Mega Questions for Renowned (and controversial) Psychologist Dr.Arthur R. Jensen posed by Christopher Langan (highest I.Q. in the US), subjects include intelligence, education, and creativity
Posted by voidmanufacturing on December 15, 2009
Mega Questions for Renowned Psychologist Dr._Arthur R. Jensen
– Interview by Christopher Michael Langan and Dr. Gina LoSasso and
members of the Mega Foundation, Mega Society East and Ultranet
_________________________
[4]Arthur R. Jensen is a prominent educational psychologist who
received his PhD from Columbia in 1956. He did his postdoctoral
research in London with [5]Hans J. Eysenck, author of the absorbing
HIQ must-read, [6]Genius: The Natural History of Creativity. Jensen
is best known for a very controversial essay on genetic heritage that
was first published in the February 1969 issue of the Harvard
Educational Review. His research work on individual differences in
intelligence led him to conclude that intelligence is 80% due to
heredity and 20% due to environmental influences. Even more
controversial were his findings regarding robust and replicable ethnic
differences in fluid intelligence. The publication of the extremely
well-conceived and executed research findings reported in [7]The g
Factor: The Science of Mental Ability (1998) on the heels of
Herrstein & Murray’s very controversial work, [8]The Bell Curve, moved
the heritability debate into an arena where it could finally be
satisfactorily explored and challenged.
We contacted Dr. Jensen in May and introduced him to the Mega
Foundation, our work and our communities. We asked him if we might
forward to him a few member questions on the topic of intelligence.
Although he is in the process of writing a new book, Dr. Jensen very
kindly took the time out of his busy schedule to answer all 31 of our
member questions, edited by Christopher Langan. Many thanks to Bob
Seitz, Andrea Lobel, Garth Zeitsman, and others who took the time to
submit questions and a special thanks to Mega Foundation’s Coordinator
of Volunteer Services, Kelly Self, for help with transcription. This
extensive and fascinating interview will be serialized in Noesis-E,
beginning with the current issue.
Question #1:
Christopher Langan for the Mega Foundation: It is reported that one of
this centurys greatest physicists, Nobelist Richard Feynman, had an IQ
of 125 or so. Yet, a careful reading of his work reveals amazing
powers of concentration and analysispowers of thought far in excess of
those suggested by a z score of well under two standard deviations
above the population mean. Could this be evidence that something might
be wrong with the way intelligence is tested? Could it mean that early
crystallization of intelligence, or specialization of intelligence in
a specific set of (sub-g) factors i.e., a narrow investment of g based
on a lopsided combination of opportunity and proclivity – might put it
beyond the reach of g-loaded tests weak in those specific factors,
leading to deceptive results?
Arthur Jensen: I dont take anecdotal report of the IQs of famous
persons at all seriously. They are often fictitious and are used to
make a point – typically a put-down of IQ test and the whole idea that
individual differences in intelligence can be ranked or measured.
James Watson once claimed an IQ of 115; the daughter of another very
famous Nobelist claimed that her father would absolutely flunk any IQ
test. Its all ridiculous. Furthermore, the outstanding feature of
any famous and accomplished person, especially a reputed genius, such
as Feynman, is never their level of g (or their IQ), but some special
talent and some other traits (e.g., zeal, persistence). Outstanding
achievements(s) depend on these other qualities besides high
intelligence. The special talents, such as mathematical musical,
artistic, literary, or any other of the various multiple intelligences
that have been mentioned by Howard Gardner and others are more salient
in the achievements of geniuses than is their typically high level of
g. Most very high-IQ people, of course, are not recognized as
geniuses, because they havent any very outstanding creative
achievements to their credit. However, there is a threshold property
of IQ, or g, below which few if any individuals are even able to
develop high-level complex talents or become known for socially
significant intellectual or artistic achievements. This bare minimum
threshold is probably somewhere between about +1.5 sigma and +2 sigma
from the population mean on highly g-loaded tests. Childhood IQs that
are at least above this threshold can also be misleading. There are
two famous scientific geniuses, both Nobelists in physics, whose
childhood IQs are very well authenticated to have been in the
mid-130s. They are on record and were tested by none other than Lewis
Terman himself, in his search for subjects in his well-known study of
gifted children with IQs of 140 or above on the Stanford-Binet
intelligence test. Although these two boys were brought to Termans
attention because they were mathematical prodigies, they failed by a
few IQ points to meet the one and only criterion (IQ>139) for
inclusion in Termans study. Although Terman was impressed by them, as
a good scientist he had to exclude them from his sample of high-IQ
kids. Yet none of the 1,500+ subjects in the study ever won a Nobel
Prize or has a biography in the Encyclopedia Britannica as these two
fellows did. Not only were they gifted mathematically, they had a
combination of other traits without which they probably would not have
become generally recognized as scientific and inventive geniuses.
So-called intelligence tests, or IQ, are not intended to assess these
special abilities unrelated to IQ or any other traits involved in
outstanding achievement. It would be undesirable for IQ tests to
attempt to do so, as it would be undesirable for a clinical
thermometer to measure not just temperature but some combination of
temperature, blood count, metabolic rate, etc. A good IQ test
attempts to estimate the g factor, which isnt a mixture, but a
distillate of the one factor (i.e., a unitary source of individual
differences variance) that is common to all cognitive tests, however
diverse.
I have had personal encounters with three Nobelists in
science, including Feynman, who attended a lecture I gave at Cal Tech
and later discussed it with me. He, like the other two Nobelists Ive
known (Francis Crick and William Shockley), not only came across as
extremely sharp, especially in mathematical reasoning, but they were
also rather obsessive about making sure they thoroughly understood the
topic under immediate discussion. They at times transformed my verbal
statements into graphical or mathematical forms and relationships.
Two of these men knew each other very well and often discussed
problems with each other. Each thought the other was very smart. I
got a chance to test one of these Nobelists with Termans Concept
Mastery Test, which was developed to test the Terman gifted group as
adults, and he obtained an exceptionally high score even compared to
the Terman group all with IQ>139 and a mean of 152.
I have written an essay relevant to this whole
question: Giftedness and genius: Crucial differences. In C. P. Benbow
& D. Lubinski (Eds.)[9] Intellectual Talent: Psychometric and Social
Issues, pp. 393-411. Baltimore: Johns Hopkins University Press.
Question #2:
Chris Langan: For practical purposes, psychologists define
intelligence as problem-solving ability. But there are many kinds of
problem, and some of them appear to involve factors not measured by
standard IQ tests. For example, the problem of how to execute a
complex series of dance steps or athletic maneuvers clearly involves a
cerebellar factor. Some experts would object that intelligence implies
a level of abstraction not required to solve kinesthetic problems. But
if problems must be abstract in order to qualify for inclusion in
intelligence tests, why the correlation of IQ with chronometric
indices involving sensorimotor components and virtually no
abstraction, e.g. simple reaction time?
Arthur Jensen: This is the trouble with defining intelligence. If IQ
tries to estimate g, its not going to estimate every particular
ability, because g is a factor common to all mental abilities. Mental
abilities is a more useful term and the various mental abilities
measured by all sorts of tests can classified hierarchically by means
of factor analysis in terms of their generality, that is, the amount
of variance they have in common with other tests and other factors.
The factor called g (for general) is at the top of the hierarchy only
because it is the one factor that all other mental abilities have in
common (this is explained in detail in Chapters 3 and 4 of my book The
g Factor).
The g loading of a given test or of some lower-order
factor in the factor hierarchy isnt a measure of importance of the
given ability but of its generality. Pitch discrimination is an
ability with a low g loading i.e., (it is correlated only about .30
with), but it is a crucially important ability for a musician and is
totally unimportant for a mathematician. The ability to discriminate
hues also has a g loading of about .30 and it is very important for an
artist, but not at all for a musician or a mathematician. Various
abilities differ markedly in g loading, but one of the interesting
things about g that cant be said about other ability factors, is that
to succeed in almost any kind of intellectual pursuit, some minimum
threshold level of g ability is necessary, though it may not be
sufficient. A high level of some special ability combined with very
low g describes an idiot savant, but not a mathematician, musician, or
artist in any socially important sense. For many types of subject
matter and intellectual skills, achieving a high level of facility or
mastery depends upon a fairly high g threshold. Abstract types of
problems are usually included in IQ tests because they tend to be more
highly g loaded than simpler or less abstract problems, and it is more
efficient in terms of test length to include high-g items in IQ tests
that are intended to estimate an individuals standing on g in some
reference population. However, it is possible to measure g without
using abstract test items or even anything that seems very cognitive.
The inspection time (IT) paradigm is a good example. IT is the
average the speed (visual or auditory exposure time) with which a
person can correctly make an exceedingly simple discrimination. This
measure correlates about + .50 with IQ as measured by complex and
abstract test items. A combination of several such sensory-speed
tests will rank-order people about the same as does the conventional
IQ. But these chronometric tests are less efficient for most
practical purposes, because they require individual testing with
special laboratory equipment and require a longer testing session.
One can get essentially the same result with a 15-minute
paper-and-pencil test that can be administered to a large number of
people at the same time. Psychometrics has two main aspects: (1)
theoretical and research-oriented, and (2) practical and applied.
They are related, of course, but often look very different and are
usually engaged in by different personnel.
The key question is why are reaction times and simple
sensory-motor types of performance correlated at all with IQ derived
from tests composed entirely of complex, abstract problems. The
simple answer is that such different types of tests are correlated
because they all reflect g to some extent. It is the next question to
which we still have no good answer: What is this g? There are
theories and hypotheses, but none that has proved entirely convincing,
empirically proved, or generally accepted by experts in the field. It
has to be some property (or properties) of the brain that enters into
every kind of behavior that involves a conscious discrimination,
choice, or decision. The main focus of present-day research on
intelligence is the discovery of the nature of this property of the
brain that accounts for the empirical fact of g. It is already known
that a number of different physically measured brain variables are
correlated with g; but how they work together to cause individual
differences in abilities and their intercorrelations is still
mysterious. Several chapters of The g Factor are devoted to this
subject. Another recent book devoted entirely to this question is
excellent, but quite technical: Deary, I. J (2000). [10]Looking down
on human intelligence: From psychometrics to the brain. Oxford
University Press.
Question #3:
Chris Langan: As already observed, intelligence is the ability to
solve problems. But while one psychologist talks about fluid g, a
general intelligence factor that affects the solution of any problem
at all, another talks about multiple intelligences applying to
different kinds of problem. To some extent, the distinction between
intelligence factors and multiple intelligences appears to be
semantic; as you have observed, it is easy to overlook with regard to
the kinds of problem found on IQ tests, e.g. verbal problems, spatial
problems and quantitative problems. So aside from the fact that the
multiple-intelligences school effectively expands the meaning of
intelligence by expanding the meaning of problem to include those
encountered by (e.g.) athletes and dancers, what (if any) is the
difference between the two approacheswhich, as you point out in The g
Factor (p. 128), rely equally on the threshold nature of g? In your
conversations or correspondences with Gardner, has he ever explicitly
repudiated the mathematics of factor analysis?
Arthur Jensen: It would be better to call multiple intelligences
multiple factors. Some of the multiple intelligences named by Howard
Gardner havent yet been included along with a variety of other tests
in any large-scale factor analyses, so we dont know if they would show
up on already establishes factors or would add new factors to the
overall map of the factor structure of human abilities. In any case,
several of Gardners multiple intelligences would at best qualify as
lower-order factors (most probably first-order factors) in the well
establishes 3-stratum hierarchy of human ability factors (Carroll, J.
B [1993] [11]Human cognitive abilities: A survey of factor analytic
studies. Cambridge University Press). They are not measured by IQ
tests (although they may have low correlations with IQ) because IQ
tests are intended to assess the g factor and therefore they include
mainly test items that best reflect g. Theres something to be said
for measuring g in as pure a form as possible and using other tests to
measure various other factors as purely as possible, although it turns
out that no tests known so far exclude some degree of correlation with
g. The g factor, however can be mathematically regressed out of a
measure of some other factor that one wishes to measure independently
of g. Because the basic musical aptitudes (e.g., discrimination of
pitch, duration of tones, timbres, and memory for rhythms) are all
correlated with g, one may be interested in measuring these
independently of an individuals level of g. This would be done, for
example, in a study of the heritability of musical aptitudes. Because
g is highly heritable, the investigator would want to know if the
musical aptitude variable are heritable independently of g and would
use the statistical techniques of regression or partial correlation to
answer this question. As far as I know, Gardner doesnt measure his
proposed multiple intelligences in any psychometric fashion, but I
would bet that the development of any of them to a degree that would
make for expert or professional levels of performance requires an
above-average threshold level of g. The children who attended Yehudi
Menuhins school for musically talented students and had been selected
solely on the basis of their demonstrated musical talent on some
musical instrument, for example, had an average IQ of 127. Does
anyone want to bet that you could find a concert violinist or pianist
with a low IQ? The talent without the g ingredient to go with it
results at best in an idiot savant kind of performance, not a
musically intelligent performance. The same goes for art, and most
probably dance, although that has not been tested, to my knowledge.
I have taken part in two symposia with Howard Gardner
and have also had correspondence with him regarding g. His position
at that time (and also probably today) is that although he believes in
the existence of psychometric g, he simply doesnt think it is very
interesting or important. I, and many others, on the other hand,
think that discovering the nature of g is one of the scientifically
most interesting and important subjects in the quest to understand
human nature. Others, such as Professor Linda Gottfredson are
especially interested in the sociology of intelligence, or the effects
of individual and group differences on educational, social, and
economic aspects of the human condition.
I should add that I do enjoy reading Gardners books.
I especially recommend [12]Creating Minds (1993) as of special
interest to members of the Mega Foundation. This book also reinforces
my view that eminence depends very much on other factors besides g.
Gardner admits, however, that just on the basis of IQ alone at least
90% of the general population would be excluded from the category of
the creative geniuses he writes about in his book. To then try to
minimize the importance of g and its critical threshold property is, I
think, a serious mistake. That is my chief complaint with Gardner,
along with his disregard for any form of quantitative treatment of the
variables he discusses but which is necessary if his claims are to be
objectively tested by himself or by other researchers.
Question #4:
Chris Langan: Given that intelligence is problem-solving ability,
scant attention is paid to perhaps the most important problem of all:
selecting a problem worthy of ones time. Historically, the term genius
has been associated with people who have solved this problem, and
having solved it, went on to solve the very urgent, very complex
problem(s) they had chosen. Indeed, many of our best minds consider
themselves too busy with important problems to bother with the
relatively trivial items in IQ tests. This suggests that a more
realistic measure of genius might be obtained by studying a brilliant
subject in his or her natural habitat, analyzing the importance and
computational complexity of the real-world problems that he or she has
solved or failed to solve (and with further research, perhaps even the
intelligence factors required). What do you think of this alternative?
Arthur Jensen: This is a very important point and it is most
important in the up bringing and development of intellectually gifted
children. I know of true prodigies – children with IQs in the 170-190
range – who were able to graduate from major universities, with majors
in math and science, when most children their age are in junior high
school, yet their early adult lives have been spent in trivial, but
often quite lucrative, activities. It is interesting to note that not
one of the four financially most successful adults who as children had
been selected for Termans study of gifted children (IQs>139) ever went
to college. The moral of this story seems to be that if you are
really very bright and your main aim in life is to make loads of
money, you should get started early and dont wasted your time going to
college. But I surely wouldnt say that J. D. Rockefeller, Henry Ford,
Bill Gates, and their lives are not of great value to society. They
are geniuses in their way, and they have made great contributions to
the society.
No one really know why some children never acquire or
develop the important kinds of values, ambitions, and goals that we
consider laudable and most beneficial to society, while others of
comparable or even lesser intelligences may do so. And those who do
so in the extreme (e.g., Beethoven, Darwin, Gandhi, Einstein, and
other stars of the last millennium) are an exceptionally rare minority
among any cohorts with a comparable level of sheer cognitive ability.
It is known that interests and values, as assessed by
questionnaires and inventories, have considerably high heritability,
as shown by the high correlations between parents and their biological
as compared with the lower correlations between adoptive parents and
their adopted children, and by comparing the correlations between full
siblings with the correlations between unrelated children reared
together. Most of us feel disappointed to see individuals with
conspicuously high innate abilities accompanied by a set of interest
and values that scarcely correspond to what we would deem the best
fulfillment of the individuals potential for achievement. The issue
boils down to the question of to what degree interests and values can
be inculcated in young people. It may well be that what we would
consider greatness is such a unique constellation of abilities and
traits that it would be virtually impossible to inculcate all the
necessary qualities of the particular constellation in any given
individual picked on the basis of just one of these qualities, such as
a high IQ, or special ability such as musical talent. This is example
of what behavioral geneticists now refer to as emergenesis: the
exceptional achievement results from a particular constellation of
traits (including interests and values), and does not emerge if any
one of them is lacking. Thus, for example, the difference between
Richard Wagner and his son Siegfried Wagner (also a composer and
conductor, though light-years from his fathers level of creativity)
could have been Siegfrieds lack of one or two traits in the rare
constellation that permitted Richard Wagner to become recognized as
one of the world’s great geniuses. It might well have been Richard
Wagners notably high level of the trait psychoticism, which was not
evident in his sons relatively normal, low-key, mild-mannered, and
modest character (see the reference in my answer to Question #1 and my
answer to Question #11). The kind of study you propose is, in
effect, the biographical analysis of persons of great accomplishment.
There are a number of such biographical studies in the literature.
The leading researcher on this topic is Professor Dean K. Simonton in
his three fascinating books [13]Scientific Genius, [14]Greatness, and
[15]Origins of Genius (also of interest: [16]Genius, Creativity, and
Leadership: Histriometric Inquiry – Editors). The subject is treated
in a much more biographical and anecdotal, though very insightful, way
in Howard Gardners [17]Creating Minds (1993).
Question #5:
Chris Langan: The study of neural networks suggests that as soon as
we can explore the microscopic structure of the human brain and its
sensory pathways, including neural connectivity and neurotransmitter
concentrations, in vivo e.g., through new medical scanning procedures
we can achieve what amounts to a purely biological measure of
intelligence. Do you think that such a measure will ever be wholly
sufficient, or do you think that refinement by performance-based tests
will always be necessary?
Arthur Jensen: Im not at all sure about intelligence, which is a
poorly defined term, but the g factor, I believe, will eventually be
explainable completely in terms of brain physiology along the lines
suggested in your question. Given the present technology and with a
concerted effort this could probably be accomplished within the next
two or three decades. And it will be possible to measure g physically
in terms of brain variables. The practical measurement of abilities,
however, may remain at the psychometric level, because of its
demonstrated practical validity and ease of obtaining measures, as
compared with MRI brain scans, PET scans, evoked potentials,
laboratory tests of brain chemistry, etc. Performance-based tests
will always be necessary for assessing learned skills and achievements
(for which the rate and depth of acquisition will inevitably be
related to g as well as to motivational and personality variables and
environmental circumstances). But much of what is now under the
purview of psychometric assessment will be taken over by chronometric
measurement, which will have more scientifically meaningful links to
brain physiology than do conventional psychometric tests (see my
answer to Question #31).
Question #6:
Chris Langan: Certain high-ceiling intelligence tests, generically
called power tests, are composed of extremely difficult items
requiring higher levels of problem-solving ability than the items on
ordinary IQ tests. Since these items usually have no known algorithms,
their solutions cannot be looked up in a textbook, and where subjects
do not know each other, one must rely on intrinsic problem solving
ability. However, by virtue of their difficulty, these problems take
longer to solve sometimes days or even weeks. Accordingly, power tests
are untimed and unsupervised. This opens the door to factors like
motivation and persistence, which are not among the factors primarily
measured by standard IQ tests. On the other hand, virtually every
significant intellectual achievement of mankind has involved these
factors in great measure. So why does the psychometric community still
pay no attention to power tests or the statistics derived from them?
Arthur Jensen: There are many power tests (i.e., non-speeded or
untimed tests) in psychometrics, although not of the kind described in
this question. Such tests would have little practical use, although
they could be of scientific interest in studying the nature of
high-level problem solving. But people even capable of taking such
tests could be identified with some conventional tests, such as a
combination of the Advanced Raven Matrices and Termans Concept Mastery
Test. People with high scores on such tests can demonstrate their
problem solving ability in their careers. What is the need for prior
selection? They can make it into college and graduate school if
theyve got high IQs, and it will be their virtually unique
constellation of traits (g + special abilities + motivation +
character, etc.) that will determine whether the will, first of all,
identify important problems, and secondly, be able to sole them or at
least materially contribute to their eventual solution. Solving
problems, or even thinking up problems, for which there are presently
no algorithms, takes us into the realm of the nature of creativity.
There are as yet no psychometric tests for creativity in a nontrivial
sense. We cant (yet) predict creativity or measure it as an
individual trait, but can only examine its products after the fact.
At present, there are much more tractable problems for research in the
realm of human abilities, the most important of which, I believe, is
discovering the physical basis of g.
References
4. http://www.indiana.edu/~intell/jensen.html
5. http://www.indiana.edu/~intell/eysenck.html
6. http://www.amazon.com/exec/obidos/ASIN/0275961036/megafoundation
7. http://www.amazon.com/exec/obidos/ASIN/0275961036/megafoundation
8. http://www.amazon.com/exec/obidos/ASIN/0684824299/megafoundation
9. http://www.amazon.com/exec/obidos/ASIN/0801853028/megafoundation
10. http://www.amazon.com/exec/obidos/ASIN/019852417X/megafoundation
11. http://www.amazon.com/exec/obidos/ASIN/0521382750/megafoundation
12. http://www.amazon.com/exec/obidos/ASIN/0465014542/megafoundation
13. http://www.amazon.com/exec/obidos/ASIN/0521352878/megafoundation
14. http://www.amazon.com/exec/obidos/ASIN/0898622018/megafoundation
15. http://www.amazon.com/exec/obidos/ASIN/0195128796/megafoundation
16. http://www.amazon.com/exec/obidos/ASIN/1583484388/megafoundation
17. http://www.amazon.com/exec/obidos/ASIN/0465014542/megafoundation
http://www.megasociety.net/NoesisNov/JensenPartII.htm
Question #7:
Christopher Langan for the Mega Foundation: In science, theories and
the definitions comprising them are required to have models, and these
models are required to fit into an overall model of reality. For
example, in physics, the predicate velocity must be semantically
connected to real physical objects in relative motion, which must in
turn be embedded in a model of space and time supporting a
mathematical definition of motion (e.g. the analytic geometry of
classical mechanics). But this becomes problematic with respect to
psychological predicates with subjective components for which we lack
objective models, e.g. consciousness, qualia and emotions.
Intelligence, which is studied strictly in terms of its effectual
correlates, is to some extent such a predicate. Can we achieve a true
understanding of intelligence without a model of reality transcending
the absolute separation of mind and body associated with Cartesian
dualism?
Arthur Jensen: This is a profound question and gets right at the
heart of many of the problems of psychology and making it truly a
natural science. Of the important variables in psychology,
intelligence is one of the few that may lend itself to being
researched strictly as a natural science. Much of present-day
psychology is, at best, a kind of applied technology, some of it
highly useful. But even more of psychology is a kind of shamanism,
which will always be here in one form or another, with a relationship
to science much like that of alchemy and astrology. Unfortunately
this pseudo-scientific kind of psychology, is the only side of
psychology known to the general public, and it is something of an
embarrassment to those who are striving to advance psychology as a
natural science.
A Serious part of the problem is the importance of measurement in the
sense of measuring the behavioral phenomena of interest by means of
true physical scales, i.e., a ratio scale that is standardized to be
invariant across earthly time and space, so that something measured
in, say, Bombay in the year 2001 can be directly compared with
something measured in New York in the year 2050, just as we can say
that the average height of 18-year old male U.S. Army recruits in 1916
was, say, 59 and in 2000 was 510. There are almost no psychological
variables that can be measured on such a true scale on which values
can be expressed as ratios or on which nominally equal differences
between pairs of values in different ranges of the scale can be
treated as truly equal intervals. The mathematical and statistical
treatment of data without these true scale properties is thereby
seriously handicapped.. The most natural scale of true measurement
for some psychological variables, e.g. mental abilities, is in units
of time. It is now well established that certain kinds of timed
performance, measured in seconds or milliseconds, are correlated with
scores on psychometric tests, which are best ordinal (i.e.,
rank-order) scales of performance. I believe further developments in
the use of time-measured psychological variables, such as various
reaction time and inspection time paradigms (see Chapter 8 in The g
Factor), can help to advance truly scientific research on individual
differences in mental abilities. (See my answer to Question #31.) Of
course, psychology as a natural science can have no use for mind-body
dualism. I think I was born opposed to that notion.
Question #8:
Chris Langan: As academic performance falls, there is a growing
tendency among educational theorists to claim that there is no such
thing as a bad student, only bad teachers (common sense, of course,
says that there are both). Learning theory, currently the vogue among
educators, distinguishes the different learning styles of students and
offers various prescriptions for helping students perform up to
capacity. I was recently told by several graduating teachers that (1)
IQ is rapidly becoming a forbidden topic in educational curricula, and
(2) the current vogue is a combination of brain-based learning
(inspired by the Multiple Intelligences model) and cooperative
learning, in which students with different learning styles (e.g.
graphic, visual, auditory or kinesthetic) contribute to each others
learning process. What is your take on these strains of learning
theory? Do they constitute a valid approach to the problem of
declining scholastic achievement?
Arthur Jensen: The purported decline in academic performance in
schools and colleges is a terribly complex phenomenon to get a handle
on for serious discussion. It undoubtedly has many causes, mainly
associated with the very concept of universal education and the
difficult transition from different kinds and levels of education for
different segments of society and an increasing uniformity of
education for the entire population. Individual differences in
abilities are largely ignored by the educational system and the
conspicuously continuing effects of their presence in the educational
process therefore has given rise to forms of denial that blames
teachers, curricula, and institutions. It has also given currency to
theories that deny or minimize the reality of individual differences
or attributes their causes to supposed faults of the schools and of
society in general. The now known scientific facts about individual
differences ( and I emphasize the word individual here) have to be
faced and dealt with in the design of education. (Group differences
basically are simply aggregated individual differences.) In general,
a much more highly diversified educational system is call for. It is
still too early to give up trying different approaches to discover
just how the required diversity can be accomplished. But each of the
proposed approaches must be clearly described and its results assessed
in the nature of a true experiment. Educational practices tend to be
a parade of fads and we see new ones come around every year to replace
last years. Few if nay of these trial balloons face the real problems
confronting public education. In the whole scene, I believe the
individual classroom teachers are the least deserving of blames.
Question #9:
Chris Langan: The founders of Mensa, regarded by many as the original
high IQ club, complained that the group had forsaken its original
purposethat instead of pooling its intellectual talent to solve the
most urgent problems of society, it had fallen into aimless
socializing and dilettantism. Since then, a small number of more
rarified groups, known collectively as the UltraHIQ Community, have
advocated a return to the original vision. What is your opinion
regarding the concept of a pool of intellectual talent based strictly
on high levels of g and dedicated to finding solutions for some of
societys more urgent problems?
Arthur Jensen: Its hard to imagine how a group of high-IQ people with
little else in common besides their IQ and probably differing in many
other ways perhaps even more than a random sample of the population
can do much to effect social change or carry out and large project
with a unified aim. On the other hand, a group of persons with a wide
range of IQs from average to very high who have come together as a
group because they all have a similar philosophy and some realistic
goal based on it could be a force for some concerted kind of
achievement. If there were a subgroup of UltraHIQ individuals all
with a similar vision, aim, and dedication to achieve their common
purpose, that would be something!
But I wouldnt apologize in the least for any High-IQ society that was
intended as a purely social organization that qualified people could
join simply because the find each others company more congenial than
that of most of the people they would be apt to meet in other social
groups. I suspect that the zone of tolerance for the intelligence
levels of ones friends and spouses is probably, at the outside, about
ones own IQ +/- 20. People in the upper-half of the IQ distribution
are more closely assortative in this respect than are those in the
lower half. In the general population, spouse similarity in IQ is
about the same as full-sibling similarity. Assortative mating for a
given trait has the effect of increasing the genetic variance in that
trait in the offspring generation. It is estimated that some 15 to 20
percent of the population variance in IQ is attributable to the effect
of assortative mating.
Question #10:
Chris Langan: Intelligence is about solving problems. Because
problems consist of constraints to be satisfied by their solutions,
those with high IQs are good at working within the bounds of more or
less complex constraints. Yet some problems, especially those
involving lateral thinking, require creativitythe ability to break
free of apparent constraints. So to some extent, attributes like
creativity, novelty and originality seem paradoxically related to
intelligence. Have we had any success in relating creativity to IQ,
and specifically to g?
Arthur Jensen: About all I can say on this is that the level of g
acts as threshold for the possibility of creativity and that this
threshold differs somewhat for different fields of creativity,
particularly to the extent that the filed calls for a special talent
that somewhat outweighs the relative importance of g. The main reason
that a fairly high level of g acts as a threshold is that to be
creative in most fields, one has to master the basic knowledge,
techniques, and skills needed just to be able to work in the field, to
say nothing of being creative in it. The cognitive demands on
achieving the essential level of mastery of the working tools are
typically considerable and are often highly g-loaded. Hence you dont
find truly creative scientists, writers, musicians, etc., with low or
even average IQs. A music composer, for example, must master such
abstract and complex subjects as harmony, counterpoint,
orchestrations, and so on — all g-loaded subjects. Plus an
incredible amount of assiduous practice, so that much of this
knowledge and skill repertoire becomes automatized, thereby freeing
the individual for creative expression. Read the biographies of any
of the importantly creative people in history and youll find that the
prerequisites and necessary personal conditions for creativity are
above-average g plus an unusual capacity for work and persistence in
the face of difficulty or adversity.
Question #11:
Chris Langan: Many people believe that genius and insanity are
closely related. Indeed, history provides numerous examples of
creativity and insanity or (near-insanity) in close conjunction.
Statistically, does intelligence correlate either positively or
negatively with any kind of insanity or mental instability?
Arthur Jensen: The supposed relationship between creativity and
mental disorder has been well researched and is proven to be a fact.
Depression and bipolar disorder have a high incidence among creative
writers and artists than in the general population; schizothymic
characteristics are somewhat more frequent among philosophers,
mathematicians, and scientists. The late Professor Hans J. Eysenck
hypothesized a trait he called psychoticism which he thought is an
essential ingredient in major-league creativity. Psychoticism is not
itself a psychiatric disorder or disabling condition (although it is
associated with a proneness for such), but a constellation of
intercorrelated personality traits, most of which I have found in
virtually every famous creative genius Ive read about. Eysencks
theory and the evidence for it is the most interesting I have come
across in this field. This is a complex subject and I couldnt
possibly do it justice by trying to explain it all here, but I will
recommend the following two books, which are the best Ive come across
on this topic:
[8]H. J. Eysenck, Genius: The Natural History of Creativity. 1995,
Cambridge University Press.
[9]M.A. Runco & R. Richards (Eds.), Eminent Creativity, Everyday
Creativity, and Health. 1998, Ablex.
References
8. http://www.amazon.com/exec/obidos/ASIN/0521485088/megafoundation
9. http://www.amazon.com/exec/obidos/ASIN/1567501753/megafoundation
http://www.megasociety.net/NoesisJan02/JensenPartIII.htm
Question #12
Chris Langan: Even IQ tests with moderate ceilings can be upwardly
extrapolated, and there exist experimental high-ceiling tests that
appear to have much higher ranges than standard IQ tests when
anchor-normed on those same standard tests. Indeed, whatever the
limitations on its measurement, there would seem to be no a priori
ceiling on intelligence itself. Yet, some claim that the very idea of
an IQ in excess of +4s is meaningless. In your opinion, can it be
fruitful to consider IQs in excess of +4s? What, if any, is the
absolute upper limit on the measurement of IQ?
Arthur Jensen: I believe we have no means at present of determining a
ceiling for intelligence or for extrapolating existing scales to a
theoretically derived ceiling. Im not even sure if the idea of a
ceiling for intelligence is a meaningful concept. An upper limit for
the measurement of g may be more meaningful and +4s (IQ of 160) may
well be the highest level in which we can have much confidence that it
is g that is being measured. It has long been known that various tests
become less g loaded the higher one goes in the IQ distribution. That
is, if we gave a large battery of diverse tests to people with IQs
above, say, 120 (i.e., the top 10% of the population) and to people
with IQs below IQ 80 (the bottom 10%), we will find that the
correlations among the tests are considerably smaller in the high IQ
group than in the low IQ groups, and consequently the tests have less
in common (i.e., their general factor g) and hence lower g loadings in
the high than in the low group. This appears to be quite a linear
effect as we move up the IQ scale. If the IQ scale were a true
interval scale (we only assume it to be such), we could extrapolate
the linear trend to the point at which g loadings = 0. That, then,
would be the ceiling of the g factor. High IQ persons abilities become
more highly differentiated and specialized, hence are less correlated
with one another and afford a weaker basis of prediction of any
particular ability from a knowledge of the individuals standing on
some other ability. Yet this diverse or differential development of
mental abilities itself seems dependent on the possession of a fairly
high level of g, in the sense of superior performance on the kinds of
tests that are the most g loaded.
The problem in researching the uppermost region of human abilities is
that the further we go above the mean IQ, the smaller is the
proportion of the population that we can obtain as research subjects,
and, since research in this field depends a lot on statistical
inference, we would find it exceedingly difficult, or even impossible,
to obtain large enough subject samples to permit statistically
significant conclusions. The more highly selected the subject sample,
the smaller is the variance of the test scores and their reliability.
There are more tractable and scientifically more important things to
be researched at present. Because there is little if any practical
value in measuring ability levels above the 99th percentile in the
general population, hardly anyone, least of all the producers of
mental tests, is interested in doing so. The only interest I have ever
seen has been among some members of the high IQ clubs that are
offshoots of Mensa. I once tested a group of some 20 to 30 volunteers
from Mensa. On a standard psychometric test they averaged about 20 IQ
points or so above the average of U. C., Berkeley, undergraduates. I
was interested in whether the Mensa subjects would also show faster
reaction time (RT) than Berkeley undergrads, who on our RT averaged
about +1 s above the general population mean on such tests. The Mensa
subjects averaged considerably faster RT than the Berkeley students.
The fact that RT is monotonically related to IQ throughout an
80-points IQ range, from about IQ 60 to at least IQ 140, suggests that
it might be a useful tool in studying the upper reaches of ability,
strange as that may seem. But of course there is a physiological limit
to RT, determined in part by the limits on time for sensory
transduction of the stimulus and afferent and efferent nerve
conductive velocity. But RT has the advantages of measurement on a
ratio scale and also of being based on the very same test at all
levels of IQ (beginning at a mental age of about 3 years, below which
subjects typically have difficulty in performing the RT tasks without
training).
Question #13
Chris Langan: Intelligence is the ability to reason, i.e. to solve
problems. Problems are solved according to procedural schemata called
algorithms. Algorithms can be learned. Ergo, intelligence can to some
extent be learned. Equivalently, a mathematician specializing in
neural networks might say that since the intelligence which becomes
crystallized in synaptic weighting patterns is algorithmic in both
form and content, neural nets can be trained for intelligence. The
brains of children undergo structural development, and even adult
brains retain a certain amount of neural plasticity. So even though
statistics indicate that IQ tends to be stable throughout the human
lifespan, does it remain possible that under the proper conditions, IQ
can to some extent be learnedthat a protean set of high-level
algorithms can be burned into cerebral synapses? Would such an IQ
boost necessarily be hollow with respect to g?
Arthur Jensen: Yes, certainly. Various thinking or problem-solving
algorithms can be trained and even automatized through extensive
practice. These phenomena are associated with neural plasticity and
the innate capacity for learning. It is individual differences in
these brain attributes, rather than the acquisition of specific
algorithms for thinking and problem-solving per se, that are the basis
of the g factor. Algorithmic training is remarkably specific to a
particular subject-matter and has surprisingly little transfer beyond
the material on which it has been trained. This is one of the problems
with most conventional IQ tests, verbal and nonverbal tests alike: two
things are being measured: g + learned algorithmic thinking and
problem-solving skills, and these are completely confounded in the
total score on the test. Chapter 10 in [9]The g Factor deals with just
this problem, which is described as the confounding of the vehicle
(e.g., the knowledge and skill demands of a particular test) for
measuring a given construct and the construct itself (e.g., the g
factor). This is a big problem, often insufficiently recognized by the
users mental ability tests. It is much less a problem in explicit
achievement tests. A test in algebra, for example, may be a poor way
of assessing g, but a good way to find out where a person stands in
knowledge and use of algebra. If everyone tested had taken equivalent
courses in algebra, the scores on the algebra test would also be quite
highly g-loaded (i.e., correlated with g). For persons who have
completed high school, tests of reading comprehension measure g about
as well as most IQ tests, except for true dyslexics. One of the
potential advantages of chronometric tests (e.g., reaction time and
inspection time) is that they have some g loading yet have virtually
no intellectual or algorithmic content. Their disadvantage is that
they also measure, besides g, a large component of purely
sensory-motor abilities that fall entirely outside the domain of
mental abilities (as shown by their lack of correlation with any other
kinds of cognitive tests).
The learning of problem-solving and other algorithms is crucial in
most realms of intellectual work and it can be inculcated to a
considerable degree through training. It may even improve certain test
scores to some extent. But this is not the same as improving whatever
it is that makes for g. In fact, the level of algorithmic complexity
that can be acquired is limited by an individuals level of g. Before
children are exposed to any kind of maths, for example, one can make
fairly good predictions on the basis if IQ of which ones will or will
not top out in various levels of higher abstract mathematics,
regardless of educational opportunity, effort, and the like. Only
persons in the top 15% of the IQ distribution are employed as
mathematicians; that seem to be the absolute minimum threshold for
this occupation. Many students entering college whose ambitions are to
be rocket scientists or engineers soon discover they cant make the
math requirements despite their most earnest efforts to do so.
Question #14
Chris Langan: In [10]The g Factor, you state (regarding the Flynn
Effect) that Whatever causes the rise in IQ, it has its greatest
effect on those at the lower end of the scale, with a corresponding
shrinkage of the standard deviation. However, since it is unclear how
adult IQ scores above 100 were normed on older IQ tests that relied on
mental age, it is unclear whether the distribution to which you refer
is that characterizing ratio IQ or deviation IQ, where ratio IQ is
thought by some theorists to be lognormally rather than normally
distributed (e.g. Vernon Sare, University of London, 1951). Can you
clarify this point?
Arthur Jensen: The Mental Age/Chronological Age, or 100(MA/CA) = IQ,
has been virtually defunct since the 1940s. All professionally
constructed and published IQ tests today are based on deviation IQ
[i.e., z = (Raw Score – Mean )/SD, and IQ = 15z + 100]. The ratio IQ
becomes increasingly suspect as children get older. It is based on the
presumed (or demonstrated) linear relationship of the tests raw scores
to CA. But this relationship begins to depart from linear at around 12
to 13 years of age, and after age 15 (it used to be 16) it is so
nonlinear that the MA/CA ratio becomes increasingly meaningless with
increasing age. Often the raw scores on a test are converted to
normalized z scores and then converted to IQs, ensuring that the IQs
are normally distributed; at least in the standardization sample. If
we assume that intelligence should be normally distributed, and if the
IQ distribution is made perfectly normal (i.e., Gaussian), then we can
claim that IQ is an interval scale. But the assumptions are the
critical joker in this line of reasoning. There is nothing that
actually compels these assumptions; they are merely plausible and
statistically convenient.
The best single study of the Flynn Effect (i.e., the secular rise in
IQ over the past several decades) was done in Denmark with military
conscripts. The lower portion of the IQ distribution showed larger
gains than the higher end, probably because in the more recent decades
more of the lower portion under the bell curve received more
educational attention and better education, and also probably better
pre-and post-natal health care and nutrition.
As raw scores on mental tests are based simply on number of correct
answers (a function of item difficulty, i.e., percent of population
passing an item), which constitutes only an ordinal (rank-order) scale
of ability on the given test, any transformation of the scale —
normal, lognormal, hypergeometric, or whatever — really has the same
status as an ordinal scale, i.e., the raw scores or any transformation
of them could just as well be treated as ranks. These can be converted
to percentile ranks, a given percentile simply indicating the percent
of persons in the standardization group that fall below a given raw
score (number right). These percentiles can also be transformed to
normalized or lognormalized scores (or any other transformation) if
one wants to make assumptions about the form of the distribution of
the latent trait (e.g. intelligence) in the population; but not an
iota more of real information in conveyed by these transformed scores
than is present in the ranked scores. Now if our measure were true
physical measures (i.e., a ratio scale) but were expressed as ranks,
their rank order would covey less information than the raw scores
themselves. A true ratio scale (e.g., height, weight, reaction time)
is a necessary and sufficient condition for describing the form of
their distribution in a given population or random sample of some
specified population. Thats why the Flynn Effect for the increase in
the average height in the population has not created any controversy
as it has in the case of IQ. By having a ratio scale, the phenomenon
and its magnitude are clearly established by the raw measurements,
whatever may be their cause. But no one argues, Is it really height
that has increased? That is the whole argument about the Flynn Effect
and IQ — is it really intelligence that has increased, or only test
scores? When we get true ratio scales of mental abilities, we will be
able to answer the kind of question you are asking. The scientific
study of developmental trends in mental growth is greatly handicapped
by our lack of true ratio scales, without which the shape of the
growth curve of mental test scores is almost meaningless beyond saying
it is positively monotonic between any two points on the scale of
chronological ages, up to about age 20.
Question #15
Chris Langan: Why are IQ’s measured on relative scales rather than in
absolute terms? Saying that someone is brighter than than 99% of the
population is no more meaningful than saying that someone is taller
than 99% of the population. While raw scores on tests containing items
of low to moderate complexity provide an absolute measure of sorts,
they seem only indirectly related to intellectual speed and power. The
solution times of various problems, or the most complex problems
solvable without time constraints, would be more direct measures of
speed and power and thus more acceptable as absolute metrics. Are
there other absolute measures of intelligence, and if so, how do they
relate to IQ?
Arthur Jensen: This is a continuation of the previous question. I
think it quite informative to know a person’s percentile score
(assuming it as accurate), as it tells you where that person stands
with reference to some “normative” group on the trait in question. A
pediatrician can rather precisely measure an infant’s head
circumference with a tape measure (a ratio scale), but to interpret
this measurement he needs to look it up in a table of norms giving the
percentile equivalent of that measurement (and its standard deviation)
for the average infant of the same age. The only absolute measures of
intelligence I know of that are behavioral are various forms of
reaction time (RT) and inspection time (IT) measures, which we know,
are related to IQ because of their significant correlations with IQ.
Interestingly, the longer the average RT for a task beyond about 1
second (for young adults), the less it correlates with IQ. In more
complex tasks that take much more than 1 second to perform, other,
noncognitive factors enter in and “dilute” the RT measure with sources
of variance that do not represent whatever we mean by general
intelligence. Physiological measurements, which are a true scale, such
as latency and amplitude of the evoked brain potentials and rate of
glucose uptake by the brain while solving a problem (measure by PET
scan), and (in one study) the brain’s pH level, are all correlated not
just with IQ, but with the g factor per se. A combination of such
chronometric and physical variables will one day yield ratio-scale
measures of mental ability that are scientifically more meaningful
than those obtained from conventional IQ tests. The details of this
topic form, in part, my answer to [11]Question #31.
Question #16
Chris Langan: On most IQ tests, ceiling effects begin to occur above
the two-sigma level. Thus, ceiling effects can occur before deviations
from a Gaussian distribution become significant, effectively obscuring
the deviations. But for (e.g.) blacks, the ceilings are high enough
(in standard deviations) that significant differences ought to be
apparent and measurable. E.g., if the SD for blacks were 12.75 (85/100
X 15), the 5 SD level would come at IQ 149 and the 4.75 SD level (one
in a million) would be IQ 145.56. So blacks should be ideal for
studying the differences between ratio IQs and adult deviation IQs,
which seem to approximate lognormal and normal distributions
respectively. However, this raises some questions: is the black IQ
distribution normal, lognormal or Pearson Type IV, i.e. “abnormal”?
How has the Flynn Effect acted upon the black IQ distribution (where
insulated from the heterotic effects of miscegenation)?
Arthur Jensen: This is a clever thought, although it has become
increasingly difficult to get IQ data on blacks, at least in
sufficient numbers to study the top-level percentile in the black
population. In light of what I said in my answers regarding scales and
distributions, I don’t think it would be fruitful to pursue this issue
with conventional tests. I have looked at a great many distributions
of both white and black IQs in whole school populations. The black
distributions generally resemble the Pearson Type IV Distribution; it
is considerably skewed to the right. Not as much, if any, theoretical
significance can be attached to this observation as would be possible
if the mental measurements were a ratio scale.
Question #17
Chris Langan: It has been argued that the deviations from a normal
curve that occur among child IQs are simply a function of varying
rates of mental maturation. Thus, while the distribution of childhood
ratio IQs looks closer to lognormal than normal, and while the
distribution of some adult indices like AGCT-derived IQ scores shows a
frequency pattern agreeing closely with childhood ratio-IQ
distributions, the distribution of adult IQs is Gaussian. Now, if
specific individuals tend to regress toward the mean as they mature
but the overall distribution remains the same as it is for children,
then there must be “late bloomers” who rise to take their places in
order to keep the upper ranges of the distribution populated. Has this
phenomenon been studied? Do very high adult ratio IQ’s appear with
greater-than-Gaussian frequency as they do with children, or are the
distributions different?
Arthur Jensen: Yes, the variation in IQ (or relative standing in some
normative group) as individuals grow up from about age 2 (when IQs are
first reliably measured) to maturity has been studied quite
thoroughly. (The subject is treated at length in my book [12]Bias in
Mental Testing, Chapter 7, 1980 Free Press). (Also see [13]The g
Factor, pp. 316-318.) Individuals’ IQs fluctuate rather randomly up
and down throughout their development, but become increasingly stable
with each successive year. This has been studied by looking at the
matrix of correlations betweeen IQs measured every year from age 2 to
age 18 or so. The correlations are increasingly higher as a function
of age. Many early bloomers and late bloomers exchange their positions
in the IQ distribution, and in about equal numbers. Hence the overall
distribution of IQs remains fairly constant throughout the entire
developmental period.
Question #18
Chris Langan: It seems that research on the profoundly gifted has not
only been very limited, but that virtually none of it addresses the
question of how society can bring out the best in its brightest
members. One of our members, Bob Seitz, asks: During my years with
NASA and Georgia Tech, I casually wondered why there didn’t seem to be
a national registry of the very brightest, with attention to their
needs and their encouragement. But when, two years ago, I finally
discovered the ragged state of affairs vis-a-vis our brightest, I was
shocked.
It seems that as IQ’s rise from 75 to 125, dramatic changes occur in
life outcomes and socioeconomic statuses. But once intelligence
exceeds the upper part of that range, there seems to be little
correlation between IQ and success in even the most demanding
intellectual pursuits. This raises the possibility that high-IQ types
are being neither allowed to fully utilize their potential nor
rewarded in proportion to their abilities. One might expect this to
detract from their enthusiasm and level of performance. But even
though the costs to society may be immeasurable, no one seems to be
addressing or investigating the situation. Do you have any opinions on
this matter?
Arthur Jensen: This all goes back again to the fact that achievement
in a multiplicative (not additive) function of a number of critical
traits, of which g is only one, though a very important one. Given a
range of IQs sufficient for everyone within that range to be able to
learn the “tools of the trade”, then other personal factors become
more critical determinants of achievement. The more unusual the
achievement, the greater the number of different factors that have
acted multiplicatively to produce it. People do not tend to undervalue
intelligence so much as they undervalue the other multiplicative
traits that enter into achievement. Our expectations for achievement
are weighted too much for then effect of IQ and not enough for other
valuable traits. Because of its threshold nature, however, a low IQ is
a handicap, and even more so in our modern technological society than
in the more agrarian past. Higher IQ is always an advantage in the
multiplicative combination of factors required for outstanding
achievement. One of the things most lacking in education, and often
also in parental upbringing today, is inculcation of the kind of
values, including self-discipline, that are among of the essential
ingredients in the multiplicative formula involved in outstanding
achievement.
Question #19
Chris Langan: Aside from social ineptitude, perhaps the trait most
often associated with IQ > +4s is being a multimillionaire (Bill Gates
is a frequently-cited example). It seems that when the hyper-gifted
turn their hands to making money, they succeed in spades. But with
respect to social utility, this is often a waste. We need cures for
cancer, better ways to relate to each other, cures for Alzheimer’s and
Parkinson’s Diseases, a marriage between general relativity and quantum
mechanics. In short, we need real works of genius. But even though
society has a vested interest in fully utilizing the talents of its
geniuses, it continues to let itself be vastly outbid for their
services. We encourage real geniuses to squander their potential on
what often turns out to be pointless, inflationary acceleration of the
financial treadmill while discouraging those without academic
credentials from participating in the social and intellectual
mainstream, relying on the survivors of academic bureaucracy to solve
our most urgent problems. Unfortunately, academic politics is not a
valid test of intelligence. Is there any effort to understand what’s
going wrong in this area?
Arthur Jensen: I believe that, generally, multi-billionaires do have
plenty of “social utility” –the Rockefeller, Ford, Carnegie,
Sloane-Kettering, and Mellon foundations, for example, not to mention
the industries, jobs, and their products that have benefited the whole
society are indeed a boon to the whole society. These foundations
built on the fortunes of these billionaires are responsible for many
of the grants made to researchers working on Alzheimer’s, Parkinson’s,
caners, AIDS, and a great many other medical and humanitarian
enterprises. The industrial and financial achievements on the scale of
Gates, Rockefeller, Ford, Etc., it seems to me, are highly worthy of
our admiration.
I do agree that in today’s world, especially in the United States, the
job market places too much emphasis on academic credentials, and not
enough on the assessment of actual abilities. If I had to choose
between knowing a job applicant’s IQ or level of education, I’d pick
the IQ, assuming the job doesn’t require some specialized skills that
can only be acquired in college or graduate school. In today’s world,
however, one has to wonder about a high IQ individual who has not
finished high school or gone to college; one would want to know about
other achievements as well as their personality traits. In personnel
selection it is most valuable to have objective test scores both on g
and on subjects most relevant to the job as well as formal educational
credentials. They are usually in fair agreement, but when not, they
bear further looking into.
Question #20
Chris Langan: In working with some of the profoundly gifted, I’ve
encountered a few hints about how their extraordinary potentialities
become derailed. There seem to be major problems with the extremely
gifted in a society that isn’t geared to them, like the plight of an
eight-footer in a house with six-foot ceilings. How much attention has
been given to the social and emotional problems of the highly gifted
population?
Arthur Jensen: I know other psychologists who are better able to
answer this than I can, for example Professors Julian Stanley (John
Hopkins), David Lubinski, and Camilla Benbow (Vanderbilt). It is true
that most super-gifted children, especially as they approach
adolescence, are not as challenged or as happy about going to school
with their age-mates as they would be if they were entered into a
regular 4-year college with classmates who are six or seven years
older. The channeling that takes place in college and thereafter in
the world of work is such that people generally find themselves in the
company of others who are not all that different from themselves in
abilities, interests, and the like. The super-ability types usually
come to realize that people differ greatly in abilities, and that they
have to learn to live with this fact gracefully. Those who don’t learn
this lesson pay a price. I haven’t yet seen a good case made for the
idea that people become maladjusted simply because of their having a
very high IQ. Although IQ and mental health have only a slight
positive correlation with each other, it’s not in the least surprising
to come across high IQ persons with emotional and inter-personal
problems. But I doubt that any disability can be blamed on a person’s
having a high IQ per se.
I do feel sorry for those children whose parents have been told that
their child is gifted and never let their child forget it for one
minute. (The singled-out child’s siblings suffer as well in this
case.) It’s interesting to read the later volumes of Terman’s Genetic
Studies of Genius (based on subjects selected as school-age children
with Stanford-Binet IQ>139). A large majority of these “Termanites”
became fairly ordinary adults and some were less successful in life
than are many persons of average IQ. I have heard some educators
express concern that something must have gone terribly wrong in the
upbringing or education of many of the Terman group to cause the
average level of their apparent achievements as adults to be so
considerably less impressive than their IQ. But this IQ-achievement
discrepancy is exactly what one should expect in terms of the
multiplicative theory of achievement I have described in my answers to
some of the previous questions.
References
8. http://www.megasociety.net/MegaPress/index.html
9. http://www.amazon.com/exec/obidos/ASIN/0275961036/megafoundation
10. http://www.amazon.com/exec/obidos/ASIN/0275961036/megafoundation
11. http://www.megasociety.net/NoesisJan02/JensenPartIII.htm#Q31
12. http://www.amazon.com/exec/obidos/ASIN/0029164303/megafoundation
13. http://www.amazon.com/exec/obidos/ASIN/0275961036/megafoundation
http://www.megasociety.net/NoesisJan02/JensenPartIV.htm
Question #21
Chris Langan: As students, doctors and lawyers take tests like the
LSAT, their average IQs are found to be around 127, while in contrast,
mathematicians average around 140. Has any research been done relating
test scores to minimally acceptable professional performance in (e.g.)
medicine and law, as gauged by (e.g.) deaths attributable to
diagnostic error, cases lost, or judgments overturned? Since certain
studies have found that IQ is a better predictor of job performance
than educational credentials, shouldnt we (and our licensing bureaus)
be paying more attention to it? Is our failure to do so attributable
to affirmative action or other minority preference programs?
Arthur Jensen: Excellent question. Probably the answer to it might be
too politically incorrect for anyone to be able to risk the research
that could answer it, or to even obtain a grant to do such research.
There are plenty of anecdotes that one hears of, but I haven’t come
across any bona fide research studies that investigated the
relationship between test scores and performance catastrophes at a
professional level such as you mention. But it is hard to imagine that
such a relationship does not exist, since such a relationship has been
amply demonstrated by research on personnel selection in hundreds of
jobs in which test validity has been determined in terms of actual job
performance. The U.S. Employment Service, using the General Aptitude
Test Battery (GATB), has published the results of literally hundreds
of such test validation studies for predicting success or failure in
various job categories, not including doctors or lawyers or other
high-level professionals. And it is the g factor of the GATB that
carries most of the predictive power of this battery composed of
eleven diverse tests. It would be a safe bet that doctors (or other
professionals) who are fired because their performance is at a sub
threshold level of competence have a lower average IQ than the
competent majority of their profession. I intend to circulate this
question among some colleagues who are more expert on this topic than
I and will let you know if there are any studies that can provide a
more definite answer to your question. But the issue is so
contaminated by the need for political correctness that it may be
virtually impossible to obtain a valid answer in the present climate.
Question #22
Chris Langan: The generality of g reflects the fact that g is found in
conjunction with every other intelligence factor that, as you posit in
[3]The g Factor, it represents a combination of all of the
distributive criteria that contribute to intellectual processing
everywhere in the brain. Some of these criteria clearly have a genetic
basis, e.g. neural and synaptic density, neural conduction velocity,
neurotransmitter abundances and control mechanisms, glial density,
degree of axon myelinization and so on. Just as genetics dictates that
a rat is more intelligent than an insect and a man is more intelligent
than a rat, human beings differ in genetic constitution and may
therefore differ in these criteria. So g is biologically plausible as
well as empirically confirmed. But with the advent of the politically
correct Multiple Intelligences theory, it has fallen into disrepute
among educators and been rendered prematurely obsolescent. What is
your opinion of those who, being more enamored of political
correctness than common sense, deny the existence of g despite its
scientific basis? Do you see a light at the end of the tunnel?
Arthur Jensen: My answer to this question must already be obvious. The
“light at the end of the tunnel” is simply objective empirical
science. Those who would belittle the role of g in human cognition
could prove their case simply by showing that their tests, or
measures, or assessments of “multiple intelligences” are more highly
correlated with any important “real-life” criteria independently of g
than those criteria are correlated with g alone. But most researchers
of “multiple intelligences” don’t actually measure anything at all.
Their claims are based on purely literary, armchair psychology. So
there is no means of putting their theories to an empirical test. It
is simply non-science and just a part of the passing parade of
untested notions that so frequently attract educators and dilettantes.
That some of these fads are also perceived as PC, of course, adds to
their popular attraction.
Question #23
Chris Langan: With each passing year, it seems that popular culture
places a lower value on high intelligence. Intelligent or studious
children are called geeks, while intellectual mediocrity is regarded
as cool. So shamelessly do the popular media encourage this perception
that it sometimes seems as though the human race is being
systematically lulled into a state of intellectual degeneracy. In your
opinion, will this trend ever be successfully counteracted? If not,
what do you foresee as the long-term effect on the distribution of
intelligence in the general population?
Arthur Jensen: The trend you describe will be (or is already being)
successfully counteracted in some other countries, and as a result,
unless we soon get our own house in order, we’ll be the
losers–scientifically, culturally, and economically. There is nothing
in the Book of Nature that says the USA is automatically immune to the
possibility of devolving towards the conditions of Third World
countries. The advancing front of future civilization may well
gravitate eastwardly. I can’t say I ever really understood Oswald
Spengler, but the title of his famous book (Decline of the West, Ed.)
seems prophetic. But I don’t worry about it as long as civilization
will be preserved and developed somewhere on earth.
Question #24
Chris Langan: There is a certain amount of evidence supporting the
hypothesis that intelligent people, being better able to fill their
lives without raising families, are having fewer children.
Unfortunately, for every socially responsible, intelligent person who
decides to postpone or forego childbearing, ten others, many with
lesser genetic endowments, stand ready to fill his or her place in the
gene pool with their own progeny. Insofar as the net result would
appear to be dysgenic, is it ethical to continue to let this happen?
Arthur Jensen: Yes, it is likely that there is a dysgenic trend in g
level, at least in the USA. A plausible case can be garnered from U.S.
Census data over the last 3 decades. I don’t know whether it is or
isn’t ethical to neglect seriously investigating the possibility of a
dysgenic trend or, if it indeed exists, to do nothing about it. But a
dysgenic trend that affects the overall level of g in the society
would have ill-fated consequences for this country’s future welfare,
to say the least. Three facts have to be much more generally
understood: (1) There is a g factor, (2) the distribution and overall
level of g in the population is causally related to the level of
civilization and the quality of life in a modern society, and (3) g is
highly heritable (i.e., influenced by genetic factors). Given these
facts, a conclusion regarding dysgenics would depend on examining
birth rates in different segments of the distribution of the g factor
in the nation’s population. Depending on the conclusions from this
examination, it will be up to informed public opinion and the public
will need to decide what, if anything, should be done, or could be
done, about it in our free society.
Question #25
Chris Langan: Modern civilization grows increasingly dependent on
complex technology, and thus on people with the intelligence to
design, implement and maintain it. This places a higher level of
social utility on high intelligence, and thus on highly intelligent
people. This brings to mind a rather depressing joke: The problem with
the gene pool is that there is no lifeguard! Would intellectual
eugenics necessarily be a bad thing for humanity? Is there a danger
that this would lead to a Brave New World scenario?
Arthur Jensen: Right on target! “Brave New World” is of course pure
science fiction, which is invariably based on the science of the past
and rarely imagines anything like the actual scientific and
technological developments of the future. But there are even worse
scenarios – dysgenic ones – than are portrayed in Huxley’s novel. The
lower one-fourth (perhaps even the lower one-third) of the IQ
distribution, as we know its mental capabilities today, will have a
hard time finding gainful employment of the kinds that are needed in a
largely technological, information-intensive society. The USA is
already having to import workers, mostly from Asia, to fill these
kinds of positions, which would otherwise have to go begging for
applicants.
A serious question that is hardly ever put up for discussion is
whether a society should design itself in terms of the level of
ability (largely g) and work demands that could accommodate the vast
majority of its existing population or work toward raising the overall
level of ability to accommodate the increasing ability demands of our
trend toward a more technological and information-intensive society. A
number of symposia could be organized about this theme.
Question #26
Chris Langan: For some time now, Robert Plomin has been locating genes
associated with high IQ. The evolution of the human genome project
raises the possibility that even more of these genes will soon be
located. Meanwhile, genetic testing and engineering technology
promises to let people select their mates for complementary genetic
characteristics, and even to upgrade the DNA of their offspring in
vitro. Do you see this as harmful or beneficial to society?
Arthur Jensen: American behavioral geneticist Robert Plomin (now a
professor in the Behavioral Genetics Research Unit at the Institute of
Psychiatry in London, England), working with a large team of
colleagues specializing in genetic research, has already identified
several different sections of DNA (on chromosome #6) which reliably
differ between large groups of person of average IQ and of very high
IQ. This research is progressing at an accelerating rate as the
technology for identifying differences in specific sections of DNA
(not necessarily genes per se) is advancing rapidly. Inevitably many
more “IQ genes” will be identified within the very near future. No one
in the field is really surprised by Plomin’s findings, because the
heritability of IQ and of psychometric g (which is the main basis of
IQ heritability) has long been well established by the methods of
quantitative genetics based on the correlations of various kinships
reared together and reared apart. The importance of Plomin’s research
is that it yields specific information that will be used to trace the
pathways of genetic expression, i.e., discovering just how the
identified genes chemically affect the development of the brain
variables that cause individual differences in g. It is a necessary
complement to the approaches based on direct studies of brain
physiology, affording clues that narrow the search for the key causal
variables. Knowing precisely what a gene does and how it does it is a
major step toward understanding the workings of brain-behavior
phenomena. The history of such advances in scientific knowledge
strongly indicates that they most usually prove beneficial to
humanity. Plomin’s effort, I believe, is one of the most worthwhile
pursuits in present-day behavioral science.
Question #27
Chris Langan: It was suggested some time ago that pharmacological
methods, e.g. neurotransmitter loading, could boost mental
performance. More recently, the initial phase of the Human Genome
Project has begun to give way to the secondary proteomic phase, i.e.
tracing the biochemical pathways of genetic expression. As some of the
involved proteins are implicated in mental performance, new
IQ-boosting drug therapies may be discovered. Is there any reason to
be interested in genetic intellectual endowment when it may soon be
possible for the under-endowed to swallow higher intelligence in the
form of a pill?
Arthur Jensen: One important advantage of the purely genetic effects
on the development of intellectual functions, in contrast to
chemically induced effects in individuals, is obviously that the
genetic effects can be transmitted naturally from generation to
generation, whereas the chemical effects must be continually
reinstated anew in every generation. In a period of large-scale
catastrophe many of those who were dependent on the chemical treatment
would be deprived. I think it essential that the genetic mechanisms
involved in mental abilities to be further researched, because even
the discovery of effective chemical interventions for improving a
person’s level of g will depend in large part on an understanding of
the chemical pathways through which the genes affect individual
differences in g or other ability factors that may also be under
genetic influence.
Question #28
Chris Langan: Because genetic testing and engineering costs money,
only the wealthy can easily afford it. This raises the possibility
that intelligence will become increasingly correlated with
socioeconomic status that the central thesis of the controversial
bestseller The Bell Curve will be artificially amplified by genetic
tampering. Do you see this as a potential threat to social stability?
Arthur Jensen: This question raises serious concerns about the extent
to which, in a democratic society, the government should be involved
in control over science, its applications, and the lives of its
citizens in general. The thesis of The Bell Curve was met with
paroxysms of denial and it is doubtful whether the problem posed in
this question will, in the present political atmosphere, receive the
kind of serious discussion it deserves. The gap between the “haves”
and “have nots” in this country, to say nothing of the world at large,
is, I fear, already great enough to be “a potential threat to social
stability.”
Question #29
Chris Langan: Just as the human brain excels at certain intellectual
tasks, computers excel at solving other kinds of problem. Hence, the
idea of creating a superior intelligence by wiring together brain and
machine. Do you regard as ethical this potentially dehumanizing cyborg
approach to intellectual augmentation, which some regard as
inevitable?
Arthur Jensen: This still looks to me like science fiction. Many of us
are already quite tied to computers (I am in that condition at this
very moment!), although not through any direct line into the brain’s
circuitry. That possibility sounds a bit awful to me, but as a matter
of principle I won’t stop it if it became a reality. In my personal
philosophy I tend to be “pro-choice” all the way, and I only hope we
can preserve and promote that freedom!
Question #30
Chris Langan: As far as the evidence is concerned, the existence of g
is scientifically indisputable. But lets face it: this poses a problem
for minorities possessing statistically less of it per capita. After
all, if it is simply accepted that the mean IQs for colored people and
pure blacks are respectively one and two standard deviations below the
mean white IQ, employers and educators may be tempted to apply these
statistics in vocational and academic contexts, effectively leading to
discriminatory outcomes in which the minorities in question are
underrepresented. Accordingly, certain remedial principles of social
engineering are assigned a higher priority than the psychometric
findings themselves, resulting in reverse discrimination against
qualified people of European and Asian ancestry. Given that this
country is run by those with backgrounds in the social sciences rather
than in psychometrics, do you foresee any changes?
Arthur Jensen: I sense a growing tendency in our society in favor of
treating all persons as individuals, and I believe that increasingly
individual rights will trump group rights. The government itself
should not discriminate on the basis of race, ethnicity, national
origin, religion, sex, or sexual orientation. I believe the same
policy should be inculcated in the personal belief system of all
citizens. But of course this is one person’s ethical philosophy (and I
hope also that of a vast majority of Americans), although it has
nothing to do with scientific evidence. I believe that any kind of
quotas or discrimination in education or employment opportunities
based on an individual’s group membership rather than on that
individuals own characteristics only promote social conflict and
instability. A just society can help people in need without resorting
to discrimination on the basis of irrelevant criteria involving
group-membership. It also promotes ill will and social unrest if
members of minority groups have the perceptions that the majority is
not making a very real effort to shun group discrimination and to
treat people strictly as so-called “America’s race problem.”
Question #31
Chris Langan: Youre working on a new book. Can you please tell us
briefly what the working title is and what it will cover?
Arthur Jensen: The working title of the book I am presently writing is
“Mental Chronometry and Individual Differences.” It is not conceived
as a “trade book” in the least, but will be a highly specialized and
technical treatise for advanced students and professional doing
research in this field, or wanting to learn more about it. Mental
chronometry bridges the interface of brain and behavior and can
benefit both of these subjects of inquiry. To get a better hold on
brain-behavior connections, we need better behavioral measures of
individual differences than are provided by our present psychometric
tests that have no true scale and can only rank-order individuals. As
mentioned several times in response to previous question regarding
measurement problems, I believe we must measure individual differences
in mental abilities by means of true ratio scales, and these can be
made possible with mental chronometry. Models of brain activity built
on the time taken by various mental functions are already a venerable
area of research in experimental psychology and can provide a basis
for exploring the nature and dimensions of individual differences. The
burgeoning research literature on this is already surprisingly vast,
and it is a big job just getting it under control, even though I have
been working in this area for some 20 years. This research requires
very special instrumentation (now greatly aided by computers), and
individual testing of subjects under highly controlled laboratory
conditions. The time measurements obtained make much more sense in
relation to physiological and electro-physiological brain measurements
than do the ordinal-scale scores on psychometric tests. We are dealing
here with measurements in milliseconds, mostly in the range below one
or two seconds. These chronometric methods are of interest not only in
experimental and differential psychology, but are being increasingly
used in medical diagnosis and treatment. Chronometric variables are
fare more sensitive to subtle drug effects than are any psychometric
tests. Chronometric methods also can detect insidious brain conditions
long before they can be recognized through subjective self-awareness,
gross behavioral observations, or conventional psychological testing.
However, as a useful tool for studying individual differences in both
their normal and abnormal aspects, mental chronometry is still in its
bare infancy. I believe it should become a major branch of behavioral
science, and I hope my projected book will help it along this path.
Here is a link to one of the more difficult I.Q. tests, Ronald Hoeflin’s ‘Titan Test’
http://www.eskimo.com/~miyaguch/titan.html
_________________________
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