1. The Bell Curve: Intelligence and Class Structure in American Life Intelligence and Class Structure in American Life Richard J. Herrnstein Charles Murray Richard J. Herrnstein Charles Murray

2. “The twentieth century dawned on a world segregated into social classes defined in terms of money, power, and status.... Our thesis is that the twentieth century has continued the transformation [of the origin of social class], so that the twenty-first will open on a world in which cognitive ability is the decisive driving force.... Social class remains the vehicle of social life, but intelligence now pulls the train.” Emergence of the Cognitive Elite Herrnstein and Murray, p. 25

3. Arguments:Arguments: 2) Greater efficiency in selecting college students for cognitive ability. The beta weights shifted for college = merit + parental status college = merit + parental status 1) Greater access to higher education. 3) Occupational status has became more dependent upon cognitive ability.

4. Assumptions & Evidence 1. Intelligence, as measured by IQ tests, is meaningful and stable. tests, is meaningful and stable. 2. Intelligence runs in families; assortative mating for intelligence. assortative mating for intelligence. 4. Society has become increasingly efficient in selecting for intelligence efficient in selecting for intelligence in education and occupations. in education and occupations. 3. Intelligence has a direct causal role in eventual social status. role in eventual social status.

5. Predictions:Predictions:  An increasingly isolated cognitive elite.  A merging of the cognitive elite with the affluent.  A deteriorating quality of life for people at the bottom end of the cognitive ability distribution. Herrnstein and Murray,, p. 509

6. “Unchecked, these trends will lead the U.S. towards something resembling a caste system, with the underclass mired ever more deeply at the bottom and the cognitive elite ever more firmly anchored at the top, restructuring the rules of society so that it becomes harder and harder for them to lose.” Herrnstein and Murray, p.509

7. Topics:Topics: 1. What is intelligence? 2. How stabile is intelligence? 3. Does it run in families? 4. Does it influence eventual social status? social status? 5. Is a meritocracy evolving?

8. 1. What is Intelligence? Intelligence?

9. dog is to god as rat is to ______ as rat is to ______ past is to present as present is to ______ as present is to ______ Analogies:Analogies:

10. Garrulous means: A. angry B. talkative C. unruly D. stupid Respirate means: A. sweat B. give back C. breathe D. continue Vocabulary:Vocabulary:

11. Rearrange the following: him not ask do. four square every has sides. Sentences:Sentences:

12. Syntactic Inference: (fill in the blank) A pervish wib kelted edfully. I bellishly smusted the ____. a) pervish b) edfully c) kelted d) wib

13. Numerical Reasoning: Jane is 6. She is twice as old as Billy. How old will Billy be when Jane is 8?

14. Number Series: 2, 4, 8, 16, ___. 2, 3, 5, 8, ___.

15. ____ abcde Figure Completions:

16. Correlates of IQ Tests 1) Other IQ tests (.90) 2) Standardized Tests 2.a) verbal & math ability (.80) 2.b) content areas (.70) 3) School grades (.60)

17. 2. How stabile is intelligence? intelligence?

18. Stability of IQ: “Up to about 4 or 5..., measures of IQ are not of much use in predicting later IQ.” “Between ages 5 and 10, the tests rapidly become more predictive of adult IQ.” “After about the age of 10, the IQ score is essentially stable within the constraints of measurement error.” Herrnstein & Murray, p. 130

19. .88.78.81.77.78.87.88.87.83.91.91.90.92.71.94 10 9 8 7 6 5 5 6 7 8 9 10 1.00 1.00 1.00 1.00 1.00 1.00 Stability of IQ Age Age Fels Longitudinal Study (N=80)

20. .94.92.86.86.69.93.86.86.67.90.90.74.88.71.89 17 15 14 12 11 10 1011 12 14 15 17 1.00 1.00 1.00 1.00 1.00 1.00 Stability of IQ Age Age Fels Longitudinal Study (N=80)

21. 3. Does intelligence run in families? run in families? 3. Does intelligence run in families? run in families?

22. Correlations: Raised Together Identical Twins Fraternal Twins Siblings Parent-offspring Half-siblings Cousins.86.60.47.42.31.15 Bouchard & McGue (1981), Science, 212, 1055-1059. Mates.40

23. Correlations: Raised Apart Identical Twins Siblings Parent-offspring.72.24.22 Bouchard & McGue (1981), Science, 212, 1055-1059.

24. Correlations: Nongenetic Relatives Nongenetic RelativesCorrelations: Adoptive Siblings Adoptive Parent-offspring.31.19 Bouchard & McGue (1981), Science, 212, 1055-1059.

25. Correlations:Correlations: Identical Twins Siblings Parent-offspring.72.24.22 Bouchard & McGue (1981), Science, 212, 1055-1059..86.47.42 RaisedTogetherRaisedApart

26. 4. Does intelligence influence eventual social status? 4. Does intelligence influence eventual social status?

27. Herrnstein and Murray, p. 149

28. Herrnstein and Murray, p. 134

29. I. Very Bright II. Bright III. Normal IV. Dull V. Very Dull Herrnstein & Murray, NLSY data (whites) 2 3 6 16 30 Poverty(1989) No HS Diploma 0 0 6 35 55 Unemployed > 1 month (1989) 2 7 7 10 12 0 2 8 17 31 ChronicWelfare 9 15 23 22 21 Divorced CognitiveClassCognitiveClass Percent: Social Outcomes and IQ

30. I. Very Bright II. Bright III. Normal IV. Dull V. Very Dull Herrnstein & Murray, NLSY data (whites) 5 2 3 7 6 Low Birth- weightIllegitimateChild 2 4 8 17 32 0 2 6 11 24 0 7 6 17 39 Low IQ Child CognitiveClassCognitiveClass Percent: Social Outcomes and IQ Low HOME Index

31. IQ and Social Status Father’s: EducationOccupation Education Occupation Income IQ.38.37.47.26.29.36.18.18.35 PSID Data (N=1774) Own

32. IQ and Social Status Father’s: EducationOccupation Education Occupation Income IQ.30.31.55.26.30.43.14.27.35 Veterans (N=803) Own

33. IQ and Social Status Father’s: EducationOccupation Education Occupation Income IQ.40.38.58.35.39.45.17.20.36 Kalamazoo Brothers (N=300) Occupation.22.22.45 First Later Own

34. Test Education Occupation Earnings FamilyBack-ground Test Educa-tion Occupa-tion Independent Variables DependentVariable:.43.29.06.06.44.15.06.53.08.15 Project Talent (N=839) Standardized Regression Coefficients

35. Test Education Occupation Earnings FamilyBack-ground Test Educa-tion Occupa-tion Independent Variables DependentVariable:.25.28.07.01.40.07.17.55.24.20 PSID (N=1,774) Standardized Regression Coefficients -

36. Test Education Occupation Earnings FamilyBack-ground Test Educa-tion Occupa-tion Independent Variables DependentVariable:.34.30.16.14.45.12.20.45.01.23 Veterans (N=803) Standardized Regression Coefficients -

37. Test Education First Occup. Current Earn. FamilyBack-ground Test Educa-tion FirstOcc. Independent Variables DependentVariable:.38.41.19.03.43.03.14.59.10.12 Kalamazoo Brothers (N=300) Standardized Regression Coefficients - Current Occ..09.15.34 CurrentOcc..29.21

38. FBFBIQIQ EDEDOCOC $$$$

39. “Among the most firmly established facts about criminal offenders is that their distribution of IQ scores differs from that of the population at large. Taking the scientific literature as a whole, criminal offenders have average IQs of about 92, eight points below the mean.” Herrnstein and Murray, p. 235 IQ and Crime

40. “ In trying to understand how to deal with the crime problem, much of the attention now given to problems of poverty and unemployment should be shifted to another question altogether: coping with cognitive disadvantage.” IQ and Crime: Conclusions Conclusions Herrnstein and Murray, p. 251

41. I. Very Bright II. Bright III. Normal IV. Dull V. Very Dull Herrnstein & Murray, NLSY data (white males), p. 247 5 12 20 27 17 EverBooked Stopped by Police 18 27 37 EverConvicted 3 7 15 21 14 0 1 3 7 7 EverIncarcerated CognitiveClassCognitiveClass Percent: Crime and IQ 46 33

42. IQ and Delinquency: Boys adapted from White, Moffitt, & Silva (1989)

43. IQ and Delinquency: Girls adapted from White, Moffitt, & Silva (1989)

44. Substance Abusing and Control Male Teenage Probands Substance Abusing and Control Male Teenage Probands ASA-I (unpublished)

45. Relatives of Substance Abusing and Control Male Teenage Probands Relatives of Substance Abusing and Control Male Teenage Probands ASA-I (unpublished)

46. V iq P iq drugs alco-holCD/ASP -.07 -.06-.03.01 -.13 -.05.46

47. 5. Is a cognitive meritocracy evolving? evolving? 5. Is a cognitive meritocracy evolving? evolving?

48. Heritocracy & Meritocracy FamilyBackground IndividualMeritEventualStatus

49. “If the reader is now convinced that either the genetic or environmental explanation has won out to the exclusion of the other, we have not done a sufficiently good job of presenting one side or the other. It seems highly likely to us that both genes and the environment have something to do with racial differences. What might the mix be? We are resolutely agnostic on that issue.” Herrnstein and Murray, p. 311 Rethinking Ethnic Differences

50. “... we have found that the genetic aspect of ethnic differences has assumed an overwhelming importance. One symptom of this is that while this book was in preparation and regardless of how we described it to anyone who asked, it was assumed that the book’s real subject had to be not only ethnic differences in cognitive ability but the genetic source of those differences.” Herrnstein and Murray, p. 312 And, on the next page...