Hi Ianzin

[casdave]

The fact that 'The Bell Curve" was signed by quite a number of very dubious individuals, whose motives are, at best, non-mainstream, that they have not been challenged, that ‘The Bell Curve’ was published without being previously peer reviewed, which in itself it extradinary, makes this particular cite of doubtful value.

I do note, however, that you have been decieved by the quality of your link, because when I get to the home page, and then look around, I find a good deal of material by groups and individuals who already have a position to defend, it being made up of a large number of Right wingers
.
In other words, they already have their agenda and have tried to accumulate material to support it, rather than looking at information and then drawing conclusions based upon that.

Here is a quote from one of the contributors.

Race informs culture; it is the necessary precondition for cultural identity and integrity. In 1950 whites represented 30 percent of the world’s population. If current trends persist, this number will plummet to 8 percent by 2050. In the United States, whites are projected to become a minority of the national population in less than fifty years. The result will impoverish not only their descendants but the world in general and will jeopardize the civilization and free governments that whites have created.

The European identity of the United States and its people should be maintained. Immigration into the United States should be restricted to selected people of European ancestry.

Multiculturalism, for example, is less the result of ignorance and uninformed fantasies than a deliberate device by which the power-hungry can subvert a culture, whose moral codes deny them power, and build an alternative culture whose different moral codes yield power for themselves and none for their rivals. Much of the multiculturalist agenda that today rots the minds of children and students from daycare centers to the postgraduate level of education and research in fact originates in an important but little-known organization that calls itself the National Association for Multicultural Education, or NAME. Every year NAME holds a convention that is attended by more or less innocent but nonetheless power-hungry educators —not only teachers but also school administrators, superintendents, and education professors—as well as by an inner circle of what can be described only as the professional nucleus from which most of the nutty concepts of applied multiculturalism derive

All this is from the site you have quoted, I hope you can do better than that.

[lskinner]

@casdave

The fact that 'The Bell Curve" was signed by quite a number of very dubious individuals, whose motives are, at best, non-mainstream, that they have not been challenged,

AFAIK “The Bell Curve” was written by two individuals. Murray and Hernstein. Which of the two are you saying is dubious?

I do note, however, that you have been decieved by the quality of your link, because when I get to the home page, and then look around, I find a good deal of material by groups and individuals who already have a position to defend, it being made up of a large number of Right wingers

Just because some right-wingers believe something doesn’t make it false.

But here’s another link for you:

http://www.psychpage.com/learning/library/intell/mainstream.html

Note that the statement apparently appeared in the Wall Street Journal.

I’m still waiting for a cite from you to back up the following claim:

Does scoring well on an IQ test correlate to anything that is useful and seems like intelligent behaviour in real life? No.

Have you given up?

[tomndebb]

@lskinner

ianzin’s statement contradicts a statement signed by dozens of prominent researchers. I am simply asking him for a cite.

Actually, you have failed to produce any evidence that those people are “prominent researchers.”

Note that the statement apparently appeared in the Wall Street Journal.

And?

It was a paid advertisement, not a researched story.

And you have not provided evidence that the Wall Street Journal is a peer-reviewed scientific publication that could establish the veracity of the article, in any event.

Despite your whining about others providing no citations, you have ignored my request to demonstrate that these “mainstream” (who decided that?) “experts” are anything more than a collection of junior level psych teachers with an agenda to defend their turf. Where is your citation?

[lskinner]

@tomndebb

Actually, you have failed to produce any evidence that those people are “prominent researchers.”

I will try to do so.

It was a paid advertisement, not a researched story.

The person I was responding to seemed to be claiming that because the original web cite I linked to also contained right wing materials, the statement was more dubious.

Where is your citation?

I will try to get one. In the meantime, please back up your claim that Rushton is “racist” and a “kook.”

[lskinner]

Then certainly you would agree that the following statement is incorrect:

“Does scoring well on an IQ test correlate to anything that is useful and seems like intelligent behaviour in real life? No.”

[casdave]

Here is a commentary on your link, which is far far better than your earlier one.

It makes referance to the Wall Street Journal to which you refer.

http://www.personalityresearch.org/papers/cherry.html

The third feature explained in Flynn’s theory is why a child’s IQ does not determine the adult’s IQ. This is because environmental effects decay over time. In order to have a child’s high IQ last, it is suggested that programs should encourage the continuance of replication of lessons long after they are done with the program (Dickens & Flynn, 2001). Basically, when a child leaves a learning program, the parents or guardian should help the child continue with the practices they learned (i.e. organizational skills or study cards).

The part I quote, is perhaps one of the main weaknesses of the IQ test, that although it can make predictions in the short term, it does not correlate well to later life, and it explains why.

Here is a site, with and agenda I will admit, but with a point to make.

http://www.ferris.edu/isar/archives/billig/chapter2.htm

Sir Peter Medawar, a biologist and Nobel Laureate, has taken this position, suggesting that ‘intelligence’ cannot be summarised by a single IQ score: human capabilities and potentialities are far too diverse for this type of simplification. Thus, according to Medawar, IQ tests, and the scores derived from them, are too insensitive to support weighty conclusions about racial differences in intelligence:

The problem with IQ testing, is that there is a powerful lobby group with financial incentive to promote their products, it has roots in bigotry, and has been extensively used by such folk to make attempts to restrict immigration to certain ‘racial groups’.

It is also a low skilled assessment, as all you need is a test paper, a few pencils and an answer sheet, and someone with the abilty to compare the test sheet with the answers.

It indicates some things, but is not a useful indicator of whole life outcomes.

If it were to be used in some way to try locate holes in the abilties of students, inorder to assign remedies, then it would perhaps be addressing a real issue, but instead its actually used to deny students educational resources.

Have you ever wondered why time should be such an important factor in IQ testing ? It’s because someone arbitarily decided that brighter individuals could solve puzzles faster, but if we are actually truly measuring intellgence, then accurracy of answer would be far more important, and methodology of how those answers were achieved would also be scored.

If you are intending to discover something about the reasoning and logical processes of an individual, it makes far more sense to take into account how a student arrived at their conclusions, rather than just look at the outcome.

Reasoning processes can be broken down into elements which can then be scored, but the problem is always going to be the ability to communicate effectively which means that to make an assessment you will need to employ suitably trained and qualified staff, which makes it much more expensive than the crude IQ test.

One last thing, if I want to improve my IQ scores, I can, all I do is practice, I can buy many self improvement books and do just that, but has my intelligence actually increased ?

[astro]

@lskinner

I will try to get one. In the meantime, please back up your claim that Rushton is “racist” and a “kook.”

When someone bases a paradigm of racial differentiation on research that is considered methodologically sloppy to the point of being logically nonsensical, a rational person may reach the conclusion that person is a “racist” or a “kook” if they persist with their claims that they have scientifically established this paradigmatic correlation while failing to answer the methodological critiques of their peers.

Kook :

“Crank” (or kook, crackpot, or quack) is a pejorative term for a person who writes or speaks in an authoritative fashion about a particular subject, often in science, but is alleged to have false or even ludicrous beliefs. Usage of the label is often subjective, with proponents of competing theories labeling their opponents cranks, but typically is used to describe someone who is well out of mainstream opinion on a matter. In most cases the people labeled as crackpots turn out to be wrong.

Racist:

Racist: Racism has many different definitions. Historically, it has been defined as the belief that race is the primary determinant of human capacities, that a certain race is inherently superior or inferior to others, and/or that individuals should be treated differently according to their racial designation.

[DMC]

@lskinner

I will try to get one. In the meantime, please back up your claim that Rushton is “racist” and a “kook.”

He’s the president of the fucking Pioneer Fund. How much more evidence do you need than that?

[lskinner]

Richard Arvey, University of Minnesota

Major Publications:
“Perceived victimization moderates self-reports of workplace aggression and conflict,” with V. Jockin and M. McGue, Journal of Applied Psychology, forthcoming.
“Prediction of work injury frequency and duration among firefighters,” with H. Liao and R. Butler, Journal of Occupational Health Psychology, 2001.
“Being there: Writing the highly cited article,” with J. Campion, Personnel Psychology, 1999
“Genetic influences on job and occupational switching,” with B. McCall and M. Cavanaugh, Journal of Vocational Behavior, 1997
“Statistical power and costs in training evaluation: Some new considerations,” with H. Yang and P. Sackett, Personnel Psychology
“How the power of MANOVA can both increase and decrease as a function of the intercorrelations among the dependent variable,” with D. Cole, S. Maxwell and E. Salas, Psychological Bulletin, 1994
The Development of Physical Ability Tests for Police Officers: a construct validation approach," with T. Landon, S. Nutting and S. Maxwell, Journal of Applied Psychology, 1992
“Job Satisfaction: Environmental and Genetic Components,” with T. Bouchard, N. Segal and L. Abraham, Journal of Applied Psychology, 1992
“The Employment Interview: A Summary and Review of Recent Research,” with J. Campion, Personnel Psychology, 1982
“Punishment in Organizations: A Review, Propositions and Research Suggestions,” with J. Ivancevich, Academy of Management Review, 1980

Linda Gottfredson, University of Delaware

In Press

Gottfredson, L. S. (in press). Innovation, fatal accidents, and the evolution of general intelligence. In M. J. Roberts (Ed.), Integrating the mind. Hove, UK: Psychology Press.

2005-2009

Gottfredson, L. S. (2006). Circumscription and compromise. In J. H. Greenhaus (Ed.), Encyclopedia of Career Development. Thousand Oaks, CA: Sage.
Gottfredson, L. S. (2006). Social consequences of group differences in cognitive ability (Consequencias sociais das diferencas de grupo em habilidade cognitiva). In C. E. Flores-Mendoza & R. Colom (Eds.), Introducau a psicologia das diferencas individuais (pp. 433-456). Porto Allegre, Brazil: ArtMed Publishers.
Gottfredson, L. S. (2006). Unmasking the egalitarian fiction. Duke Gifted Letter, 6(3), 10.
Gottfredson, L. S. (2005, October 31). Thinking more deeply about health disparities. A rapid response comment on D. Adkins & E. M. Moy, Left behind: the legacy of hurricane Katrina (editorial), British Medical Journal, 2005, 331: 916-918.
Deary, I. J., Batty, D., & Gottfredson, L. S. (2005, July 29). Human hierarchies, health, and IQ (letter). Science, 309, 703-703.
Gottfredson, L. S. (2005). Implications of cognitive differences for schooling within diverse societies. Pages 517-554 in C. L. Frisby & C. R. Reynolds (Eds.), Comprehensive Handbook of Multicultural School Psychology. New York: Wiley.
Gottfredson, L. S. (2005). What if the hereditarian hypothesis is true? Psychology, Public Policy, and Law, 11, 311-319.
Gottfredson, L. S. (2005, May 10). Linda Gottfredson responds to Simon Baron-Cohen. Edge: The Reality Club, 160.
Gottfredson, L. S. (2005). Suppressing intelligence research: Hurting those we intend to help. In R. H. Wright & N. A. Cummings (Eds.), Destructive trends in mental health: The well-intentioned path to harm (pp. 155-186). New York: Taylor and Francis.
Gottfredson, L. S. (2005). Using Gottfredson’s theory of circumscription and compromise in career guidance and counseling. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 71-100). New York: Wiley.
Gottfredson, L. S. (2005). Three entries (“Construct validity,” “Intelligence testing,” and “Norms,”) in S. Cartwright (Ed.), The Blackwell encyclopedia of management: Human resource management (2nd ed.). Oxford: Blackwell. (Pages 68-69, 187-189, 257-258)

2000-2004

Gottfredson, L. S. (2004). Schools and the g factor. The Wilson Quarterly, Summer, 35-45.
Won the 2005 Mensa Press Award.
Gottfredson, L. S. (2004). Life, death, and intelligence. Journal of Cognitive Education and Psychology [online], 4, (1), 23-46. www.iacep.coged.org
Gottfredson, L. S. (2004). Realities in desegregating gifted education. In D. Booth & J. C. Stanley (Eds.), In the eyes of the beholder: Critical issues for diversity in gifted education (pp. 139-155). Waco, TX: Prufrock Press.
Gottfredson, L. S., & Deary, I. J. (2004). Intelligence predicts health and longevity, but why? Current Directions in Psychological Science, 13(1), 1-4.
Gottfredson, L. S. (2004). Intelligence: Is it the epidemiologists’ elusive “fundamental cause” of social class inequalities in health? Journal of Personality and Social Psychology, 86(1), 174-199.
Gottfredson, L. S. (2003). g, jobs, and life. In H. Nyborg (Ed.), The scientific study of general intelligence: Tribute to Arthur R. Jensen (pp. 293-342). New York: Pergamon.
Gottfredson, L. S. (2003). On Sternberg’s “Reply to Gottfredson.” Intelligence, 31(4), 415-424.
Gottfredson, L. S. (2003). Dissecting practical intelligence theory: Its claims and evidence. Intelligence, 31(4), 343-397.
Won a 2005 Mensa Excellence in Research Award.
Gottfredson, L. S. (2003). The challenge and promise of cognitive career assessment. Journal of Career Assessment, 11(2), 115-135.
Gottfredson, L. S. (2003). “Environments” are genetic too. Review of Environmental effects on cognitive abilities, by R. J. Sternberg & E. L. Grigorenko (Eds.). Contemporary Psychology, 48(1), 71-74.
Gottfredson, L. S. (2003). Practical intelligence. Pages 740-745 in R. Fernandez-Ballesteros (Ed.), Encyclopedia of psychological assessment. London: Sage.
Gottfredson, L. S. (2003). The science and politics of intelligence in gifted education. Pages 24-40 in N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed.). Boston: Allyn & Bacon.
Gottfredson, L. S. (2002). Assess and assist individuals, not sexes. Issues in Education, 8(1), 39-47.
Gottfredson, L. S. (2002). Gottfredson’s theory of circumscription, compromise, and self-creation. Pages 85-148 in D. Brown (Ed.), Career choice and development (4th ed.). San Francisco: Jossey-Bass.
Gottfredson, L. S. (2002). Where and why g matters: Not a mystery. Human Performance, 15(1/2), 25-46.
Gottfredson, L. S. (2002). g: Highly general and highly practical. Pages 331-380 in R. J. Sternberg & E. L. Grigorenko (Eds.), The general factor of intelligence: How general is it? Mahwah, NJ: Erlbaum.
Gottfredson, L. S. (2001). Intelligence and the American ambivalence toward talent. Pages 41-58 in N. Colangelo & S. G. Assouline (Eds.), Talent development IV: Proceedings from The 1998 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development. Scottsdale, AZ: Great Potential Press.
Gottfredson, L. S. (2001). Review of Practical Intelligence in Everyday Life by R. J. Sternberg et al. Intelligence, 29, 363-365.
Gottfredson, L. S. (2000). Intelligence. Pages 1359-1386 in E. F. Borgatta & R. J. V. Montgomery (eds.), Encyclopedia of sociology, Vol. 2 (2nd ed.) . New York: Macmillan Reference.
Gottfredson, L. S. (2000). Skills gaps, not tests, make racial proportionality impossible. Psychology, Public Policy, and Law, 6(1), 129-143.
Gottfredson, L. S. (2000). Pretending that intelligence doesn’t matter. Cerebrum, 2(3), 75-96.
Gottfredson, L. S. (2000). Equal potential: A collective fraud. Society, 37(5), 19-28.

1995-1999

Gottfredson, L. S., & Richards, J. M., Jr. (1999). The meaning and measurement of environments in Holland’s theory. Journal of Vocational Behavior, 55, 57-73
Gottfredson, L. S. (1999). The nature and nurture of vocational interests. In M. L. Savickas & A. R. Spokane (Eds.), Vocational interests: Their meaning, measurement, and use in counseling. Davies-Black Publishing.
Gottfredson, L. S. (1998). Jensen, Jensenism, and the sociology of intelligence. Intelligence, 26(3), 291-299.
Gottfredson, L. S. (1998, Winter). The general intelligence factor. Scientific American Presents, 9(4), 24-29.
Also published as Der Generalfaktor der Intelligenz, Spektrum der Wissenschaft. Spezial: Intelligenz (A publication of Scientific American), 1/2000, 24-30.
Reprinted in 12th edition of Taking sides: Clashing views on controversial psychological issues. New York: McGraw-Hill, 2002, pages 159-169.
Gottfredson, L. S., & Lapan, R. T. (1997). Assessing gender-based circumscription of occupational aspirations. Journal of Career Assessment, 5(4), 419-441.
Gottfredson, L. S. (1997). Review of Inequality by design: Cracking the Bell Curve myth, by C. S. Fischer, M. Hout, M. S. Jankowski, S. R. Lucas, A. Swidler, & K. Voss. Personnel Psychology, 50(3), 741-746.
Gottfredson, L. S. (Ed.) (1997). Intelligence and social policy. Intelligence, 24(1). (Special issue)
Gottfredson, L. S. (1997). Why g matters: The complexity of everyday life. Intelligence, 24(1), 79-132.
Received a 1999-2000 Mensa Research Foundation Award for Excellence in Research.
Reprinted in G. J. Boyle & D. H. Saklofske (Eds.), (2003), Psychology of Individual Differences. Vol. 1: Individual Differences. London: Sage.
Gottfredson, L. S. (1997). Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography. Intelligence, 24(1), 13-23.
Reprinted in G. J. Boyle & D. H. Saklofske (Eds.), (2003), Psychology of Individual Differences. Vol. 1: Individual Differences. London: Sage.
Gottfredson, L. S. (1997). Four entries (“Construct validity,” “GATB”, “Intelligence testing,” and “Norms,”) in L. H. Peters, C. R. Greer, & S. A. Youngblood (Eds.), Blackwell dictionary of human resource management. Oxford: Blackwell. (Pages 57-58, 126, 169-170, and 234.)
Gottfredson, L. S. (1997). Multiculturalism in the workplace. The Psychologist-Manager, 1, 23-34.
Gottfredson, L. S. (1997). Review of Prescription for failure: Race relations in the age of social science, by B. M. Roth. Political Psychology, 18, 209-215.
Gottfredson, L. S. (1996). Racially gerrymandering the content of police tests to satisfy the U.S. Justice Department: A case study. Psychology, Public Policy, and Law, 2(3/4), 418-446.
Gottfredson, L. S. (1996). Confronting the new particularism in academe. Journal of Management Inquiry, 5, 319-325.
Gottfredson, L. S. (1996). The new challenge to academic freedom. Journal of Homelessness and Social Distress, 5, 205-212.
Gottfredson, L. S. (1996). Review of Race, evolution, and behavior: A life history perspective, by J. P. Rushton. Politics and the Life Sciences, 15, 141-143.
Gottfredson, L. S. (1996). Gottfredson’s theory of circumscription and compromise. In D. Brown, & L. Brooks, (Eds.), Career choice and development (3rd ed.), pp. 179-232. San Francisco: Jossey-Bass.
Gottfredson, L. S. (1996). Reply to critiques of “What do we know about intelligence?” The American Scholar, Spring, 320-320.
Gottfredson, L. S. (1996). What do we know about intelligence? The American Scholar, Winter, 15-30.
Reprinted in Network News & Views, January/February 1996, 29-44.
Gottfredson, L. S. (1995). Review of Dictatorship of virtue: Multiculturalism and the battle for America’s future, by R. Bernstein. Personnel Psychology, 48(3), 667-671.

1990-1994

Gottfredson, L. S. (1994). From the ashes of affirmative action. The World and I, November, 365-377.
Gottfredson, L. S. (1994). The science and politics of race-norming. American Psychologist, 49(11), 955-963.
Gottfredson, L. S. (1994). Scientific hoax - reply. Society, 32(1), 5-6.
Gottfredson, L. S. (1994). Egalitarian fiction and collective fraud. Society, 31(3), 53-59.
Reprinted in N. J. Pallone & J. J. Hennessey (eds.), (1995), Fraud and fallible judgment: Varieties of deception in the social and behavioral sciences, New Brunswick, NJ: Transaction, pp. 95-106.
Gottfredson, L. S. (1993). Truth in the balance? A comment on Estes. Psychological Science, 4(4), 271-271.
Gottfredson, L. S., & J. H. Blits. (1992). Legislated lawlessness on civil rights. Delaware Lawyer, 10 (2), 20-23.
Gottfredson, L. S. (1992). Dilemmas in developing diversity programs. In S. E. Jackson (Ed.), Diversity in the workplace: Human resources initiatives. New York: Guilford.
Gottfredson, L. S. (1991). The evaluation of alternative measures of job performance. In A. K. Wigdor & B. F. Green, Jr. (Eds.), Performance assessment for the workplace. Volume II: Technical issues. Washington, DC: National Academy Press.
Gottfredson, L. S. (1990). Fairness or bias in job testing? A commentary in Issues in Science and Technology, 7 (1), 27-28.
Blits, J. H., & Gottfredson, L. S. (1990). Equality or lasting inequality? Society, 27 (3), 4-11.
Blits, J. H., & Gottfredson, L. S. (1990). Employment testing and job performance. The Public Interest, Winter, No. 98, 18-25.

1985-1989

Gottfredson, L. S., & Sharf, J. C. (Eds.) (Special Issue) (1988). Fairness in employment testing. Journal of Vocational Behavior, 33 (3).
Gottfredson, L. S. (1988). Reconsidering fairness: A matter of social and ethical priorities. Journal of Vocational Behavior, 33 (3), 293-319.
Gottfredson, L. S. (1988). Do we need sex-specific occupational prestige scales? (Review of Jobs and gender: A study of occupational prestige, by Christine Bose). Contemporary Psychology, 33 (4), 315.
Gottfredson, L. S. (1987). The practical significance of black-white differences in intelligence. Behavioral and Brain Sciences, 10 (3), 510-512.
Gottfredson, L. S. (Ed.) (1986). The g factor in employment. Journal of Vocational Behavior, 29 (3). (Special Issue)
Gottfredson, L. S., & Crouse, J. (1986). The validity versus utility of mental tests: Example of the SAT. Journal of Vocational Behavior, 29, 363-378.
Gottfredson, L. S. (1986). Societal consequences of the g factor in employment. Journal of Vocational Behavior, 29, 379-410.
Reprinted in Educational Excellence Network, 6 (9), October, 1987.
Gottfredson, L. S. (1986). Occupational aptitude patterns map: Development and implications for a theory of job aptitude requirements (Monograph). Journal of Vocational Behavior, 29, 254-291.
Gottfredson, L. S. (1986). Special groups and the beneficial use of vocational interest inventories. In W. B. Walsh & S. Osipow (Eds.), Advances in Vocational Psychology, Vol. 1: The Assessment of Interests (pp. 127-198). Hillsdale, NJ: Erlbaum.
Finucci, J. M., Gottfredson, L. S., & Childs, B. (1985). A follow-up study of dyslexic boys. Annals of Dyslexia, 35, 117-136.
Gottfredson, L. S. (1985). Education as a valid but fallible signal of worker quality: Reorienting an old debate about the functional basis of the occupational hierarchy. In A. C. Kerchoff (Eds.) Research in Sociology of Education and Socialization, Vol. 5 (pp. 119-165). Greenwich, CT: JAI Press.
Gottfredson, L. S. (1985). The role of self-concept in vocational theory. Journal of Counseling Psychology, 32 (1), 159-162.

1980-1984

Gottfredson, L. S., Finucci, J. M., & Childs, B. (1984). Explaining the adult careers of dyslexic boys: Variations in critical skills for high-level jobs. Journal of Vocational Behavior, 24, 355-373.
Gottfredson, L. S. (1983). Creating and criticizing theory. Journal of Vocational Behavior, 23, 203-212.
Gottfredson, L. S. (1982). The sex fairness of unnormed interest inventories. Vocational Guidance Quarterly, 31 (2), 128-132.
Gottfredson, L. S. (1982). Vocational research priorities. The Counseling Psychologist, 10 (2), 69-84.
Reprinted under the title “An outsider’s view of research priorities” in The Coming Decade in Counseling Psychology, edited by J. M. Whiteley, N. Kagan, L. W. Harmon, F. Tanney, & B. R. Fretz. American Personnel and Guidance Association, 1984.
Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology (Monograph), 28 (6), 545-579.
Gottfredson, L. S., & Brown, V. C. (1981). Occupational differentiation among white men in the first decade after high school. Journal of Vocational Behavior, 19, 251-289.
Gottfredson, L. S., Simonsick, E., & Voorstad, F. (1981). Occupational statistics and vocational analysis. 1980 Proceedings of the Social Statistics Section of the American Statistical Association, 98-107.
Gottfredson, L. S., & Becker, H. J… (1981). A challenge to vocational psychology: How important are aspirations in determining male career development?Journal of Vocational Behavior, 18, 121-137.
Gottfredson, L. S., & White, P. E. (1981). Interorganizational agreements. In P. C. Nystrom & W. Starbuck (Eds.) Handbook of Organizational Design, Vol. 1: Adapting Organizations to their Environments (pp. 471-486). New York: Oxford.
Gottfredson, L. S. (1980). Construct validity of Holland’s occupational typology in terms of prestige, census, Department of Labor, and other classification systems. Journal of Applied Psychology, 65 (6), 697-714.

1975-1979

Gottfredson, L. S. (1979). Aspiration-job match: Age trends in a large, nationally representative sample of young white men. Journal of Counseling Psychology, 26 (4), 319-328.
Gottfredson, L. S. (1978). Providing Black youth more access to enterprising work. Vocational Guidance Quarterly, 27 (2), 114-123.
Gottfredson, L. S. (1978). An analytical description of employment according to race, prestige, and Holland type of work. Journal of Vocational Behavior, 13, 210-221.
Gottfredson, L. S. (1978). Race and sex differences in occupational aspirations: Their development and consequences for occupational segregation. Report No. 254. Baltimore, MD: Center for Social Organization of Schools, The Johns Hopkins University.
Gottfredson, L. S., & Brown, V. C. (1978). Holland codes for the 1960 and 1970 censuses: Detailed occupational titles. JSAS Catalog of Selected Documents in Psychology, 8, 22. (Ms. No. 1660).
White, P. E., Richardson, A., Bright, M., Gottfredson, L., McQueen, D., Sanders, B., & Vlasak, G. (1976). A Survey of Graduates of American Schools of Public Health. Washington, D.C.: Association of Schools of Public Health.
Holland, J. L., Gottfredson, G. D., & Gottfredson, L. S. (1975). Read our reports and examine that data. Journal of Vocational Behavior, 7, 253-259.
Gottfredson, G. D., Holland, J. L., & Gottfredson, L. S. (1975). The relation of vocational aspirations and assessments to employment reality. Journal of Vocational Behavior, 7, 135-148.

Submitted for Review

Batty, G. D., Deary, I. J., & Gottfredson, L. S. (2005). Intelligence in early life and mortality in adulthood: A systematic review of the literature. Submitted for review.

[lskinner]

Richard Haier, UC Irvine

Publications:
Haier, R.J., et al. The Study of Personality with Positron Emission Tomography, In Arousal Theories of Personality Ed. Streleau & Eysenck, Plenum Publishing, 1987.

Haier, R.J.et al. Cortical Glucose Metabolic Rate Correlates of Abstract Reasoning and Attention Studied with Positron Emission Tomography. Intelligence, 12:199 217, 1988.

Haier R.J. The End of Intelligence Research. Intelligence, 14:371-374, 1990.

Haier, R.J. Positron Emission Tomography and Cognition. Blackwell’s Dictionary of Cognitive Psychology, M. Eysenck (Ed), Basil Backwell, 1990.

Haier, R.J. et al. Regional Glucose Metabolic Changes After Learning a Complex Visuospatial/Motor Task: A PET Study. Brain Research, 570, 134-143, 1992.

Haier, R.J. et al. Intelligence and Changes in Regional Cerebral Glucose Metabolic Rate Following Learning. Intelligence, 16, 415-426, 1992.

Haier, R.J. Cerebral Glucose Metabolism and Intelligence. In Biological Approaches to the Study of Human Intelligence, Edited by Philip A. Vernon, Ablex Publishing, New Jersey, 1993.

Haier, R.J. et al. Biological & Psychometric Intelligence: Testing an Animal Model In Humans With Positron Emission Tomography. New Trends in Intelligence Research. Edited by D. Detterman, Ablex Publishing, 1993.

Alkire, M., Haier, R.J. et al. Cerebral Metabolism During Propofol Anesthesia in Human Volunteers Studied with Positron Emission Tomography. Anesthesiology, 82:1995.

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[lskinner]

So perhaps you show me where Rushton states that race is the primary determinant of human capacities, that a certain race is inherently superior or inferior to others, and/or that individuals should be treated differently according to their racial designation.

And what aspect of his position is false/ludicrous?

[astro]

@lskinner

So perhaps you show me where Rushton states that race is the primary determinant of human capacities, that a certain race is inherently superior or inferior to others, and/or that individuals should be treated differently according to their racial designation.

And what aspect of his position is false/ludicrous?

I am not a social sceintist nor a methodology expert and I don’t play one on TV but a good number of his scientific peers seem to think that his conclusions are based on flawed premises and poor methodology.

The last decade of the 20th century experienced a resurgence of genetically based theories of racial hierarchy regarding intelligence and morality. Most notably was Herrnstein and Murray’s The Bell Curve (1994), that claimed genetic causality for long-standing racial differences in IQ. In addition, it raised the time worn argument that the over-reproduction of genetically deficient individuals within our population would lead to a serious decline in average American intelligence. These authors provided no specific rationale for why these genetic differences should exist between human ‘races’. Instead, they relied heavily on the work of Canadian psychologist J. Philipe Rushton (in The Bell Curve, 1994, Appendix 5: 642-3). Rushton has advanced a specific evolutionary genetic rationale for how gene frequencies are differentiated between the ‘races’ relative to intelligence. He claims that human racial differences result from natural selection for particular reproductive strategies in the various racial groups. Rushton’s theory is based entirely on the concept of r- and K-selection, first explicitly outlined by MacArthur and Wilson in 1967. This article examines both the flaws in the general theory, and specifically Rushton’s application of that same theory to human data. It concludes that neither Rushton’s use of the theory nor the data that he has assembled could possibly test any meaningful hypotheses concerning human evolution and/or the distribution of genetic variation relating to reproductive strategies or ‘intelligence’, however defined

[tomndebb]

@lskinner

So perhaps you show me where Rushton states that race is the primary determinant of human capacities, that a certain race is inherently superior or inferior to others, and/or that individuals should be treated differently according to their racial designation.

And what aspect of his position is false/ludicrous?

astro provided that in Post #30 that you have chosen to ignore.

Further, in his 1995 book, Race, Evolution and Behavior, Rushton claimed on page 167, that the World Health Organization had, in 1991, specified (in the battle against AIDS) condoms with flattened widths of 49mm for use by Asians, 52mm for use by whites, and 53mm for use by blacks. As presented, he claimed that this supported his contention that Asians were less “sexual”, blacks were more “sexual” and whites occupied the good balance between oversexed and too brainy, but undersexed.
However, the actual UNFPA Bidding Document ( .pdf ), does not have three sizes as he claims, only two, (page 17) and makes no mention of actually targeting any condoms for any region–he simply invented a claim to support his theory. Faking evidence is generally not considered good science.

[lskinner]

@tomndebb

astro provided that in Post #30 that you have chosen to ignore.

I looked at the post and saw nothing to indicate that Rushton is a “racist kook.”

However, the actual UNFPA Bidding Document ( .pdf ), does not have three sizes as he claims, only two, (page 17) and makes no mention of actually targeting any condoms for any region–he simply invented a claim to support his theory. Faking evidence is generally not considered good science.

The link you gave is to a 2001 document and not a 1991 document. Can you show me the 1991 document please?

[DMC]

lskinner, pop quiz:

How many of those on your list have not received funding from the Pioneer Fund?

[tomndebb]

@lskinner

The link you gave is to a 2001 document and not a 1991 document. Can you show me the 1991 document please?

Probably not online. I first saw it in a printed response to Rushton’s book around 1996. Beyond that I am not going to waste my time tracking down a copy of the printed document to scan and display, here, only to have you do the same sort of shuffle and jive that you have done since you first started posting your silly claims about IQ. Remeber them? You interrupted two threads to link to a Wiki article claiming that different nations had various levels of IQ even though the Wiki article, itself, pointed out that most of the IQs were fabricated, some were simply invented, and nearly all had been arbitrarily “adjusted” in some way to suit the preconceived notions of the compilers. The list where some countries were assigned number so low that the populations could not be expected to feed themselves or seek shelter from the weather?

Given your last few responses, it is clear that you are not here to actually discuss the realities of intelligence so much as to play games of “gotcha” in senseless arguments.

The idea that the WHO / UNFPA has actually changed its size requirements between 1991 and 2001 is absurd and I doubt that you could provide any real evidence that that has happened.

At this point, you can declare “victory” and we will all point at you and laugh.

[lskinner]

@tomndebb

Probably not online. I first saw it in a printed response to Rushton’s book around 1996. Beyond that I am not going to waste my time

Suit yourself. But you are the one who accused a researcher of being a “racist,” a “kook,” and of scientific fraud. It looks to me like you are the one who fabricated evidence.

The idea that the WHO / UNFPA has actually changed its size requirements between 1991 and 2001 is absurd and I doubt that you could provide any real evidence that that has happened.

As a matter of fact, a peek at the WHO web site has the following from 2004:

A second paper . . . reviewed the available information on whether two sizes of condoms meet the needs of all potential users. This topic has generated considerable debate, resulting in the conclusion that there is sufficient evidence to recommend a larger size of condom . . . .

If the specifications are subject to “considerable debate,” and if an additional size of condom has been recommended more recently, it is hardly absurd to suspect that different standards were used in the past.

It is only absurd if you reeeeeeally want to believe that Rushton is a “racist,” a “kook,” and a scientific fraud.

[Gorsnak]

Odd. I’ve never, ever heard anyone who wasn’t a rabid white supremicist defend Rushton before. Calling Rushton a racist kook is kinda like calling Stephen Hawking’s voice “electronic sounding” - it’s just stating the obvious. For myself, I’ve never been able to decide which of Rushton’s racial stereotypes - blacks as oversexed morons or asians as undersexed braniacs - is more offensive (allbeit in different ways).

[tomndebb]

If the specifications are subject to “considerable debate,” and if an additional size of condom has been recommended more recently, it is hardly absurd to suspect that different standards were used in the past.

However, they are suggesting going from two sizes to include a larger size, not returning to three sizes where the current (insufficiently large) size was the biggest. In fact, they make no mention of ever having had three sizes in the past–a point that I would think would figure prominently in any controversy.

That Rushton is dishonest has been demonstrated, although I admit that I cannot provide an online citation at this time (which is why I have limited my charges to racism and kookiness and not included dishonesty in my more general remarks).

That Rushton is racist is clear from any reading of his work. (That you appear to accept that an inverse relationship between penis size and intelligence is plausible does nothing to strengthen your credibility. That your first submissions were links to a site that disproved your own assertion does not speak well of your reliability, either.)

That Rushton is a kook is my opinion for which no one has provided counter evidence in the 20 years or more that I have encountered his silliness.

[tomndebb]

@Gorsnak

I’ve never, ever heard anyone who wasn’t a rabid white supremicist defend Rushton before.

We had one poster who was not (mostly) white who loved Rushton. He claimed to have been a Native American whose Asian ancestry proved that he was smarter than all the rest of us.