In response to:

Jensen and Flynn

Paulus Textor Wrote: Nov 27, 2012 11:27 AM
The idea of "intelligence" is virtually impossible to quantify, without assuming a certain amount of CONTENT to be tested. In other words, testing intellectual POTENTIAL is an almost impossible task. For example, suppose you had a young child named Albert Einstein, but you raised him in the 13th century Australian Outback, instead of 20th century Germany. He spends his youth hunting and gathering. You test him at age 18 by giving him an IQ Test that includes math problems he has never seen before. He rates an IQ of 80. Is the test valid?
True Conservative! Wrote: Nov 27, 2012 11:35 AM
A VAST over simplification! Of course, background relates to the test contents and influences the score. However, if you had taken that same outback Einstein and immersed him in European schools then the result would have been vastly different! And Einstein didn't do that well in actual studies!
Arley2 Wrote: Nov 27, 2012 12:24 PM
Which brings up an interesting thought. Maybe "intelligence" is related to context and we have a hard time measuring all possible contexts.

The "intelligence" that permitted the Outback natives to survive and thrive for many thousands of years in their environment might be different than the "intelligence" of a bright university student. But then I'm not sure I understand what basic intelligence consists of in the first place.
Paulus Textor Wrote: Nov 27, 2012 12:24 PM
TC, I think you make my points well.

Anyone who has followed the decades-long controversies over the role of genes in IQ scores will recognize the names of the two leading advocates of opposite conclusions on that subject-- Professor Arthur R. Jensen of the University of California at Berkeley and Professor James R. Flynn, an American expatriate at the University of Otago in New Zealand.

What is so unusual in the academic world of today is that Professor Flynn's latest book, "Are We Getting Smarter?" is dedicated to Arthur Jensen, whose integrity he praises, even as he opposes his conclusions. That is what scholarship and science are...

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