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Author: Elaine Mensh
Publisher: SIU Press
ISBN: 0809316668
Category : Education
Languages : en
Pages : 232
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Book Description
Ever since Alfred Binet carried out a 1904 commission from France’s minister of public instruction to devise a means for deciding which pupils should be sent to what would now be called special education classes, IQ scores have been used to label and track children. Those same scores have been cited as "proof" that different races, classes, and genders are of superior and inferior intelligence. The Menshes make clear that from the beginning IQ tests have been fundamentally biased. Offered as a means for seeking solutions to social problems, the actual measurements have been used to maintain the status quo. Often the most telling comments are from the test-makers themselves, whether Binet ("little girls weak in orthography are strong in sewing and capable in the instruction concerning housekeeping; and, all things considered, this is more important for their future") or Wigdor and Garner ("naive use of intelligence tests . . . to place children of linguistic or racial minority status in special education programs will not be defensible in court"). Among the disturbing facts that the authors share is that there is mounting political pressure for more tests and testing despite a court trial in which the judge stated that "defendants’ expert witnesses, even those clearly affiliated with the companies that devise and distribute the standardized intelligence tests, agreed, with one exception, that we cannot truly define, much less measure, intelligence." The testing firms have responded to this carefully orchestrated need with new products that extend even to the IQ testing of three-month-old infants. The authors stress that, if the testers prevail, there is little doubt that these and similar tests would be used "ad infinitum to justify superior and inferior education along class and racial lines."
Author: Elaine Mensh
Publisher: SIU Press
ISBN: 0809316668
Category : Education
Languages : en
Pages : 232
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Book Description
Ever since Alfred Binet carried out a 1904 commission from France’s minister of public instruction to devise a means for deciding which pupils should be sent to what would now be called special education classes, IQ scores have been used to label and track children. Those same scores have been cited as "proof" that different races, classes, and genders are of superior and inferior intelligence. The Menshes make clear that from the beginning IQ tests have been fundamentally biased. Offered as a means for seeking solutions to social problems, the actual measurements have been used to maintain the status quo. Often the most telling comments are from the test-makers themselves, whether Binet ("little girls weak in orthography are strong in sewing and capable in the instruction concerning housekeeping; and, all things considered, this is more important for their future") or Wigdor and Garner ("naive use of intelligence tests . . . to place children of linguistic or racial minority status in special education programs will not be defensible in court"). Among the disturbing facts that the authors share is that there is mounting political pressure for more tests and testing despite a court trial in which the judge stated that "defendants’ expert witnesses, even those clearly affiliated with the companies that devise and distribute the standardized intelligence tests, agreed, with one exception, that we cannot truly define, much less measure, intelligence." The testing firms have responded to this carefully orchestrated need with new products that extend even to the IQ testing of three-month-old infants. The authors stress that, if the testers prevail, there is little doubt that these and similar tests would be used "ad infinitum to justify superior and inferior education along class and racial lines."
Author: Jefferson M. Fish
Publisher: Routledge
ISBN: 1135651795
Category : Education
Languages : en
Pages : 443
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Book Description
In recent years, reported racial disparities in IQ scores have been the subject of raging debates in the behavioral and social sciences and education. What can be made of these test results in the context of current scientific knowledge about human evolution and cognition? Unfortunately, discussion of these issues has tended to generate more heat than light. Now, the distinguished authors of this book offer powerful new illumination. Representing a range of disciplines--psychology, anthropology, biology, economics, history, philosophy, sociology, and statistics--the authors review the concept of race and then the concept of intelligence. Presenting a wide range of findings, they put the experience of the United States--so frequently the only focus of attention--in global perspective. They also show that the human species has no "races" in the biological sense (though cultures have a variety of folk concepts of "race"), that there is no single form of intelligence, and that formal education helps individuals to develop a variety of cognitive abilities. Race and Intelligence offers the most comprehensive and definitive response thus far to claims of innate differences in intelligence among races.
Author: Russell T. Warne
Publisher: Cambridge University Press
ISBN: 1108602215
Category : Psychology
Languages : en
Pages : 437
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Book Description
Emotional intelligence is an important trait for success at work. IQ tests are biased against minorities. Every child is gifted. Preschool makes children smarter. Western understandings of intelligence are inappropriate for other cultures. These are some of the statements about intelligence that are common in the media and in popular culture. But none of them are true. In the Know is a tour of the most common incorrect beliefs about intelligence and IQ. Written in a fantastically engaging way, each chapter is dedicated to correcting a misconception and explains the real science behind intelligence. Controversies related to IQ will wither away in the face of the facts, leaving readers with a clear understanding about the truth of intelligence.
Author: the late Ashley Montagu
Publisher: Oxford University Press
ISBN: 0199728828
Category : Social Science
Languages : en
Pages : 497
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Book Description
Ashley Montagu, who first attacked the term "race" as a usable concept in his acclaimed work, Man's Most Dangerous Myth , offers here a devastating rebuttal to those who would claim any link between race and intelligence. In now classic essays, this thought-provoking volume critically examines the terms "race" and "IQ" and their applications in scientific discourse. The twenty-four contributors--including such eminent thinkers as Stephen Jay Gould, Richard Lewontin, Urie Bronfenbrenner, W.F. Bodmer, and Jerome Kagan--draw on fields that range from biology and genetics to psychology, anthropology, and education. What emerges in piece after piece is a deep skepticism about the scientific validity of intelligence tests, especially as applied to evaluating innate intelligence, if only because scientists still cannot distinguish between genetic and environmental contributions to the development of the human mind. Five new essays have been included that specifically address the claims made in the recent, highly controversial book, The Bell Curve. Must reading for anyone interested in racism and education in America, Race and IQ is a brilliantly lucid exploration of the boundary line between race and intelligence.
Author: Claude S. Fischer
Publisher: Princeton University Press
ISBN: 0691221502
Category : Social Science
Languages : en
Pages : 332
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Book Description
As debate rages over the widening and destructive gap between the rich and the rest of Americans, Claude Fischer and his colleagues present a comprehensive new treatment of inequality in America. They challenge arguments that expanding inequality is the natural, perhaps necessary, accompaniment of economic growth. They refute the claims of the incendiary bestseller The Bell Curve (1994) through a clear, rigorous re-analysis of the very data its authors, Richard Herrnstein and Charles Murray, used to contend that inherited differences in intelligence explain inequality. Inequality by Design offers a powerful alternative explanation, stressing that economic fortune depends more on social circumstances than on IQ, which is itself a product of society. More critical yet, patterns of inequality must be explained by looking beyond the attributes of individuals to the structure of society. Social policies set the "rules of the game" within which individual abilities and efforts matter. And recent policies have, on the whole, widened the gap between the rich and the rest of Americans since the 1970s. Not only does the wealth of individuals' parents shape their chances for a good life, so do national policies ranging from labor laws to investments in education to tax deductions. The authors explore the ways that America--the most economically unequal society in the industrialized world--unevenly distributes rewards through regulation of the market, taxes, and government spending. It attacks the myth that inequality fosters economic growth, that reducing economic inequality requires enormous welfare expenditures, and that there is little we can do to alter the extent of inequality. It also attacks the injurious myth of innate racial inequality, presenting powerful evidence that racial differences in achievement are the consequences, not the causes, of social inequality. By refusing to blame inequality on an unchangeable human nature and an inexorable market--an excuse that leads to resignation and passivity--Inequality by Design shows how we can advance policies that widen opportunity for all.
Author: Gerald Matthews
Publisher: MIT Press
ISBN: 9780262632966
Category : Family & Relationships
Languages : en
Pages : 724
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Book Description
A comprehensive, scientific examination of the popular psychological construct of emotional intelligence.
Author: Ashley Montagu
Publisher: AltaMira Press
ISBN: 0585345481
Category : Social Science
Languages : en
Pages : 311
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Book Description
Man's Most Dangerous Myth was first published in 1942, when Nazism flourished, when African Americans sat at the back of the bus, and when race was considered the determinant of people's character and intelligence. It presented a revolutionary theory for its time; breaking the link between genetics and culture, it argued that race is largely a social construction and not constitutive of significant biological differences between people. In the ensuing 55 years, as Ashley Montagu's radical hypothesis became accepted knowledge, succeeding editions of his book traced the changes in our conceptions of race and race relations over the 20th century. Now, over 50 years later, Man's Most Dangerous Myth is back in print, fully revised by the original author. Montagu is internationally renowned for his work on race, as well as for such influential books as The Natural Superiority of Women, Touching, and The Elephant Man. This new edition contains Montagu's most complete explication of his theory and a thorough updating of previous editions. The Sixth Edition takes on the issues of the Bell Curve, IQ testing, ethnic cleansing and other current race relations topics, as well as contemporary restatements of topics previously addressed. A bibliography of almost 3,000 published items on race, compiled over a lifetime of work, is of enormous research value. Also available is an abridged student edition containing the essence of Montagu's argument, its policy implications, and his thoughts on contemporary race issues for use in classrooms. Ahead of its time in 1942, Montagu's arguments still contribute essential and salient perspectives as we face the issue of race in the 1990s. Man's Most Dangerous Myth is the seminal work of one of the 20th century's leading intellectuals, essential reading for all scholars and students of race relations.
Author: Alain F. Corcos
Publisher: Wheatmark, Inc.
ISBN: 1627874178
Category : Science
Languages : en
Pages : 288
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Book Description
The idea that there are different human races is false. It is a socially constructed myth that has no grounding in science. Protagonists of race theory have tried to prove that human races exist with flawed research. The Myth of Human Races unravels these flaws and exposes the theory's underlying prejudice of race superiority.
Author: James J. Heckman
Publisher: University of Chicago Press
ISBN: 022610012X
Category : Business & Economics
Languages : en
Pages : 469
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Book Description
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
Author: Erik J. Larson
Publisher: Belknap Press
ISBN: 0674983513
Category : Computers
Languages : en
Pages : 321
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Book Description
“Exposes the vast gap between the actual science underlying AI and the dramatic claims being made for it.” —John Horgan “If you want to know about AI, read this book...It shows how a supposedly futuristic reverence for Artificial Intelligence retards progress when it denigrates our most irreplaceable resource for any future progress: our own human intelligence.” —Peter Thiel Ever since Alan Turing, AI enthusiasts have equated artificial intelligence with human intelligence. A computer scientist working at the forefront of natural language processing, Erik Larson takes us on a tour of the landscape of AI to reveal why this is a profound mistake. AI works on inductive reasoning, crunching data sets to predict outcomes. But humans don’t correlate data sets. We make conjectures, informed by context and experience. And we haven’t a clue how to program that kind of intuitive reasoning, which lies at the heart of common sense. Futurists insist AI will soon eclipse the capacities of the most gifted mind, but Larson shows how far we are from superintelligence—and what it would take to get there. “Larson worries that we’re making two mistakes at once, defining human intelligence down while overestimating what AI is likely to achieve...Another concern is learned passivity: our tendency to assume that AI will solve problems and our failure, as a result, to cultivate human ingenuity.” —David A. Shaywitz, Wall Street Journal “A convincing case that artificial general intelligence—machine-based intelligence that matches our own—is beyond the capacity of algorithmic machine learning because there is a mismatch between how humans and machines know what they know.” —Sue Halpern, New York Review of Books
