Here are my questions and comments regarding pseudo IQ race theories. If you have any questions or responses, contact me at @sayetaryor
1) Many of those who support pseudo-science race IQ theories claim that previous studies have analyzed and dissected multiple environmental factors in their research. Which studies can I examine showing test scores from known communities under attack from hazardous environmental racism? Along with the studies highlighting environmental racism in African communities, I would like to see several studies with results showing test scores in American communities as well. There are several communities in America currently experiencing environmental racism. A few examples would be Flint Michigan, West Dallas Texas, Emelle Alabama, Uniontown Alabama, Kettleman City California, Dilkon Arizona, Chester Pennsylvania, and Warren County North Carolina?
2) Recent studies have shown that cognitive development is more closely related to the development of gross motor skills, such as crawling or walking, and fine motor skills, such as grasping and manipulating objects, than many have previously considered. Motor development allows infants to gain knowledge of the world but its vital role in social development is often ignored. A systematic search for papers investigating the relationship between motor and social skills was conducted, including research in typical development and in Developmental Coordination Disorder, Autism Spectrum Disorders and Specific Language Impairment. The search identified 43 studies, many of which highlighted a significant relationship between motor skills and the development of social cognition, language and social interactions. (Hayley C. Leonard and Elisabeth L. Hill - Department of Psychology, Goldsmiths, University of London, London, UK)
Previous Studies have shown that Black babies mature faster on average than their White counterparts, even when they are poorer and eat a less healthy diet; they show better hand-eye coordination and walk earlier by about a month.
In fact, it has been suggested that rather than assessing motor and cognitive development separately, they should be viewed as two connected cogs within a large, complex system, each dependent on the other and working together to make small steps forward in development. - Development as a Dynamic System by Esther Thelen
3) Just because you are ignorant about information does not mean you lack the intelligence to comprehend information once it is presented to you. Many people confuse ignorance from never being taught information, with not being able to comprehend information even after it is taught. Some test may contain information that has never been taught to a specific individual, resulting in a lower test score, but if the knowledge was related to the individual beforehand, he or she may be able to grasp the concept faster, and articulate it in a better fashion, than those who have studied the information beforehand. (Example) If you unscramble the letters in CIFAIPC, you would have what?” The choices include the correct answer, “ocean.” This question measures vocabulary, reading, and visual reasoning. But suppose the person taking the test understands English and yet has never heard of the Pacific Ocean. Does a correct answer to this question indicate a higher mental capacity in the child?
4) When testing, comparing African children in highly stressful environments in schools lacking resources vs White children in less stress environments, with abundance of educational access, better test results will “mostly” lean towards those in low stressful environments with an abundance of access to education. Selecting a few children from the stressful environment, & placing them in a less stressful environment, does not give a comprehensive solution to testing the IQ of a population of people. One would actually need to see how “majority” of those who first tested in the less stressful environment, would test in a similar stressful environment as the opposite subject, before one could make a truly comprehensive assessment or sound analysis. Small samples sizes & one sided studies are prime examples of the meaning of pseudo.
5) In 1997, 19.4 percent of all adult African immigrants in the United States held a graduate degree, compared to 8.1 percent of adult white Americans and 3.8 percent of adult black Americans in the United States, respectively. According to the 2000 Census, the percentage of Africans with a graduate degree is highest among Nigerian Americans at 28.3 percent, followed by Egyptian Americans at 23.8 percent. Of the African-born population in the US age 25 and older, 87.9% reported having a high school degree or higher, compared with 78.8% of Asian-born immigrants and 76.8% of European-born immigrants, respectively. Africans from Kenya (90.8 percent), Nigeria (89.1 percent), Ghana (85.9 percent), Botswana (84.7 percent), and Malawi (83 percent) were the most likely to report having a high school degree or higher.
Some argue that “among Nigerians as a whole, less than 10% have college degrees. The immigrants are therefore a highly non-representative selection of the Nigerian population.”
Here is my response to that. “What’s the percentage of non-Africans who live in similar environments receiving similar quality of education, compared to the subject African population who were selected for testing, who didn’t perform as well?” How well did these selected individual from each populations fair when testing under similar conditions? If these studies have been performed, what was the methodology used in selecting the subjects, and what language was used to conduct the test. I would love to examine the studies and evaluate the methodology and sample size of the selected subjects.
Another previous approach would be, we all agree that just because you are ignorant about information does not mean you lack the intelligence to comprehend information once it is presented to you. Many people confuse ignorance from never being taught information, with not being able to comprehend information even after it is taught. I would like to know the percentage of Nigerians who don’t have similar access to quality education, compared to the population they are being compared to. I would also like to examine the environmental conditions and stress levels of the 80% of Nigerians in comparison to the population that the population in which they are being compared to. I would like to examine the study which shows the so called 80% (which I’m not sure is even accurate) and why they don’t have college degree. Where is the evidence that these so called 80% are without college degrees based on their cognitive ability? How many of those 80% are below age? How many are experiencing social or environmental racism?
Since some will refuse the data showing Africans doing well in comparison to other immigrant groups, by similar logic, we should reject and re-evaluate the methodology and analysis being presented by those promoting pseudo IQ race science. “When testing, comparing African children in highly stressful environments, in schools lacking resources vs White children in less stress environments, with abundance of educational access, better test results will “mostly” lean towards those in low stressful environments with an abundance of access to education. Selecting a few children from a stressful environment, & placing them in a less stressful environment, does not give a comprehensive solution to testing the IQ of a population of people. One would actually need to see how “majority” of those who first tested in the less stressful environment, would test in a similar stressful environment as the opposite subject, before one could make a truly comprehensive assessment or sound analysis. Small samples sizes & one sided studies are prime examples of the meaning of pseudo.”
6) Since the study of pseudo-science in America originally started by testing different populous of Europeans immigrants, why is there not extensive knowledge and data currently detailing how selective groups of White Americans, “descendants of European immigrants” currently test on average? Why all of a sudden a lack of needing to highlighting the differences in testing among different subgroups of Whites living in America. Using the pseudo methodology currently being used in gathering test IQ for race, what is the current ranking of Whites in America who are descendants of immigrant who are German, Italian, Eastern European Jews, who are from Greece, Spain, Romania, Bulgaria, Serbia, Bosnia, Albania, and so on?
7) There seems to be an open, bias, and selective definition of the term White. Based on the results recorded from Pseudo science, it’s interesting how its supporters conveniently neglect to note that there are vast populations of non-Sub Sharan African such as South Asians and MENA’s who have IQs lower than African-Americans. Among these MENA’s, who are classified as White Caucasians by the US Census Bureau, the lowest IQ of Levantine Syrians and Lebanese are similar to Europeans in phenotype. Also ignored are the lower than global average IQs of European ethnicities like the Serbs and Irish based on these pseudo measurements.
Pseudo IQ World Rankings
8) From my studies, the four aspects of IQ testing of children include:
a) Testing processing speed
b) Testing working memory
c) Testing nonverbal reasoning
d) Testing the verbal comprehension index scale
Black children seem perform the same as Whites in their processing speed, working memory and nonverbal reasoning on these test. The difference between Whites and Blacks seems to take place with the verbal comprehension index scale results. Before I continue, my personal opinion is that verbal comprehension has very little, if anything at all, to do with intelligence. The reason people still argue that the tests are racially bias is due to the words, definitions and ideas that are on the test. These tests are constructed with only vernacular used often by Whites. Often, words on these tests are foreign to the vocabulary of even middle class Blacks. This goes back to my argument about ignorance deriving from never being taught vs inability to comprehend or grasp what you have already been taught. Those are two totally different things. Blacks are scoring lower than Whites on IQ test, due to definitions and word concepts which they don’t normally use, based on cultural differences. If you were to reverse the test and use verbiage often used by Blacks instead, Whites on average would most likely score lower than Blacks on IQ tests. “Verbal comprehension is dependent upon the quality of education one receives.”
All the other aspects of the test are based on one’s intelligence. I agree with those who argue that IQ test should be altered, and verbal comprehension be replaced with a discipline that involves the testing of just one’s actual intelligence. Removing the vocabulary component removes the “White privilege” and prevents tests scores to be used as the new “Jim Crow.”
9) Another example of bias in Pseudo IQ testing seems to be that IQ test are based upon Euclidean Geometry, when the Geometry in most African cultures are Fractal based and non-Euclidean.
10) I am not sure why Richard Lynn's findings were ever widely documented as the standard for global IQ. Jelte M. Wicherts, destroys Lynn’s theories in this article (Racial Reality: Devastating Criticism of Richard Lynn) He shows Lynn has repeatedly cherry picking data. Lynn ignores the Nigerian IQ samples placing their avg IQ from 85-92. I call his work pseudo because he is accused of purposely selecting samples that had Nigerians at retardation level IQ. Lynn has been show to tamper with numbers, and use unrepresentative samples to present the IQ of nearly all African nations. Lynn’s pseudo methodology is so obvious, European nations have also complained about the inaccuracy of Lynn work. Wicherts' work is an attempt to point out and correct these errors. I’ve been told the average IQ of a 1940's British man would be an 82 on today's scale...It’s safe to say that IQ changes with each generation due to the Flynn effect. Even for those who believe in pseudo-science, based Wichert's study, if Sub-Saharan Africans took a 1940's IQ test they'd be placed around 94-100. So the notion that blacks are too dumb to be capable of "civilization" is suspected White supremacists propaganda.
The pseudo analysis of the Bell Curve tends to connect high IQ scores to wealth, but the high IQ Asian nations are neither the wealthiest nor the best intellectual performers. Below are the world's wealthiest countries as measured by GDP per capita (adjusted for purchasing power parity) in 2017.
Worlds Wealthiest Countries by Rankings
1) Qatar 78 IQ
2) Luxembourg 100 IQ
3) Singapore 108 IQ
4) Brunei Darussalam 91 IQ
5) Ireland 92 IQ
6) Norway 100 IQ
7) Kuwait 86 IQ
8) United Arab Emirates 84 IQ
9) Switzerland 101 IQ
10)Hong Kong 108 IQ
Entire Rankings
Highest IQ Rankings by Country
1) Hong Kong 108
2) Singapore 108
3) South Korea 106
4) Japan 105
5) China 105
6) Taiwan 104
7) Italy 102
8) Iceland 101
9) Mongolia 101
10)Switzerland 101
As of 2010, 314 people in the United States own 42% of all the wealth in America. What evidence do we have these are the elitist of America’s IQ tester’s? Can we link the studies taught by Charles Murray in the Bell Curve and link IQ with the remaining 58% of the US population
Less than 1% own 42% of the wealth
4% own 30% of the wealth
5% own 13% of the wealth
10% own 11% of the wealth
80% own 5% of the wealth
Blacks are only 12% of the population
Hispanics are 16% of population
Whites are 64% of the population
Let’s pretend all 28% of the population of Blacks and Hispanics are all in the 80 percent box. That leaves 52 percent of the US population with only 5 % of the wealth. Let’s continue and add the remainder of the non-White’s in the 80% box, including American Asians. That’s around 7% of the population. If we place every single race in the 80% box, it still leaves 45% of WHITES who are also stuck in the 80% box. Charles Murray’s claim that wage is linked to IQ does not match the numbers. 45% of Whites own only 5% of the wealth in America, even after we add every other race in the 80% box? This seems like a great way to create White Nationalists and White Supremacists. It’s easy to convince poor Whites that Blacks and foreigners are the reason that they are financially stuck at the bottom, when in reality, 312 whites and 2 blacks own 42% of the wealth. In reality, we know that more than 45% of Whites are in the 80% box, because not all Blacks and other non-white groups are actually in the 80% box.
If IQ is linked to wages; as Charles Murray points out in his book “The Bell Curve” this data would confirm that more Whites have a much average IQ of lower than 100, than we are being lead to believe. The White IQ average in America would have to be much lower than 100, since over 45% of Whites are in the 80% box of wealth ownership. Now since we know that Murray also is projecting these numbers from test, we have to conclude that he was obviously wrong by trying to link wage to IQ. It’s actually just plain common sense to comprehend that people can be oppressed or denied wealth regardless of their IQ. My argument is a simple evaluation that any 13 year old child could have analyzed and concluded.
In Part 4, I will present more arguments against pseudo IQ race science made by experts.
Brother Saye
@sayetaryor
