2.  Girls better spellers, more verbally fluent, better at locating objects, detecting emotions, more sensitive to touch, taste & color  Boys better a spatial ability, complex math ◦ More extremes in boys IQ scores than girls  Evolutionary reasons for these differences  Some cultures show little differences which points to environment

4.  A number of studies show scoring differences between different racial, ethnic, and gender groups.  Are these differences due to nature or to nurture? ◦ Studies suggest environment is playing a heavy role.  Heredity and environment interact to produce intelligence in individuals.

5.  They score the same before school but once school starts they begin to show more gains. This due to: ◦ Spending more time in school ◦ More time doing homework ◦ Pressure and support from parents to achieve academically

6.  Play “Intelligence and Culture” (4:02) Module #4 from The Brain: Teaching Modules (2 nd edition).  Are the differences in scores the result of environment or genes?  Which theory of intelligence does this example support? Gardner’s Multiple Intelligences or Spearman’s g factor?

7. Burakumin people of Japan are severely discriminated against. Despite being genetically similar to Japanese people… Their IQ scores are 10 to 15 points lower than “normal” Japanese people.

8. Seed Analogy: Argument for Environment

9.  Each corn field planted from same package of genetically diverse seeds  One field is quite fertile, the other is not  Within each field, differences due to genetics  Between each field, differences due to environment (fertility)  Unless the environments of two racial groups are totally identical, it is impossible to estimate the overall genetic differences between the two groups.

10.  Racial difference in average IQ among different racial groups can be measured  More variation in IQ scores within a particular group than between groups  Evidence for Environment Cause: ◦ Genetically, races are remarkably alike (Race is a social concept not a biological one) ◦ When nutrition and education improve so do test scores of all groups ◦ When Whites and Blacks receive the same info, the process it similarly ◦ Countries with the largest wealth gap also show largest IQ gaps between rich and poor. Access = Opportunity = Higher IQ ◦ At various times in history, different races have experienced “golden ages” when they led the world intellectually

12.  Two kinds of bias: ◦ Test content – favors one culture over another ◦ Test validity – does it predict future behavior for all the groups it tests? – most tests are OK in this measure.  If IQ test reflects white, middle-class cultural knowledge and values it could result in poor scores by minorities.  Test will favor the people from the culture in which it was developed.  Factors like test-taking behavior, motivation, attitudes towards the test and previous experiences with tests can affect performance.  Try some culturally biased tests yourself: ◦ Robert Williams IQ Test & the Dove Counterbalance Test Robert Williams IQ Test & the Dove Counterbalance Test ◦ Chitling Intelligence Test Chitling Intelligence Test

13.  Stereotype Threat – When members of a particular group fear they are being thought of or evaluated according to a negative stereotype, they fear that they may confirm the stereotype leading to self-doubt and anxiety resulting in poor performance. ◦ See this 5 minute video explaining how this is tested5 minute video  “Obama Effect” – shortly after Obama was elected African-Americans performed better on verbal aptitude tests