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naraburns  nihil supernum  1yr ago (text post)   5953 thread views

Small-Scale Question Sunday for January 22, 2023

Do you have a dumb question that you're kind of embarrassed to ask in the main thread? Is there something you're just not sure about?

This is your opportunity to ask questions. No question too simple or too silly.

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HBD in its modern form can be traced to much-demonized Jensen's 1969 article "How Much Can We Boost IQ and Scholastic Achievement?", which explicitly addressed cultural interventions that are informed by the reality of innate differences, instead of progressive nostrum that is throwing ever more money and white guilt at the problem and political power to their feet.

I have suggested one additional hy­ pothesis concerning the developmental rates of Level I and Level II abilities in lower and middle SES groups, as depicted in Figure 20. Level I abilities are seen as developing rapidly and as having about the same course of development and final level in both lower and middle SES groups. Level II abilities, by contrast, develop slowly at first, attain prominence between four and six years of age, and show an increasing difference between the SES groups with increasing age. This formulation is consistent with the increasing SES differences in mental age on standard IQ tests, which tap mostly Level II ability.

Thus, ordinary IQ tests are not seen as being "unfair” in the sense of yielding inaccurate or invalid measures for the many disadvantaged children who obtain low scores. If they are unfair, it is because they tap only one part of the total spectrum of mental abilities and do not reveal that aspect of mental ability which may be the disadvantaged child’s strongest point— the ability for associative learning.

Since traditional methods of classroom instruction were evolved in populations having a predominantly middle-class pattern of abilities, they put great emphasis on cognitive learning rather than associative learning. And in the post-Sputnik era, education has seen an increased emphasis on cognitive and conceptual learning, much to the disadvantage of many children whose mode of learning is predominantly associative. Many of the basic skills can be learned by various means, and an educational system that puts inordinate emphasis on only one mode or style of learning will obtain meager results from the children who do not fit this pattern. At present, I believe that the educational system— even as it fal­ teringly attempts to help the disadvantaged— operates in such a way as to maxi­ mize the importance of Level II (i.e., intelligence or g) as a source of variance in scholastic performance. Too often, if a child does not learn the school subject matter when taught in a way that depends largely on being average or above average on g, he does not learn at all, so that we find high school students who have failed to learn basic skills which they could easily have learned many years earlier by means that do not depend much on g. It may well be true that many chi­ldren today are confronted in our schools with an educational philosophy and methodology which were mainly shaped in the past, entirely without any roots in these children’s genetic and cultural heritage. The educational system was never allowed to evolve in such a way as to maximize the actual potential for learning that is latent in these children’s patterns of abilities. If a child cannot show that he “understands” the meaning of 1 + 1 = 2 in some abstract, verbal, cognitive sense, he is, in effect, not allowed to go on to learn 2 + 2 = 4. I am reasonably convinced that all the basic scholastic skills can be learned by children with normal Level I learning ability, provided the instructional techniques do not make g (i.e., Level II) the sine qua non of being able to leam. Educational researchers must discover and devise teaching methods that capitalize on existing abilities for the acquisition of those basic skills which students will need in order to get good jobs when they leave school. I believe there will be greater rewards for all concerned if we further explore different types of abilities and modes of learning, and seek to discover how these various abilities can serve the aims of education. This seems more promising than acting as though only one pattern of abilities, emphasizing g, can succeed educationally, and therefore trying to inculcate this one ability pattern in all children.

Part of the problem is that was integrated into the curriculum, as far as I'm aware, just without attribution. Education increases in rote learning and falls in g-loading (and simple IQ requirements), which narrows achievement gaps, technically – at the expense of people with «Level II abilities».

I'm not sure if this happens on the primary school level, though.

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HBD in its modern form can be traced to much-demonized Jensen's 1969 article "How Much Can We Boost IQ and Achievement?"

I'll have to give this a read sometime, thanks.

Part of the problem is that was integrated into the curriculum, as far as I'm aware, just without attribution. Education increases in rote learning and falls in g-loading (and simple IQ requirements), which narrows achievement gaps, technically – at the expense of people with «Level II abilities».

So would the ideal be a two track system which allows for the level I path without removing the option of level II style learning for those who are able for it? I wonder if this is how it works in Italy, I know they divide their highschools into academic, technical and vocational paths.

I think this is what naturally happens in practice with tracking – and in fact Jensen's two-tier conceptualization is too rough.

We just need to extend tracking downward and make it universal.

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