Iq Related Quotes

Modern leftish philosophers tend to dismiss reason, science, objective reality and to insist that everything is culturally relative. More importantly, the leftist hates science and rationality because they classify certain beliefs as true (i.e., successful, superior) and other beliefs as false (i.e., failed, inferior). The leftist’s feelings of inferiority run so deep that he cannot tolerate any classification of some things as successful or superior and other things as failed or inferior. This also underlies the rejection by many leftists of the concept of mental illness and of the utility of IQ tests. Leftists are antagonistic to genetic explanations of human abilities or behavior because such explanations tend to make some persons appear superior or inferior to others. Leftists prefer to give society the credit or blame for an individual’s ability or lack of it. Thus if a person is “inferior” it is not his fault, but society’s, because he has not been brought up properly.

Hiring smart people may be one of the most important decisions that a company can make. It may even be the difference between success and bankruptcy.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

Brain scans prove that patients who’ve sustained significant childhood trauma have brains that look different from people who haven’t. Traumatized brains tend to have an enlarged amygdala—a part of the brain that is generally associated with producing feelings of fear. Which makes sense. But it goes further than that: For survivors of emotional abuse, the part of their brain that is associated with self-awareness and self-evaluation is shrunken and thin. Women who’ve suffered childhood sexual abuse have smaller somatosensory cortices—the part of the brain that registers sensation in our bodies. Victims who were screamed at might have an altered response to sound. Traumatized brains can result in reductions in the parts of the brain that process semantics, emotion and memory retrieval, perceiving emotions in others, and attention and speech. Not getting enough sleep at night potentially affects developing brains’ plasticity and attention and increases the risk of emotional problems later in life. And the scariest factoid, for me anyway: Child abuse is often associated with reduced thickness in the prefrontal cortex, the part of the brain associated with moderation, decision-making, complex thought, and logical reasoning. Brains do have workarounds. There are people without amygdalae who don’t feel fear. There are people who have reduced prefrontal cortices who are very logical. And other parts of the brain can compensate, make up the lost parts in other ways. But overall, when I looked at the breadth of evidence, the results felt crushing. The fact that the brain’s cortical thickness is directly related to IQ was particularly threatening to me. Even if I wasn’t cool, or kind, or personable, I enjoyed the narrative that I was at least effective. Intelligent. What these papers seemed to tell me is that however smart I am, I’m not as smart as I could have been had this not happened to me. The questions arose again: Is this why my pitches didn’t go through? Is this why my boss never respected me? Is this why I was pushed to do grunt work in the back room?

Everyone, Ol. He’s a tall, broody, sullen hunk with a genius IQ. Everyone likes tall, broody, sullen hunks with genius IQs.

First, intelligence is indeed correlated with how long individuals live. One study found that each additional IQ point, such as 107 versus 106, was linked with a 1 percent reduction in the relative risk of death (O’Toole & Stankov, 1992). This means that having an IQ 15 points above average (115 as opposed to 100) would decrease your mortality risk by 15 percent. Second, IQ is also linked with sublethal injuries, which themselves can hurt an individual’s inclusive fitness. In the modern world, those with lower IQs are more likely to drown; get into bicycle, motorcycle, and car accidents; become injured through explosions, falling objects, and knives; and even be hit by lightning (Gottfredson, 2007). Although no individual cause, considered alone, is strongly linked with IQ, when you add them all up, they cumulate to an increased risk of injury and death.

Many of us get anxious in test-taking situations regardless of our intelligence, preparation, or familiarity with the material. One of the reasons test anxiety is so common is that it is relatively easy to trigger. Even one episode of heightened anxiety is sufficient for us to feel intensely anxious when facing a similar situation in the future. Test anxiety is especially problematic because it causes massive disruptions to our concentration, our focus, and our ability to think clearly, all of which have a huge impact on our performance. As a rule, anxiety tends to be extremely greedy when it comes to our concentration and attention. The visceral discomfort it creates can be so distracting, and the intellectual resources it hogs so critical, that we might struggle to comprehend the nuances of questions, retrieve the relevant information from our memory, formulate answers coherently, or choose the best option from a multiple-choice list. As an illustration of how dramatic its effects are, anxiety can cause us to score fifteen points lower than we would otherwise on a basic IQ test—a hugely significant margin that can drop a score from the Superior to the Average range.

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

Rosenthal went on to study precisely that – what expectation mean for our children. In one line of research he showed that teachers´ expectations greatly affect their students´ academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked schoolkids in eighteen classrooms to complete an IQ test. The teachers, but not students, were given results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn’t know was that the kids named as gifted did not really score higher than average on the IQ test – they actually had average scores. Shortly afterwards, the teachers rated those not labeled gifted as less curious and less interested than the gifted students – and the students´ subsequent grades reflected that. But what is really shocking – and sobering – is the result of another IQ test, given eight months later. When you administer IQ test a second time, you expect that each child´s score will vary some. In general, about half of the children´s scores should go up and half down, as a result of changes in the individual’s intellectual development in relation to his peers or simply random variations. When Rosenthal administered the second test, he indeed found that about half the kids labeled “normal” showed a gain in IQ. But among those who´d been singled out as brilliant, he obtained a different result; about 80 % had an increase of at least 10 points. What´s more, about 20 % of the “gifted” group gained 30 or more IQ points, while only 5 % of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy.

We would also expect the more masculine-looking person to have higher levels of autism traits. High functioning autism (or Asperger’s) is characterised by a very strong ability to systematize (create and work out systems) but a very weak ability to empathise. Autistics are socially unskilled, obsessed with detail, and have little interest in other people. These characteristics are associated with high testosterone. Autistics are subject to elevated fetal steroidogenic activity, including elevated levels of testosterone, as evidenced by tests of their amniotic fluid (Baron-Cohen et al., 2015). Dawson and colleagues (2007) have shown that autism is associated with a distinct intelligence profile. Autistics score strongly on the Ravens test (which strongly tests systematizing) relative to scores on broader IQ tests, which include vocabulary tests, for example. They score on average 30 percentile points higher, and in some cases 70 percentile points higher, on the Ravens than they score on the Wechsler, which is a broader test. So,

When studies using mental ability test scores from children are considered, the heritability of mental ability is typically found to be about .40, and the effect of the common or shared environment is found to be almost as strong, about .35. In contrast, when studies using mental ability test scores from adults (or older adolescents) are considered, estimates of the heritability of mental ability are much higher, typically about .65, whereas estimates of common or shared environment effects are much lower, probably under .20 (see review by Haworth et al., 2010). These findings indicate that differences among children in their levels of mental ability are attributable almost as much to their common environment—that is, to features of their family or household circumstances—as to their genetic inheritances. However, the findings also suggest that as children grow up, the differences among them in mental ability become less strongly related to the features of their common environments, and more strongly related to their genetic inheritances. In other words, the effect on one's mental ability of the family or household in which one is reared tends to become less important as one grows up, so that by adulthood one's level of mental ability is heavily dependent on one's genetic characteristics. It is as if one's level of mental ability—relative to that of other persons of the same age—can be raised (or lowered) during childhood by a particularly good (or poor) home environment, but then gradually returns to the level that one's genes tend to produce.

Do blacks drop out of school? Teachers are insensitive to their needs. Do black women have children out of wedlock? Slavery broke up the black family. Are blacks more likely than whites to commit crimes? Oppression and poverty explain it. Are ghetto blacks unemployed? White businesses are prejudiced against them. Do blacks have IQ scores fifteen points lower than whites? The tests are biased. Are blacks more likely to be drug addicts? They are frustrated by white society. Are half our convicts black? The police are racist.26 There is scarcely any form of failure that cannot, in some way, be laid at the feet of racist white people. This kind of thinking denies that blacks should be expected to take responsibility for their own actions. More subtly, it suggests that they cannot do so. When whites make excuses for the failures of blacks—excuses they would scorn for themselves or for their own children—they treat blacks as inferiors, whether they mean to or not.

When Bouchard’s twin-processing operation was in full swing, he amassed a staff of eighteen—psychologists, psychiatrists, ophthalmologists, cardiologists, pathologists, geneticists, even dentists. Several of his collaborators were highly distinguished: David Lykken was a widely recognized expert on personality, and Auke Tellegen, a Dutch psychologist on the Minnesota faculty, was an expert on personality measuring. In scheduling his twin-evaluations, Bouchard tried limiting the testing to one pair of twins at a time so that he and his colleagues could devote the entire week—with a grueling fifty hours of tests—to two genetically identical individuals. Because it is not a simple matter to determine zygosity—that is, whether twins are identical or fraternal—this was always the first item of business. It was done primarily by comparing blood samples, fingerprint ridge counts, electrocardiograms, and brain waves. As much background information as possible was collected from oral histories and, when possible, from interviews with relatives and spouses. I.Q. was tested with three different instruments: the Wechsler Adult Intelligence Scale, a Raven, Mill-Hill composite test, and the first principal components of two multiple abilities batteries. The Minnesota team also administered four personality inventories (lengthy questionnaires aimed at characterizing and measuring personality traits) and three tests of occupational interests. In all the many personality facets so laboriously measured, the Minnesota team was looking for degrees of concordance and degrees of difference between the separated twins. If there was no connection between the mean scores of all twins sets on a series of related tests—I.Q. tests, for instance—the concordance figure would be zero percent. If the scores of every twin matched his or her twin exactly, the concordance figure would be 100 percent. Statistically, any concordance above 30 percent was considered significant, or rather indicated the presence of some degree of genetic influence. As the week of testing progressed, the twins were wired with electrodes, X-rayed, run on treadmills, hooked up for twenty-four hours with monitoring devices. They were videotaped and a series of questionnaires and interviews elicited their family backgrounds, educations, sexual histories, major life events, and they were assessed for psychiatric problems such as phobias and anxieties. An effort was made to avoid adding questions to the tests once the program was under way because that meant tampering with someone else’s test; it also would necessitate returning to the twins already tested with more questions. But the researchers were tempted. In interviews, a few traits not on the tests appeared similar in enough twin pairs to raise suspicions of a genetic component. One of these was religiosity. The twins might follow different faiths, but if one was religious, his or her twin more often than not was religious as well. Conversely, when one was a nonbeliever, the other generally was too. Because this discovery was considered too intriguing to pass by, an entire additional test was added, an existing instrument that included questions relating to spiritual beliefs. Bouchard would later insist that while he and his colleagues had fully expected to find traits with a high degree of heritability, they also expected to find traits that had no genetic component. He was certain, he says, that they would find some traits that proved to be purely environmental. They were astonished when they did not. While the degree of heritability varied widely—from the low thirties to the high seventies— every trait they measured showed at least some degree of genetic influence. Many showed a lot.

the abilities that distinguish the outstanding supervisors in technical fields are not technical, but rather relate to handling people.14 So to a degree, experience and expertise, like IQ, matter—but there is much more to the story when it comes to excellence.

Here are the great qualities we find in sports education: The student is the main player on the field (not a passive observer). The teacher is the mastermind guiding students from behind the lines. Theory is translated into action; action instantly supports theory (IQ). It is fun (EQ). It is interactive (CQ). It provides knowledge construction (IQ), skills and confidence (EQ). It serves students’ interests (EQ). It is constantly challenging and increases motivation (EQ). It is personal and relates to individual abilities (IQ, EQ). It involves teamwork (CQ) as a crucial, built-in requirement. It generates mind-body interaction, which is vital for effective mind functioning (IQ).

It’s a complicated disorder. After reading the literature, viewing tapes, and consulting with experts, I concluded that several phenomena have to happen simultaneously for it to arise. The patient has to have a complex PTSD, such as what Danny suffered—meaning that they’ve experienced severe emotional, sexual, and sometimes physical abuse over a prolonged period. That same patient must exhibit great natural tenacity and resilience, thus refusing to go completely insane. It also correlates with a good memory, creativity, and a relatively high IQ. This unusual combination of variables doesn’t come along that often, which is one of the reasons why the disorder is so rare. It’s a sophisticated way to make the unbearable bearable—a way to protect your mind and keep a piece of yourself, the largest piece, safe.

My curiosity is interfering with my work!” Einstein lamented in 1915 while trying to finalize his Theory of General Relativity.

Look, when we get there let me handle things, okay?” Isaiah said. “This is what I do.” “I know you got the detective part down,” Dodson said, “but customer relations at this level ain’t the same as finding somebody’s lost dog. You need diplomacy, finesse, and salesmanship. Qualities your surly unpleasant ass is sadly lacking. You lucky you got skills, son, ’cause if you had to survive on your personality you’d be working at the morgue with dead people.” Cal’s

IQ is not related to creativity, intelligence or ability

I’ve asked many people these questions and their answers are invariable. “Of course it would.” The cultural correlation is undeniable: we’ve been indoctrinated to believe that the higher the IQ, the more likely one is to succeed in life. Hence, we assume that the scientists that win Nobel Prizes, the businesspeople that go from rags to millions, the authors that write runaway bestsellers, register in the highest ranges of IQ simply because they’re enjoying sweet successes. Well, a tremendous amount of research has been done into the scientific correlation between IQ and real-life success, and a very different picture has emerged. IQ and success are related...to a point. Sure, someone with an IQ of 150 (a “genius” by all normal standards) is going to do much better in life than someone with an IQ of 80 (nearly “mentally disabled”). Similarly, a person with an IQ of 130 (“near genius”) has a significant upper hand in life when compared to a person with an IQ of 100 (“average”). But here’s the catch: the relation between IQ and success follows the law of diminishing returns. That is, when you compare two people of relatively high IQs, you can no longer predict success by IQ alone. A scientist with an IQ of 130 is just as likely to rise to the top of his discipline as one with an IQ of 180. Dr. Liam Hudson, a British psychologist that headed up Cambridge’s

THE IMPACT OF DOING TOO MUCH A study done at the University of London found that constant emailing and text-messaging reduces mental capability by an average of ten points on an IQ test. It was five points for women, and fifteen points for men. This effect is similar to missing a night’s sleep. For men, it’s around three times more than the effect of smoking cannabis. While this fact might make an interesting dinner party topic, it’s really not that amusing that one of the most common “productivity tools” can make one as dumb as a stoner. (Apologies to technology manufacturers: there are good ways to use this technology, specifically being able to “switch off” for hours at a time.) “Always on” may not be the most productive way to work. One of the reasons for this will become clearer in the chapter on staying cool under pressure; however, in summary, the brain is being forced to be on “alert” far too much. This increases what is known as your allostatic load, which is a reading of stress hormones and other factors relating to a sense of threat.

Binet himself worried about the potential misuse of the tests he designed. He insisted they were not a measurement, properly speaking. He argued that intelligence comes in many different forms, only some of them testable by his or by any test. His understanding of different skills, aptitudes, or forms of intelligence was probably closer to that of educator Howard Gardner’s concept of “multiple intelligences” than to anything like a rigid, measurable standard reducible to a single numerical score.21 His words of caution fell on deaf ears. Less than a year after Binet’s death in 1911, the German psychologist William Stern argued that one could take the scores on Binet’s standardized tests, calculate them against the age of the child tested, and come up with one number that defined a person’s “intelligence quotient” (IQ).22 Adapted in 1916 by Lewis Terman of Stanford University and renamed the Stanford-Binet Intelligence Scale, this method, along with Binet’s test, became the gold standard for measuring not aptitude or progress but innate mental capacity, IQ. This was what Binet had feared. Yet his test and that metric continue to be used today, not descriptively as a relative gauge of academic potential, but as a purportedly scientific grading of innate intelligence.

the relation between IQ and success follows the law of diminishing returns.

In 1995, on the strength of the book, the famously conservative Hillsdale College invited me to participate in a series of lectures on welfare. My subject was to be “Race Relations and Welfare.” Bell Curve author Charles Murray was also a speaker, and the evening before my talk he and I participated in a long private conversation with several others about race and IQ, and the implications of racial differences for American society. Lissa Roche, daughter-in-law of Hillsdale president George Roche and one of the conference organizers, was present and joined actively in the conversation. The next day, in my talk, I spoke in some detail about black-white IQ differences, which I offered as one of the reasons blacks are more likely than whites to be on welfare.

1.10 Four Kinds of Predictive Validity for Intelligence Tests 1.10.3. Everyday Life The importance of general intelligence in everyday life often is not obvious but it is profound. As Professor Earl Hunt has pointed out, if you are a college-educated person, it is highly likely that most of your friends and acquaintances are as well. When is the last time you invited someone to your home for dinner that was not college-educated? Professor Hunt calls this cognitive segregation and it is powerful in fostering the erroneous belief that everyone has a similar capacity or potential for reasoning about daily problems and issues. Most people with high g cannot easily imagine what daily life is like for a person with low g. [...] Consider some statistics comparing low and high IQ groups (low = 75–90; high = 110–125) on relative risk of several life events. For example, the odds of being a high school dropout are 133 times more likely if you’re in the low group. People in the low group are 10 times more at risk for being a chronic welfare recipient. The risk is 7.5 times greater in the low group for incarceration, and 6.2 times more for living in poverty. Unemployment and even divorce are a bit more likely in the low group. IQ even predicts traffic accidents. In the high IQ group, the death rate from traffic accidents is about 51 per 10,000 drivers, but in the low IQ group, this almost triples to about 147. This may be telling us that people with lower IQ, on average, have a poorer ability to assess risk and may take more chances when driving or performing other activities (Gottfredson, 2002; 2003b).

The timid children seem to come into life with a neural circuitry that makes them more reactive to even mild stress, from birth, their hearts beat faster than other infants' in response to strange or novel situations. At twenty-one months, when the reticent toddlers were holding back from playing, heart rate monitors showed that their hearts were racing with anxiety. That easily aroused anxiety seems to underlie their lifelong timidity: they treat any new person or situation as though it were a potential threat. Perhaps as a result, middle-aged women who remember having been especially shy in childhood, when compared with their more outgoing peers, tend to go through life with more fears, worries, and guilt, and to suffer more from stress-related problems such as migraine headaches, irritable bowel, and other stomach problems.

If character development is a foundation of democratic societies, consider some of the ways emotional intelligence buttresses this foundation. The bedrock of character is self-discipline; the virtuous life, as philosophers since Aristotle have observed, is based on self-control. A related keystone of character is being able to motivate and guide oneself, whether in doing homework, finishing a job, or getting up in the morning. And, as we have seen, the ability to defer gratification and to control and channel one's urges to act is a basic emotional skill, one that in a former day was called will.

Modern leftish philosophers tend to dismiss reason, science, objective reality and to insist that everything is culturally relative. It is true that one can ask serious questions about the foundations of scientific knowledge and about how, if at all, the concept of objective reality can be defined. But it is obvious that modern leftish philosophers are not simply cool-headed logicians systematically analyzing the foundations of knowledge. They are deeply involved emotionally in their attack on truth and reality. They attack these concepts because of their own psychological needs. For one thing, their attack is an outlet for hostility, and, to the extent that it is successful, it satisfies the drive for power. More importantly, the leftist hates science and rationality because they classify certain beliefs as true (i.e., successful, superior) and other beliefs as false (i.e., failed, inferior). The leftist’s feelings of inferiority run so deep that he cannot tolerate any classification of some things as successful or superior and other things as failed or inferior. This also underlies the rejection by many leftists of the concept of mental illness and of the utility of IQ tests. Leftists are antagonistic to genetic explanations of human abilities or behavior because such explanations tend to make some persons appear superior or inferior to others. Leftists prefer to give society the credit or blame for an individual’s ability or lack of it. Thus if a person is “inferior” it is not his fault, but society’s, because he has not been brought up properly.

One subset of this Study of Mathematically Precocious Youth – as it’s called, although these youths were also precocious in non-mathematical areas – were the best of the best: their SAT scores were the top 0.0001 per cent of the population. And 30 years after they had taken the SAT, these 320 ‘scary smart’ people (to quote the researchers) had achieved an astonishing amount (Kell et al., 2013). They had become high-ranking politicians, CEOs of companies, high-ups in government agencies, distinguished academics, journalists for well-known newspapers, artists and musical directors. They had been awarded patents, grant money and prizes, and had produced plays, novels, and a huge amount of economic value. They had, in other words, made incalculable contributions to society, for everyone’s benefit. Overall, then, it seems that particularly high IQ scores are related to particularly impressive achievements. Moreover, and importantly for our question here, another analysis by Benbow and Lubinski showed that, even within the top 1 per cent of SAT scorers, those with higher IQs were doing better: they had higher incomes and were more likely to have obtained advanced degrees (Robertson et al., 2010). There are, it seems, no limits to the benefits of a high IQ: even within the cleverest people, intelligence keeps on mattering.

research evidence shows a clear no to that question. Recent studies in the areas of emotional intelligence (EI) that build fundamentally on the notion of emotional self-awareness show that EQ (emotional quotient) has a much higher significance than IQ, once a threshold IQ level is reached (Goleman, 2017; Bradberry, 2017; Chamorro-Premuzic, 2014).

Princeton Tries to Explain a Drop in Jewish Enrollment; or "What is Communism?" by Yggdrasil The sine-qua-non of inner party power is a multi-cultural elite alienated from its tribal and racial kinsmen. It is the native elites - the indigenous leaders who might resist the inner party's drive for power that are always the target. ... For the reform version of communism developed by the Frankfurt School that now dominates the ‘liberal democracies" and the NWO, the masses of the nations are important as consumers ... What remains relevant to the inner party are the inner party's potential competitors, the native national elites with community ties to their brethren. In the Soviet Union, the inner party elites (using Lenin and Stalin as their cover) resorted to murder and forced resettlement to remove the native national elites, a fast, direct and brutal form of decapitation. In the "liberal democracies" the inner party uses a slower and less visibly brutal method of decapitation. Thus, in the liberal democracies of today we have "affirmative action" - a set of laws that places tremendous pressure on private businesses to displace native elites at the top with minorities who will be less plausible targets of discrimination lawsuits. These laws exist everywhere in the European world, and with the exception of the U.S. were enacted long before any significant minority constituencies (other than the inner party itself) existed to lobby for their passage. The entire program of displacement and decapitation within the liberal democracies was carefully drawn up and explained in "The Authoritarian Personality" by Theodor Adorno, et. al.(1947). It is a prescription for identifying any person who displays any bond of obligation to his own kind and the will to resist those who threaten the interests of his kind. Such "authoritarian personalities" are to be denied university admission and consigned to low status occupations, which is precisely what the laws of affirmative action and social rules of political correctness accomplish. Indeed, as I read the tables from the 1939 Soviet census published in Sanning's work [The Dissolution of Eastern European Jewry by Walter N. Sanning] I recalled my own research showing that the inner party, representing 2.4% of the U.S. population comprises 28% of the student body at Harvard, while the descendants of European Christendom comprising 70% of the population supply only 18% of the students. The American Majority has been effectively displaced at Harvard. Relative to their share of the Population, they have 2.4 times fewer students than do the inner party's Afro-American coalition partners. ... The United States Department of Labor has maintained a tracking study of 12,000 young people who were between the ages of 14 and 22 in 1979 known as the National Longitudinal study of Youth ("NLSY"). The CD Roms with all the data can be purchased from Ohio State University. These data show that at each given level of IQ (all participants were tested) the income and educational attainment of the descendants of European Christendom is much lower than for Blacks, Hispanics and Inner party members of the same IQ. In what will surely be a surprise to most middle and upper middle-income Euro-Americans, the effects are most pronounced at the highest IQ levels. In other words, it is the majority elite that suffers the widest disparity in income and education when compared with Blacks, Hispanics and Inner Party members within the same IQ range. When the effects are broken down by sex, we find that among males the disparity is most pronounced in the highest IQ ranges and disappears entirely by the time you descend to the 50% mark. The widest disparity exists among the top 2% of the population (those with IQs above 130).

The Marland definition of giftedness (page 499) broadened the view of giftedness from one based strictly on IQ to one encompassing six areas of outstanding or potentially outstanding performance. The passage of Public Law 94–142, the Education for All Handicapped Children Act, in 1975 led to an increased interest in and awareness of individual differences and exceptionalities. PL 94–142, however, was a missed opportunity for gifted children, as there was no national mandate to serve them. Mandates to provide services for children and youth who are gifted and talented are the result of state rather than federal legislation. The 1980s and 1990s: The Field Matures and Provides Focus for School Reform Building on Guilford’s multifaceted view of intelligence, Howard Gardner and Robert Sternberg advanced their own theories of multiple intelligences in the 1980s. Gardner (1983) originally identified seven intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal (see Table 15.2). Describing these intelligences as relatively independent of one another, he later added naturalistic as an eighth intelligence (Gardner, 1993). Sternberg (1985) presented a triarchic view of “successful intelligence,” encompassing practical, creative, and executive intelligences. Using these models, the field of gifted education has expanded its understanding of intelligence while not abandoning IQ as a criterion for identifying intellectually gifted children. A Nation at Risk (National Commission on Excellence in Education, 1983) described the state of education in U.S. schools as abysmal. The report made a connection between the education of children who are gifted and our country’s future. This commission found that 50 percent of the school-age gifted population was not performing to full potential and that mathematics and science were in deplorable conditions in the schools. The message in this report percolated across the country and was responsible for a renewed interest in gifted education as well as in massive education reform that occurred nationally and state by state.

When studies using mental ability test scores from children are considered, the heritability of mental ability is typically found to be about .40, and the effect of the common or shared environment is found to be almost as strong, about .35. In contrast, when studies using mental ability test scores from adults (or older adolescents) are considered, estimates of the heritability of mental ability are much higher, typically about .65, whereas estimates of common or shared environment effects are much lower, probably under .20 (see review by Haworth et al., 2010). These findings indicate that differences among children in their levels of mental ability are attributable almost as much to their common environment—that is, to features of their family or household circumstances—as to their genetic inheritances. However, the findings also suggest that as children grow up, the differences among them in mental ability become less strongly related to the features of their common environments, and more strongly related to their genetic inheritances. In other words, the effect on one's mental ability of the family or household in which one is reared tends to become less important as one grows up, so that by adulthood one's level of mental ability is heavily dependent on one's genetic characteristics. It is as if one's level of mental ability—relative to that of other persons of the same age—can be raised (or lowered) during childhood by a particularly good (or poor) home environment, but then gradually returns to the level that one's genes tend to produce. The aforementioned findings are based mainly on samples of participants who belong to the broad middle class of modern Western countries. There is some evidence, though, that the heritability of IQ tends to be somewhat lower (at least until young adulthood, and perhaps beyond) when studies are conducted using participants of less enriched environments, such as those in economically underdeveloped countries or in the lowest socioeconomic classes of some Western countries (see review by Nisbett et al., 2012). One recent study (Tucker-Drob & Bates, 2016) found that in the United States, additive genetic influences had a weaker influence on IQ among persons of low socioeconomic status than among persons of high socioeconomic status. (Interestingly, Tucker-Drob and Bates did not find this effect in western European countries or in Australia, where socioeconomic status differences tend to be smaller.) The above findings suggest that whenever the heritability of IQ is discussed, it is important to consider the ages of the persons being examined as well as their socioeconomic status and their country.

Aristotle believed that emotions were an important component of moral excellence. William James, an American philosopher and psychologist, had a different view on emotion. He argued that emotions were the result of the human body undergoing various physiological changes related to the external environment.

According to Goleman, IQ can influence the profession one enters. My IQ, for instance, is way too low for a career in astrophysics. But within a profession, mastery of L-Directed Thinking matters relatively little. More important are qualities that are tougher to quantify, the very kinds of high-concept and high-touch abilities I’ve been mentioning—imagination, joyfulness, and social dexterity.

To handle this new world, we need generational intelligence. The reason we struggle with other generations is not that they are “the problem.” The reason we struggle with other generations is that we don’t understand them. We don’t know why they think differently, so we stereotype, criticize, or make jokes. But when we start to understand another generation—rather than attempting to maneuver others into seeing things our way—we open ourselves to new possibilities of relating, helping, reaching, encouraging, and loving them.

IQ and success are related...to a point. Sure, someone with an IQ of 150 (a “genius” by all normal standards) is going to do much better in life than someone with an IQ of 80 (nearly “mentally disabled”). Similarly, a person with an IQ of 130 (“near genius”) has a significant upper hand in life when compared to a person with an IQ of 100 (“average”).

For females, symptoms may not affect functioning for years if a girl receives a lot of support at home or at school, has a high IQ, or works hard and utilizes coping strategies. Chief complaints for women with ADHD mainly center on the degree of difficulty they have completing tasks that other women seem to be able to accomplish with little effort and the related sense of being overwhelmed by everyday activities.

IQ and success are related...to a point. Sure, someone with an IQ of 150 (a “genius” by all normal standards) is going to do much better in life than someone with an IQ of 80 (nearly “mentally disabled”).

In 1960, about 40 percent of female teachers scored in the top quintile of IQ and other aptitude tests, with only 8 percent in the bottom. Twenty years later, fewer than half as many were in the top quintile, with more than twice as many in the bottom. It hardly helped that teachers’ wages were falling significantly in relation to those of other jobs. “The quality of teachers has been declining for decades,” the chancellor of New York City’s public schools declared in 2000, “and no one wants to talk about it.

I would argue that just as we can speak of a new Caucasoid race evolving outside of Africa in general, we can speak of a ‘European’ subrace. This subrace evolved with its own anatomical, behavioural and IQ traits due to breeding within a relatively isolated geographical unit; Europe itself.

If the left prefrontal lobe is damaged, the patient may withdraw from the social world and show a marked reluctance to do anything at all. This is euphemistically called pseudodepression—“pseudo” because none of the standard criteria for identifying depression, such as feelings of bleakness and chronic negative thought patterns, are revealed by psychological or neurological probing. Conversely, if the right prefrontal lobe is damaged, a patient will seem euphoric even though, once again he really won’t be. Cases of prefrontal damage are especially distressing to relatives. Such a patient seems to lose all interest in his own future and he shows no moral compunctions of any kind. He may laugh at a funeral or urinate in public. The great paradox is that he seems normal in most respects: his language, his memory, and even his IQ are unaffected. Yet he has lost many of the most quintessential attributes that define human nature: ambition, empathy, foresight, a complex personality, a sense of morality, and a sense of dignity as a human being. For these reasons the prefrontal cortex has long been regarded as the “seat of humanity.” As for the question of how such a relatively small patch of the brain manages to orchestrate such a sophisticated and elusive suite of functions, we are still very much at a loss.

The ambition of our initiative is to mobilise a cognitive power that we are referring to as ‘extraordinary intelligence’. As many of you – participants of the project – have been pointing out, this ambition tends to evoke considerable attraction and equally considerable resentment, or at least reservation. The objections are partly ethical and political, partly cultural and psychological. When critiqued conceptually, the phrasing also calls for a serious re-visiting of the notion of intelligence. The ‘extraordinary’ we are after turns out to be less problematic: the way we put it, it is a progressive, dynamic term. ‘Extraordinary’ does not come to mean ‘greater than’, along a pre-established scale of measurement or relative to a baseline in a population, but rather ‘greater again, and yet again’, displaying qualities that outgrow themselves. The extraordinary intelligence would then be a capability that continuously exceeds its own limits, proving to be more insightful, more far-sighted and more potent than one might normally project. But what is ‘intelligence’? Clearly, we cannot be referring here to what is captured by IQ tests. The intelligence quotient is an iconic psychometric construct and the primary feature of such measurement methods is their reliable reference to traits that are persistent – ideally throughout the lifetime of the individuals assessed. If our interest is in an ever-changing, ever-growing intelligence, we cannot be applying a measure that by its very definition seeks to trace an invariant.

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