements like these. As the poster citing these "facts", the burden of proof is on you to provide the relevant data that your numbers are pulled from.
IQ testing (and the gap between white and black) has been conducted since WW1, making this study nearly 100 years old. Just like other scientific theories like gravity or evolution, there's no reason to believe these scientists are just making this stuff up.
But you can read for yourself:
THIRTY YEARS OF RESEARCH ON RACE DIFFERENCES IN COGNITIVE ABILITY
https://www1.udel.edu/educ/gottfredson/30years/Rushton-Jensen30years.pdf
Global IQ Scores
INTELLIGENCE A Unifying Construct for the Social Sciences 2012 (Not a reliable source due to Lynn's history of untrustworthy/sketchiness. I will leave the link up though for curious people and perhaps not all countrie's results mentioned were tampered by Lynn's bias)
https://lesacreduprintemps19.files.wordpress.com/2012/08/intelligence-a-unifying-construct-for-the-social-sciences-richard-lynn-and-tatu-vanhanen.pdf
A systematic literature review of the average IQ of sub-Saharan Africans (An article that refutes the above about Lynn's methods. According to this paper, the average Sub-Saharan African IQ is 82)
https://www.sciencedirect.com/science/article/pii/S0160289609000634?via=ihub
The average IQ of sub-Saharan Africans: Comments on Wicherts, Dolan, and van der Maas (This is Richard Lynn's reply to the above study. Again, I acknowledge his sketchy methods of testing IQ, but I'll leave this link up for people
to make their own conclusions and or use in personal research.)
http://www.iapsych.com/iqmr/fe/LinkedDocuments/lynn2010.pdf
Wicherts, Dolan, and van der Maas (2009) contend that the average IQ of sub-Saharan Africans is about 80. A critical evaluation of the studies presented by WDM shows that many of these are based on unrepresentative elite samples. We show that studies of 29 acceptably representative samples on tests other than the Progressive Matrices give a sub-Saharan Africa IQ of 69; studies of the most satisfactory representative samples on the Standard Progressive Matrices give an IQ of 66; studies of 23 acceptably representative samples on the Colored Progressive Matrices give an IQ of 71. The international studies of mathematics, science, and reading give a sub-Saharan African IQ of 66. The four data sets can be averaged to give an IQ of 68 as the best reading of the IQ in sub-Saharan Africa.
Black and White IQ differences by population
ETHNIC GROUP DIFFERENCES IN COGNITIVE ABILITY IN EMPLOYMENT AND EDUCATIONAL SETTINGS: A META-ANALYSIS
http://home.ubalt.edu/tmitch/645/articles/roth et al ethnic grp diff in cog abil ppsych 2001.pdf
IQ and its correlation to workplace
Rich blacks perform slightly worse than the Poorest Whites/Asians
A UC analysis last year of 1995 SAT scores in California found that
blacks from California families earning $100,000 or more per year had
a mean math score of 498, 1 point less than whites from families
earning less than $10,000 and only 7 points more than Asians whose
families made less than $10,000.
http://www.arthurhu.com/index/test.htm#satincome
\doc\96\06\satinc.wk1
Source: 1995 College Board SAT Profiles
Test scores
white |black |mexican |asian
income verbamath |v m |v m |v m
x$10,000 | | |
under 10 409 460| 320 315| 330 386| 343 482
10-20 418 459| 337 369| 349 403| 363 500
20-30 428 471| 352 382| 369 420| 497 518
30-40 433 478| 362 393| 384 431| 415 528
40-50 439 488| 375 405| 399 446| 432 537
50-60 446 498| 382 414| 409 456| 444 549
60-70 453 506| 385 415| 415 458| 453 558
over 70 475 533| 407 442| 430 478| 476 595
overall 448 498| 376 426| 356 388| 418 538
Black over 70 < white under $10,000
White over 70 < asian 40,000
Asian verbal scores comparable above $40,000 / yr
http://www.arthurhu.com/index/sat.htm
Rich blacks perform equally as bad as poor blacks on test scores
Race, not neighborhood matters the most as whites and blacks broken
out do about as well in the affluent suburb of Bellevue as they do in
the diverse city of Seattle. Asians only fare worse than whites in
areas like Seattle, where poor Asians are matched with over-educated
whites. In the suburbs, Asians generally do as well as whites in
communities one notch up in affluence. Blacks in the near-top
eastside perform no better than Seattle at worst, and no better than
the 50th percentile at best, and the same in the SF Bay area.
The DC suburb of Prince George County has the nation's most affluent
black community with a $50,000 median income, yet their test scores
are no better than Oakland which has among the worst districts and
poorest black communities in the SF bay area.
Exceptions to the poverty and affluence rule are that poor Asians
perform at near national average without any special intervention.
Poor blacks in the Zion academy and other special schools appear to
be able to hit the 50 to 55 percentile. Blacks selected in magnet
schools in Chicago, Detroit, and Georgia perform at levels comparable
to the best Asian schools like Lowell.
Whites and Asians in Richland WA with otherwise undistinguised
incomes perform as well on math as students in the far more affluent
Seattle Eastside suburbs ($17k vs. $23k in Bellevue pci) because
their parents service the high-tech Hanford nuclear reservation on
government paychecks. Areas near Air Force bases also get very good
test scores.
http://www.arthurhu.com/index/test.htm#satincome
The Widening Racial Scoring Gap on the SAT College Admissions Test
The racial scoring gap on the SAT test has now become wider than has been the case for the past two decades. Many believe that in the years to come the gap may grow smaller, not because blacks are catching up to whites in educational achievement, but rather because the test makers are adding a writing component to the test that may be manipulated to lessen racial differences and therefore reduce public criticisms of the test.
http://www.jbhe.com/features/49_college_admissions-test.html
Childhood social class and cognitive aging in the Swedish Adoption/Twin Study of Aging
http://www.pnas.org/content/early/2017/06/13/1620603114
Between–within twin-pair analyses were performed on twins reared apart to assess familial confounding. Childhood social class was significantly associated with mean-level cognitive performance at age 65 y, but not with rate of cognitive change. The association decreased in magnitude but remained significant after adjustments for level of education and the degree to which the rearing family was supportive toward education. A between-pair effect of childhood social class was significant in all cognitive domains, whereas within-pair estimates were attenuated, indicating genetic confounding. Thus, childhood social class is important for cognitive performance in adulthood on a population level, but the association is largely attributable to genetic influences.
Japanese north–south gradient in IQ predicts differences in stature, skin color, income, and homicide rate
https://www.sciencedirect.com/science/article/pii/S0160289613000949
•In Japan, there is IQ gradient from north to south.
•Stature and average income cline is also from north to south.
•Homicide rates increase from north to south.
•Fertility rates and suicide rates decrease from north to south.
•Infant mortality is not correlated with latitude.
Intelligence and educational achievement
https://www.sciencedirect.com/science/article/pii/S0160289606000171
This 5-year prospective longitudinal study of 70,000 + English children examined the association between psychometric intelligence at age 11 years and educational achievement in national examinations in 25 academic subjects at age 16. The correlation between a latent intelligence trait (Spearman's g from CAT2E) and a latent trait of educational achievement (GCSE scores) was 0.81.
Genetics and intelligence differences: five special findings (up to 80% heritable)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4270739/
The heritability of intelligence increases from about 20% in infancy to perhaps 80% in later adulthood. (ii) Intelligence captures genetic effects on diverse cognitive and learning abilities, which correlate phenotypically about 0.30 on average but correlate genetically about 0.60 or higher. (iii) Assortative mating is greater for intelligence (spouse correlations ~0.40) than for other behavioural traits such as personality and psychopathology (~0.10) or physical traits such as height and weight (~0.20).
The "Flynn Effect" and Flynn's paradox
The results appear to me correct: the magnitude of white/ black IQ differences on Wechsler subtests at any given time is correlated with the g loadings of the subtests; the magnitude of IQ gains over time on subtests is not usually so correlated; the causes of the two phenomena are not the same. I have acknowledged this many times (Flynn, 2008, p. 79; 2012, p.136).
http://www.iapsych.com/iqmr/fe/LinkedDocuments/flynn2013.pdf
The g beyond Spearman's g: Flynn's paradoxes resolved using four exploratory meta-analyses
http://www.iapsych.com/iqmr/fe/LinkedDocuments/flynn2014.pdf
A fundamental point concerning the present paper is that correcting for psychometric artifacts will almost guarantee that our conclusions will be strengthened: correcting the means will have negligible effects, and the percentage variance explained between data points will increase strongly. When an observed correlation of .05 is corrected upwards by 25% it still remains only .06, a negligible effect; as the observed correlation is very small even a quite substantial correction will have almost no effect. Our outcomes suggest the true value of all the studies on different topics combined is zero or very close to zero, so correcting for statistical artifacts will not change the conclusions based on the mean one bit.
IQ and the wealth of nations: How much reverse causality?
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.439.4227&rep=rep1&type=pdf
This paper uses data from 130 IQ test administrations worldwide and employs regression analysis to try to quantify the impact of living conditions on average IQ scores in nationally-representative samples. The study emphasizes the possible role of conditions at or near the test-takers' time of birth. The paper finds that the impact of living conditions is of much smaller magnitude than is suggested by just looking at correlations between average IQ scores and socioeconomic indicators. After controlling for test-takers' region of ancestry, the impact of parasitic diseases on average IQ is found to be statistically insignificant when test results from the Caribbean are included in the analysis. As far as IQ and the wealth of nations are concerned, causality thus appears to run mostly from the former to the latter. The test-takers' region of ancestry dominates the regression results. While differences in average scores worldwide can thus be plausibly viewed as being influenced by genetic differences across world regions, it is also possible that score differences are influenced by regional differences in culture that are independent of genetic factors. Differences in average IQ across world regions may change in the years ahead insofar as the strength of Flynn effects may not be uniform, but some regional differences in average g levels seem likely to continue indefinitely
Twin Studies help confirm the heritability of IQ
https://en.wikipedia.org/wiki/Heritability_of_IQ#Estimates
Various studies have found the heritability of IQ to be between 0.7 and 0.8 in adults and 0.45 in childhood in the
United States.
[17][21][22] It may seem reasonable to expect that genetic influences on traits like IQ should become less important as one gains experiences with age. However, that the opposite occurs is well documented. Heritability measures in infancy are as low as 0.2, around 0.4 in middle childhood, and as high as 0.8 in adulthood.
[9] One proposed explanation is that people with different genes tend to seek out different environments that reinforce the effects of those genes.
[17] The brain undergoes morphological changes in development which suggests that age-related physical changes could also contribute to this effect.
[23]
A 1994 article in
Behavior Genetics based on a study of Swedish monozygotic and dizygotic twins found the heritability of the sample to be as high as 0.80 in general cognitive ability; however, it also varies by trait, with 0.60 for verbal tests, 0.50 for spatial and speed-of-processing tests, and 0.40 for memory tests. In contrast, studies of other populations estimate an average heritability of 0.50 for general cognitive ability.
[21]
The intelligence of Korean children adopted in Belgium
https://sci-hub.tw/https://www.sciencedirect.com/science/article/pii/0191886989902468
Africa's dependence on foreign aid
Making Sense of Heritability
https://lesacreduprintemps19.files....king-sense-of-heritability-neven-sesardic.pdf
Heterosis doesn't cause the Flynn effect: A critical examination of Mingroni (2007).
http://psycnet.apa.org/doiLanding?doi=10.1037/a0024759
Mingroni (see record
2007-10421-011) proposed that heterosis or hybrid vigor may be the principal driver of the Flynn effect—the tendency for IQ scores to increase at a rate of approximately 3 points per decade. This model was presented as a resolution to the IQ paradox—the observation that IQ scores have been increasing despite their high adult heritability—on the basis that substantial changes in IQ can only be accounted for by changes in underlying genetic factors. It is here argued that this model is predicated upon a misconception of the Flynn effect, which is most pronounced on the least g-loaded components of cognitive ability tests and is uncorrelated with genetic effects such as inbreeding depression scores (which are correlated with the g loadings of tests). Evidence supportive of the recently proposed life history model of the Flynn effect is presented. In the discussion, other theoretical objections to the heterosis model are also considered.
On this basis, it is concluded that the Flynn effect is strongly entwined with developmental status and that heterosis cannot be its principal cause.
The cognitive differentiation-integration effort hypothesis: A synthesis between the fitness indicator and life history models of human intelligence.
http://psycnet.apa.org/doiLanding?doi=10.1037/a0024348
A closer look at the role of parenting-related influences on verbal intelligence over the life course: Results from an adoption-based research design
https://www.sciencedirect.com/science/article/pii/S0160289614000889?via=ihub
The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence
http://www.pnas.org/content/pnas/111/42/15273.full.pdf
IQ Scores of Each American State. Even "backwards" and "redneck" concentrated areas like West Virginia score 98.7 point average in IQ.
https://www.inc.com/bill-murphy-jr/...in-all-50-states-results-are-eye-opening.html
James Watson (co-discoverer of the DNA) defends the link between race and intelligence
https://www.independent.co.uk/news/...-less-intelligent-than-westerners-394898.html
James Watson's most inconvenient truth: race realism and the moralistic fallacy.
https://www.ncbi.nlm.nih.gov/pubmed/18656315
The preponderance of evidence demonstrates that in intelligence, brain size, and other life-history variables, East Asians average a higher IQ and larger brain than Europeans who average a higher IQ and larger brain than Africans. Further, these group differences are 50-80% heritable. These are facts, not opinions and science must be governed by data. There is no place for the "moralistic fallacy" that reality must conform to our social, political, or ethical desires.
A life history model of the Lynn–Flynn effect
https://www.sciencedirect.com/science/article/pii/S0191886911001498?via=ihub
Is collective intelligence (mostly) the General Factor of Personality? A comment on Woolley, Chabris, Pentland, Hashmi and Malone (2010)
https://www.sciencedirect.com/science/article/pii/S0160289611000201?via=ihub
Consanguinity and reproductive health among Arabs (inbreeding rates)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2765422/
A review of intelligence GWAS hits: Their relationship to country IQ and the issue of spatial autocorrelation
http://emilkirkegaard.dk/en/wp-content/uploads/PifferIntelligence2015.pdf
IQ Tests as reliable
https://en.wikipedia.org/wiki/Intelligence_quotient#Reliability_and_validity
"Psychometricians generally regard IQ tests as having high statistical reliability.[9][56] A high reliability implies that – although test-takers may have varying scores when taking the same test on differing occasions, and although they may have varying scores when taking different IQ tests at the same age – the scores generally agree with one another and across time. Like all statistical quantities, any particular estimate of IQ has an associated standard error that measures uncertainty about the estimate. For modern tests, the standard error of measurement is about three points[citation needed]. Clinical psychologists generally regard IQ scores as having sufficient statistical validity for many clinical purposes.[22][57][58] In a survey of 661 randomly sampled psychologists and educational researchers, published in 1988, Mark Snyderman and Stanley Rothman reported a general consensus supporting the validity of IQ testing. "On the whole, scholars with any expertise in the area of intelligence and intelligence testing (defined very broadly) share a common view of the most important components of intelligence, and are convinced that it can be measured with some degree of accuracy." Almost all respondents picked out abstract reasoning, ability to solve problems and ability to acquire knowledge as the most important elements.[59]"
Mainstream Science on Intelligence: An Editorial With 52 Signatories, History, and Bibliography
http://www1.udel.edu/educ/gottfredson/reprints/1997mainstream.pdf
Mainstream Science on Intelligence
https://en.wikipedia.org/wiki/Mainstream_Science_on_Intelligence
The letter to the
Wall Street Journal set out 25 conclusions:
[3]
13. "Heritability estimates range from 0.4 to 0.8 ... indicating genetics plays a bigger role than environment in creating IQ differences"
1979 News Article: Judge confirms 15 point difference in IQ between black and white children
https://www.nytimes.com/1979/10/17/...q-test-is-no-gauge-for-retarded-students.html
The judge noted that black children on the average scored 15 points below white children on standard intelligence tests such as the Wechsler intelligence scale and the Stanford‐Binet scale. The average on such tests is 100.
U.S Army World War 1 IQ Testing reveals 1 Standard Deviation (15 IQ point) difference between blacks and whites (page 317)
https://drive.google.com/file/d/0Bwj847BNfkDKN1hMbXp3ZThteEU/view#page=317
And in 2001, the Average Black IQ only went up by 2 points
https://home.ubalt.edu/tmitch/645/articles/roth et al ethnic grp diff in cog abil ppsych 2001.pdf
Multiple studies confirm racial gaps exist when socio-economic status is controlled for.
Human genetic clustering
https://en.wikipedia.org/wiki/Human_genetic_clustering#Genetic_cluster_studies
https://upload.wikimedia.org/wikipedia/commons/a/a1/Rosenberg_1048people_993markers.jpg
The Flynn Effect is actually no longer increasing. In fact, IQ's are decreasing.
https://en.wikipedia.org/wiki/Flynn_effect#Possible_end_of_progression
Jon Martin Sundet and colleagues (2004) examined scores on intelligence tests given to
Norwegian conscripts between the 1950s and 2002. They found that the increase of scores of general intelligence stopped after the mid-1990s and declined in numerical reasoning sub-tests.
[42]
Teasdale and Owen (2005) examined the results of IQ tests given to
Danish male conscripts. Between 1959 and 1979 the gains were 3 points per decade. Between 1979 and 1989 the increase approached 2 IQ points. Between 1989 and 1998 the gain was about 1.3 points. Between 1998 and 2004 IQ declined by about the same amount as it gained between 1989 and 1998. They speculate that "a contributing factor in this recent fall could be a simultaneous decline in proportions of students entering 3-year advanced-level school programs for 16–18-year-olds."
[52] The same authors in a more comprehensive 2008 study, again on Danish male conscripts, found that there was a 1.5-point increase between 1988 and 1998, but a 1.5-point decrease between 1998 and 2003/2004. A possible contributing factor to the more recent decline may be changes in the Danish educational system. Another may be the rising proportion of immigrants or their immediate descendants in Denmark. This is supported by data on Danish draftees where first or second generation immigrants with Danish nationality score below average.
[53]
In Australia, the IQ of 6–11 year olds as measured by the
Colored Progressive Matrices has shown no increase from 1975–2003.
[54]
In the United Kingdom, a study by Flynn (2009) found that tests carried out in 1980 and again in 2008 show that the IQ score of an average 14-year-old dropped by more than two points over the period. For the upper half of the results the performance was even worse. Average IQ scores declined by six points. However, children aged between five and 10 saw their IQs increase by up to half a point a year over the three decades. Flynn argues that the abnormal drop in British teenage IQ could be due to youth culture having "stagnated" or even dumbed down. He also states that the youth culture is more oriented towards computer games than towards reading and holding conversations. Researcher Richard Gray, commenting on the study, also mentions the computer culture diminishing reading books as well as a tendency towards
teaching to the test.
[55][56]
Earliest White Farmers have an unbroken chain of ancestry to Aegean region
http://www.pnas.org/content/113/25/6886
Massive migration from the steppe was a source for Indo-European languages in Europe
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5048219/
Maxillary Arch Size and Shape in American Blacks and Whites
http://www.angle.org/doi/pdf/10.1043/0003-3219(2000)070<0297:MASASI>2.0.CO;2?code=angf-site
Abstract: American blacks have larger teeth than whites, but they less frequently exhibit crowding—
apparently because of larger arch dimensions. This study quantified differences in arch size and shape in
these 2 constituents of the US population. Eighteen dental and bony landmarks were digitized from the
maxilla of each of 332 subjects with permanent, intact dentitions, proportionately divided between blacks
and whites, men and women. Linear, angular, and area measurements were computer-generated. Arch
widths averaged 10% greater in blacks than whites, and mesiodistal arch depths had a greater difference,
at 12%. Blacks, with a more square palate and significantly larger palatal index, were distinguished from
whites primarily by greater intercanine and interpremolar widths. Arch perimeter was greater in blacks by
8%, and cross-sectional area of the arch was 19% greater in blacks than whites, so blacks and whites differ
substantially for these parameters not only in size, but in shape as well. These differences are relevant in
prosthodontics and orthodontics since individualization of treatment leads to more effective treatment by
working within the patient's natural arch form instead of making patients fit a single standard. (Angle
Orthod 2000;70:297–302.)
Racial differences in bone density between young adult black and white subjects persist after adjustment for anthropometric, lifestyle, and biochemical differences.
https://www.ncbi.nlm.nih.gov/pubmed/9024231
Bone density at all skeletal sites was statistically significantly greater in black than in white subjects; on average, adjustment for covariates reduced the percentage density differences by 42% for men and 34% for women. Adjusted bone density at various skeletal sites was 4.5-16.1% higher for black than for white men and was 1.2-7.3% higher for black than for white women. We concluded that racial differences in bone mineral density are not accounted for by clinical or biochemical variables measured in early adulthood.
20 physical traits you may have inherited from a Neanderthal
https://www.abroadintheyard.com/20-physical-traits-inherited-from-neanderthal/
No evidence of racial discrimination in criminal justice processing: Results from the National Longitudinal Study of Adolescent Health
https://www.sciencedirect.com/science/article/pii/S0191886913000470
Forensics 101: Race Determination Based on the Skull
https://jenjdanna.com/blog/2012/7/10/forensics-101-race-determination-based-on-the-skull.html
Physical anthropology considers that there are six main races—black, white, American Indian, East Asian, Polynesian and Melanesian/Australian, but for simplicity's sake, we're only going to consider the first three as they are the most comprehensively described.
Racial differences in skeletal structure originally arose when small genetic changes developed in populations isolated by geography. Now, as world travel increases and people of different racial backgrounds intermix and produce children, it is becoming harder to differentiate individuals of different races. But there are some key features of the skull that can help forensic anthropologists: