This is actually dead wrong..
No pre-contact sub-Saharan African society ever created even a written language, or weaved cloth, or forged steel, or invented the wheel, or plow, or devised a calendar, or code of laws, or any social organization, or system of measurement, or math, or built a multi-story structure, or sewer, or infrastructure of any kind.
They never drilled a well or irrigated or created any agriculture, or built a road, or sea-worthy vessel. They never domesticated animals, or exploited underground natural resources, or produced anything that could be considered a mechanical device. Blacks were still living in the Stone Age when Whites discovered them just 400 years ago. Blacks are the oldest race, so they should be the most advanced — but they never advanced at all. Blacks lived alone in Africa, a vast continent with temperate climates and abundant resources for 60,000 years; so they cannot blame racism, colonialism, culture, environment, or anything else for their failures. 19 of the 20 poorest countries are sub-Saharan African (Haiti). There has never been a successful Black nation. The only successful African nations were White-governed (Rhodesia, South Africa). No modern creations or civilization exists in sub-Saharan Africa that was not brought there by Whites. There are no White Third-World nations, but all Black ones are. Put Whites on an island and you get England; put Asians on an island and you get Japan; put Blacks on an island and you get Haiti. Nowhere Blacks live are they considered achievers. Blacks are universally viewed as unproductive and disruptive to society. Simply, life is an IQ test. All Black civilization is in fact transplanted White civilization. No Black society has ever independently developed and maintained its own technological way of life..
Who told you it was wrong? Multiple sources point to the fact that Blacks created civilizations long before whites became self aware and stopped living in caves. How do you think the Nile got diverted? How about the Great Pyramids of Egypt and the Pyramids in Nubia?
..and naturally you just neglected to post any proof of your assertions...right? According to your unproven theory Blacks regressed from this elevated pre-white position of cultural dominance and declined to the point where the languish today...right Spanky? Blacks have the lowest average IQ and the most violent propensity---hardly a winning combo however it does explain why Africa has been in tribal turmoil for its entire history in spite of the wealth of natural resources and minerals...
I already posted my "proof" not that I need to prove anything to you. If youre still riding the IQ thing I already explained its been proven whites lack the intelligence to come up with a test that accurately measures intelligence.
This is actually dead wrong..
No pre-contact sub-Saharan African society ever created even a written language, or weaved cloth, or forged steel, or invented the wheel, or plow, or devised a calendar, or code of laws, or any social organization, or system of measurement, or math, or built a multi-story structure, or sewer, or infrastructure of any kind.
They never drilled a well or irrigated or created any agriculture, or built a road, or sea-worthy vessel. They never domesticated animals, or exploited underground natural resources, or produced anything that could be considered a mechanical device. Blacks were still living in the Stone Age when Whites discovered them just 400 years ago. Blacks are the oldest race, so they should be the most advanced — but they never advanced at all. Blacks lived alone in Africa, a vast continent with temperate climates and abundant resources for 60,000 years; so they cannot blame racism, colonialism, culture, environment, or anything else for their failures. 19 of the 20 poorest countries are sub-Saharan African (Haiti). There has never been a successful Black nation. The only successful African nations were White-governed (Rhodesia, South Africa). No modern creations or civilization exists in sub-Saharan Africa that was not brought there by Whites. There are no White Third-World nations, but all Black ones are. Put Whites on an island and you get England; put Asians on an island and you get Japan; put Blacks on an island and you get Haiti. Nowhere Blacks live are they considered achievers. Blacks are universally viewed as unproductive and disruptive to society. Simply, life is an IQ test. All Black civilization is in fact transplanted White civilization. No Black society has ever independently developed and maintained its own technological way of life..
Who told you it was wrong? Multiple sources point to the fact that Blacks created civilizations long before whites became self aware and stopped living in caves. How do you think the Nile got diverted? How about the Great Pyramids of Egypt and the Pyramids in Nubia?
..and naturally you just neglected to post any proof of your assertions...right? According to your unproven theory Blacks regressed from this elevated pre-white position of cultural dominance and declined to the point where the languish today...right Spanky? Blacks have the lowest average IQ and the most violent propensity---hardly a winning combo however it does explain why Africa has been in tribal turmoil for its entire history in spite of the wealth of natural resources and minerals...
I already posted my "proof" not that I need to prove anything to you. If youre still riding the IQ thing I already explained its been proven whites lack the intelligence to come up with a test that accurately measures intelligence.
Seriously you cannot be this dumb...you posted pulp---stories...find someone a bit bright to explain the definition of [ proof ] to you....
THIRTY YEARS OF RESEARCH ON RACE
DIFFERENCES IN COGNITIVE ABILITY
J. Philippe Rushton
The University of Western Ontario
Arthur R. Jensen
University of California, Berkeley
The
culture-only (0% genetic–100% environmental) and the
hereditarian (50%
genetic–50% environmental) models of the causes of mean Black–White differences
in cognitive ability are compared and contrasted across 10 categories of evidence:
the worldwide distribution of test scores,
g factor of mental ability, heritability, brain
size and cognitive ability, transracial adoption, racial admixture, regression, related
life-history traits, human origins research, and hypothesized environmental variables.
The new evidence reviewed here points to some genetic component in
Black–White differences in mean IQ. The implication for public policy is that the
discrimination model (i.e., Black–White differences in socially valued outcomes
will be equal barring discrimination) must be tempered by a distributional model
(i.e., Black–White outcomes reflect underlying group characteristics).
Section 1: Background
Throughout the history of psychology, no question has been so persistent or
so resistant to resolution as that of the relative roles of nature and nurture in
causing individual and group differences in cognitive ability (Degler, 1991;
Loehlin, Lindzey, & Spuhler, 1975). The scientific debate goes back to the
mid-19th century (e.g., Galton, 1869; Nott & Glidden, 1854). Starting with the
widespread use of standardized mental tests in World War I, average ethnic and
racial group differences were found. Especially vexing has been the cause(s) of
the 15-point Black–White IQ difference in the United States.
In 1969, the
Harvard Educational Review published Arthur Jensen’s lengthy
article, “How Much Can We Boost IQ and School Achievement?” Jensen concluded
that (a) IQ tests measure socially relevant general ability; (b) individual
differences in IQ have a high heritability, at least for the White populations of the
United States and Europe; (c) compensatory educational programs have proved
generally ineffective in raising the IQs or school achievement of individuals or
groups; (d) because social mobility is linked to ability, social class differences in
IQ probably have an appreciable genetic component; and tentatively, but most
controversially, (e) the mean Black–White group difference in IQ probably has
some genetic component.
Jensen’s (1969) article was covered in
Time,
Newsweek,
Life,
U.S. News &
World Report, and
New York Times Magazine. His conclusions, the theoretical
issues they raised, and the public policy recommendations that many saw as
stemming directly from them were dubbed “Jensenism,” a term which entered the dictionary. Since 1969, Jensen has continued to publish prolifically on all of these
issues, and increasing numbers of psychometricians and behavioral geneticists
have come to agree with one or more of the tenets of Jensenism (Snyderman &
Rothman, 1987, 1988).
The Bell Curve (Herrnstein & Murray, 1994) presented general readers an
update of the evidence for the hereditarian position along with several policy
recommendations and an original analysis of 11,878 youths (including 3,022
Blacks) from the 12-year National Longitudinal Survey of Youth. It found that
most 17-year-olds with high scores on the Armed Forces Qualification Test,
regardless of ethnic background, went on to occupational success by their late 20s
and early 30s, whereas those with low scores were more inclined to welfare
dependency. The study also found that the average IQ for African Americans was
lower than those for Latino, White, Asian, and Jewish Americans (85, 89, 103,
106, and 113, respectively; Herrnstein & Murray, 1994, pp. 273–278).
Currently, the 1.1 standard deviation difference in average IQ between Blacks
and Whites in the United States is not in itself a matter of empirical dispute. A
meta-analytic review by Roth, Bevier, Bobko, Switzer, and Tyler (2001) showed
it also holds for college and university application tests such as the Scholastic
Aptitude Test (SAT;
N _ 2.4 million) and the Graduate Record Examination
(GRE;
N _ 2.3 million), as well as for tests for job applicants in corporate settings
(
N _ 0.5 million) and in the military (
N _ 0.4 million). Because test scores are
the best predictor of economic success in Western society (Schmidt & Hunter,
1998), these group differences have important societal outcomes (R. A. Gordon,
1997; Gottfredson, 1997).
The question that still remains is whether the cause of group differences in
average IQ is purely social, economic, and cultural or whether genetic factors are
also involved. Following publication of
The Bell Curve, the American Psychological
Association (APA) established an 11-person Task Force (Neisser et al.,
1996) to evaluate the book’s conclusions. Based on their review of twin and other
kinship studies, the Task Force for the most part agreed with Jensen’s (1969)
Harvard Educational Review article and
The Bell Curve, that within the White
population the heritability of IQ is “around .75” (p. 85). As to the cause of the
mean Black–White group difference, however, the Task Force concluded: “There
is certainly no support for a genetic interpretation” (p. 97).
Among the factors contributing to the longstanding lack of resolution of this
important and controversial issue are the difficulty of the subject matter, the
political issues associated with it and the emotions they arouse, and the different
meta-theoretical perspectives of the experimental and correlational methodologies.
Cronbach (1957) referred to these conflicting approaches as the two “halves”
of psychology because researchers are predisposed to draw different conclusions
depending on whether they adopt a “manipulations-lead-to-change” or a “correlations-
find-stability” paradigm.
Here we review in detail the research that has accumulated since Jensen’s
(1969) article and compare our findings with earlier reviews and evaluations such
as those by Loehlin et al. (1975), P. E. Vernon (1979), Herrnstein and Murray
(1994), the APA Task Force (Neisser et al., 1996), and Nisbett (1998). Facts in
themselves typically do not answer scientific questions. For a question so complex
as the cause of the average Black–White group difference in IQ, no one fact, one study, nor indeed any single line of evidence, can hope to be determinative.
Rather, resolving the issue requires examining several independent lines of
evidence to determine if, when taken together, they confirm or refute rival
hypotheses and research programs.
The philosophy of science methodology used here is guided by the view that,
just as in individual studies the principal of aggregation holds
that a set of
measurements provides a more reliable indicator than any single measure taken
from the set (Rushton, Brainerd, & Pressley, 1983), so in reviewing multiple lines
of evidence, making strong inferences from a number of contending hypotheses
is more efficacious than considering only one hypothesis at a time (Platt, 1964).
Although strong inference is
the method of science, it has, more often than not,
been eschewed in this controversial debate.
The final section of this article addresses the question of what these conclusions
imply for policy, specifically for the issues of educational and psychological
testing, health, race relations, and conflicting worldviews about the essence of
human nature. It suggests that the distributional model that takes genetic factors
into account must temper the discrimination model that explains Black–White
differences in socially valued outcomes.
Section 2: The Two Conflicting Research Programs
Here, we review the research on Black–White difference in average IQ
published since Jensen’s (1969) now 36-year-old article. We then apply the
philosophy of science methodologies of Platt (1964), Lakatos (1970, 1978), and
Urbach (1974a, 1974b) to determine if the preponderance of this new evidence
strengthens or weakens Jensen’s (1969) tentative assertion that it is more likely
than not that some part of