I’ve been catching up on recent research on psychometrics, behavioral genetics, race differences, and so on. I’ll be posting some comments on papers I found particularly interesting. The first is Frisby and Beaujean’s study of Spearman’s hypothesis. Continue reading
Published: September 15, 2014
John Fuerst 
Abstract: The authors conducted a meta-analysis of interactions between behavioral genetic variance components (ACE) and race/ethnicity for cognitive ability. The differences between the variance components for Black and White Americans were small, despite the large average test score differences. More substantial differences were found between Hispanics and non-Hispanic Whites, though results were based on only two studies. A biometric re-analysis of the CNLSY survey was then conducted and new meta-analytic results were provided. Results were discussed in light of the bio-ecological model which proposes that when the scores of subgroups are environmentally depressed, heritabilities will be likewise.
Keywords: Race, Ethnicity, Heritability, IQ, Environment, ACE model, bio-ecological model
Philosopher Jonathan Kaplan recently published an article called Race, IQ, and the search for statistical signals associated with so-called “X”-factors: environments, racism, and the “hereditarian hypothesis,” which can be downloaded here. His thesis is that the black-white IQ gap could plausibly be due to racism and what he calls racialized environments. He presents simulations in support of this argument. He also argues that “given the actual state of the world there is no way to generate any reasonably strong evidence in favor of the hereditarian hypothesis.”
I have written a detailed critique of his claims. In short, he is wrong. Here’s the abstract of my article:
Jonathan Michael Kaplan recently published a challenge to the hereditarian account of the IQ gap between whites and blacks in the United States (Kaplan, 2014). He argues that racism and “racialized environments” constitute race-specific “X-factors” that could plausibly cause the gap, using simulations to support this contention. I show that Kaplan’s model suffers from vagueness and implausibilities that render it an unpromising approach to explaining the gap, while his simulations are misspecified and provide no support for his model. I describe the proper methodology for testing for X-factors, and conclude that Kaplan’s X-factors would almost certainly already have been discovered if they did in fact exist. I also argue that the hereditarian position is well-supported, and, importantly, is amenable to a definitive empirical test.
I analyze the LTT NAEP achievement scores, a public data set available at NCES. In general, minority-majority ethnic groups show a secular decline in d gap, for both math and reading tests, and this occurs at all ages of assessment (9, 13, 17), and at all percentile levels. Some exceptions are noteworthy. There is no secular gain at age 17 among whites, and no meaningful decline in black-white difference for the NAEP math at ages 13 and 17. Within each year of assessment, no evidence is provided for the hypothesis that the racial gaps (notably, the black-white gap) widen with age after entering schools. There was simply no trend at all.
An early version of this paper was posted on June 25th. The paper has since been extensively edited and corrected and, subsequently, published at Open Differential Psychology on July 25/26th, 2014. The paper and data files can be found here at the Open Differential Psychology site.
Cognitive ability differences between racial/ethnic groups are of interest to social scientists and policy makers. In many discussions of group differences, racial/ethnic groups are treated as monolithic wholes. However, subpopulations within these broad categories need not perform as the racial/ethnic groups do on average. Such subpopulation differences potentially have theoretical import when it comes to causal explanations of racial/ethnic differentials. As no meta-analysis has previously been conducted on the topic, we investigated the magnitude of racial/ethnic differences by migrant generations (first, second, and third+). We conducted an exploratory meta-analysis using 18 samples for which we were able to decompose scores by sociologically defined race/ethnicity and immigrant generation. For Blacks and Whites of the same generation, the first, second, and third+ generation B/W d-values were 0.79, 0.79, and 1.00. For Hispanics and Whites of the same generation, the first, second, and third+ generation H/W d-values were 0.76, 0.67, and 0.57. For Asians and Whites of the same generation, the first, second, and third+ generation d-values were -0.08, -0.21, and 0.00. Relative to third+ generation Whites, the average d-values were 0.99, 0.84, and 1.00 for first, second, and third+ generation Black individuals, 1.04, 0.71, and 0.57 for first, second, and third+ generation Hispanic individuals, 0.16, -0.18, and -0.01 for first, second, and third+ generation Asian individuals, and 0.24 and 0.04 for first and second generation Whites.
Keywords: Immigrants, group differences, race, ethnicity, aptitude, National IQ
The American Virgin Islands are a territorial possession of the United States. According to the 2010 census, it has a population of 106,405 and an ethnic composition that is 76% black and 15.6% white. Almost all of the inhabitants live on three main islands: St. Croix, St. John, and St. Thomas. Virgin Islanders, much like Puerto Ricans, are United States citizens, but there has not been a similar push for U.S. statehood in this small territory.
Here I discuss several studies that have looked at the intelligence and academic skills of Virgin Islanders.
One of the more famous studies on the heritability of IQ is Eric Turkheimer and colleagues’ 2003 paper called Socioeconomic status modifies heritability of IQ in young children. According to Google Scholar, it has been cited more than 700 times. Based on a sample of 7-year-old twins, the study found that in impoverished families the shared environment accounted for about 60 percent of IQ variance while heritability was close to zero. In contrast, heritability was high and the effect of the shared environment nugatory in affluent families.
The literature on the interaction between socioeconomic status and IQ heritability is very mixed. Several studies besides Turkheimer’s find such interaction (although in no other study is it as extreme as in Turkheimer et al. 2003), but others, including some with the very best study designs, find none. I am not going to try to adjudicate between these contradictory findings at this time. Rather, I will show some interesting, hitherto unpublished (well, careful readers of Boetel and Fuerst’s The Nature of Race have seen them already) results pertaining to Turkheimer’s study and the question of race differences. Continue reading