Wednesday, November 02, 2016

Does Scrabble Spell Doom For The Racial Hypothesis of Intelligence?


Hereditarian Science
When I oppose “hereditarians,” I am really concerned with only one specific aspect that many self-described hereditarians seem to share: their intriguingly confident belief that they have already found some kind of proof for a genetic cognitive gap between racial groups that has a certain magnitude and direction, which consequently explains scholastic and IQ test score differences among different ethnic groups. I will call this the “racial hypothesis” in this article, even though it is officially called the “genetic hypothesis,” because I do not want to leave the impression that I reject any genetically transmitted differences in mental (or any other) ability between any two populations. (I have previously theorized that the American black-white IQ gap could simply be a reflection of a high incidence of functionally mild neurological disorders among native black Americans, which tend to affect many more males than females: such a gender IQ gap reversal is less acute in black Caribbeans than black Americans, and absent in Africans, which could suggest that the disorder may have been inherited from mating with similarly affected poor whites during the time of slavery; it has nothing to do with race or evolution per se.)

Although I am therefore also skeptical about a radical global “environmental hypothesis” as the universal explanation for every single time there are any significant performance differences between populations or genders, I think that it should be obvious that the drastically inferior environment of Africa, especially the learning or educational environment (the training factor), is a sufficient explanation for any inferior intellectual performance or IQ of Africans living in Africa (which is why African school children born in Western countries perform as well as white European children, if not better). This article tests that proposition by examining the performance of Sub-Saharan Africans on contests that are much less hindered by the artificial lack of educational (training) resources while simultaneously requiring the application of high natural cognitive resources.