{"id":122460,"date":"2018-07-05T14:54:37","date_gmt":"2018-07-05T22:54:37","guid":{"rendered":"http:\/\/lukeford.net\/blog\/?p=122460"},"modified":"2023-05-23T04:31:35","modified_gmt":"2023-05-23T12:31:35","slug":"higher-iq-predicts-higher-achievement","status":"publish","type":"post","link":"https:\/\/lukeford.net\/blog\/?p=122460","title":{"rendered":"Higher IQ Predicts Higher Achievement Even Among Top 1%, Justin Trudeau Groping Scandal"},"content":{"rendered":"<p><A HREF=\"https:\/\/soundcloud.com\/luke-ford-666431593\/higher-iq-predicts-higher-achievement\">MP3<\/a> <A HREF=\"https:\/\/soundcloud.com\/luke-ford-666431593\/justin-trudeaus-groping-scandal\">MP3.<\/a><\/p>\n<p><script>!function(r,u,m,b,l,e){r._Rumble=b,r[b]||(r[b]=function(){(r[b]._=r[b]._||[]).push(arguments);if(r[b]._.length==1){l=u.createElement(m),e=u.getElementsByTagName(m)[0],l.async=1,l.src=\"https:\/\/rumble.com\/embedJS\/uajap1\"+(arguments[1].video?'.'+arguments[1].video:'')+\"\/?url=\"+encodeURIComponent(location.href)+\"&args=\"+encodeURIComponent(JSON.stringify([].slice.apply(arguments))),e.parentNode.insertBefore(l,e)}})}(window, document, \"script\", \"Rumble\");<\/script><\/p>\n<div id=\"rumble_v2mwd7o\"><\/div>\n<p><script>\nRumble(\"play\", {\"video\":\"v2mwd7o\",\"div\":\"rumble_v2mwd7o\"});<\/script><\/p>\n<p>1m1s The use of race as a proxy for IQ, sterilizing the low IQ is better than being racist, everyone gets a fair chance to propagate<br \/>\n2m3s Luke wants to empower police to give the reverse five digit test, then deport if people fail<br \/>\n7m8s Ecce Lux says the low IQ substitute feeling for thinking, Luke denies the low IQ can be highly empathic when compared to smart people, empathy is a product of abstract thinking<br \/>\n7m42s Kevin prefers the 95 IQ crowd living straight, the old beat cop had empathy<br \/>\n8m33s Luke says stupid cops shooting people are overwhelmingly dim and low IQ affirmative action hires<br \/>\n12m44s We can test empirically the type of communities that high IQ types produce (Beverly Hills, Manhattan, prime San Francisco and Silicon Valley and the type of places low IQs produce)<br \/>\n16m1s Kevin: High IQ is not a moral virtue<br \/>\n19m10s Kevin: The secret to getting ahead in Hollywood is theft. Beverly Hills is filled with unethical types from entertainment industry.<br \/>\n22m6s Kevin: Financial services industry is composed of high IQ psychopaths<br \/>\n22m22s Luke: What flourishing country does not have a sophisticated system for lending money? Aka final services industry. Where would you like to live? Somalia? North Korea?<br \/>\n29m50s Kevin: Do you consider the Greeks and Romans to be inferior civilization? Why is modern capitalism the best economic system?<br \/>\n36m1s Kevin: I am not going to argue against a tautology<br \/>\n46m20s Justin Trudeau&#8217;s groping scandal<br \/>\n59m32s Luke says looking out for IOIs (Indicators of Interest) from a woman will prevent accusations of groping<\/p>\n<p>* &#8220;The IQ threshold hypothesis &#8211; the idea that, after IQ 120, additional IQ points don&#8217;t translate into higher achievement &#8211; is false. <A HREF=\"https:\/\/pdfs.semanticscholar.org\/24f3\/304736f158ab3cd9999e2343abf5f0b8d721.pdf\">Even among the top 1% (roughly IQ 137+), higher IQ predicts greater achievement<\/a>.&#8221;<\/p>\n<p>* If you watch the World Cup or the Super Bowl, you&#8217;ll see the differences between winning and losing is often inches. Real life is often like that&#8230;So superior processing power tends to win over inferior processing. Science!<\/p>\n<p>* <A HREF=\"http:\/\/www.gnxp.com\/MT2\/archives\/004075.html\">Linda Gottfredson on IQ and achievement.<\/a><\/p>\n<p><A HREF=\"https:\/\/pdfs.semanticscholar.org\/24f3\/304736f158ab3cd9999e2343abf5f0b8d721.pdf\">Here are some excerpts from the paper<\/a>:<\/p>\n<p>* This section examines the range of over 4 standard deviations of ability that<br \/>\nexists beyond the cut score for the top 1%. It represents approximately the top one<br \/>\nthird of the ability range (i.e., from around 137 to around 200 in IQ units). For<br \/>\nyears, individual differences within the top 1% of ability have been demonstrated<br \/>\nto matter for a host of educational accomplishments (Benbow, 1992; Hollingworth<br \/>\n&#038; Cobb, 1928). To what extent, however, do individual differences within this<br \/>\nrange matter for concrete \u201creal-world\u201d accomplishments? Is there a threshold<br \/>\npoint at which differences in ability cease to matter and other attributes become<br \/>\nmore critical? In popular writing, this idea is common. For example, in Outliers:<br \/>\nThe Story of Success, Malcolm Gladwell (2008, p. 79) wrote, \u201cThe relationship<br \/>\nbetween success and IQ works only up to a point. Once someone has an IQ of<br \/>\nsomewhere around 120, having additional IQ points doesn\u2019t seem to translate into<br \/>\nany measurable real-world advantage.\u201d<\/p>\n<p>* &#8220;psychometricians since have reached consensus that intellectual abilities are organized hierarchically (Carroll, 1993; Corno et al., 2002; Detterman, 2014; Hunt, 2011; Jensen, 1998a, 1998b; Mackintosh, 2011; Messick, 1992; Snow, Corno, &#038; Jackson, 1996; Snow &#038; Lohman, 1989; Warne, 2015). Different labels have been attached to the central dimension of this intellectual hierarchy\u2019s apex. That is, g, fluid reasoning ability, general intelligence.&#8221;<\/p>\n<p>* Adjusting the depth and pace of the curriculum to the rate at which each student<br \/>\nlearned would \u201ckeep each student busy at his highest level of achievement in<br \/>\norder that he may be successful, happy, and good\u201d (italics in original, Seashore,<br \/>\n1922, p. 644). For the gifted, Seashore recommended that instead of whipping<br \/>\nthem into line, we \u201cwhip them out of line.\u201d Seashore (1930, 1942) leveraged this<br \/>\nidea when he marshaled his campaign for establishing honors colleges throughout<br \/>\nmajor U.S. universities. Although his name does not always surface in historical<br \/>\ntreatments of the gifted movement, Seashore\u2019s impact was profound (Miles,<br \/>\n1956). He traveled to 46 of the contiguous states within the United States meeting<br \/>\nwith university officials to discuss the importance of honors colleges and more<br \/>\nchallenging curricula and opportunities for the most talented university students&#8230;<\/p>\n<p>*  For example, about 10% of 12th-grade students younger than 18<br \/>\nyears of age had more scientific knowledge than the average college senior.<br \/>\nWithin all grade levels, younger students were more knowledgeable than the<br \/>\nolder students. And, if graduation from college were based on demonstrated knowledge rather than time in the educational system, a full 15% of the entering<br \/>\nfreshmen class would be deemed ready to graduate. <\/p>\n<p>* Pressey (1955) hypothesized that by securing educational<br \/>\ncredentials at an earlier age than was typical, intellectually precocious youth have<br \/>\nan added advantage in their personal, professional, and creative potential because,<br \/>\nin addition to being at the height of their intellectual prowess then, other psychosomatic<br \/>\nsystems of energy, interest, and endurance are at their height as well.<br \/>\nAccomplishment builds on accomplishment to augment personal strength and<br \/>\npsychosomatic vigor, engendering a furtherance of remarkable achievement. Just<br \/>\nas Piaget drew on much of Binet\u2019s early work to construct his formulation of child<br \/>\ndevelopment (Siegler, 1992), conceptual threads of furtherance extend to such<br \/>\nsubsequent performance-based frameworks as developing \u201ceffectance motivation\u201d<br \/>\n(White, 1959), \u201cflow\u201d (Csikszentmihalyi, 1993), and \u201cstates of excellence\u201d<br \/>\n(Lubinski &#038; Benbow, 2000).<br \/>\nAccording to Pressey (1949),<br \/>\nThere should be a broad program aiming expressly at adjustment to individual<br \/>\ndifferences in capacities and rates of development, and recognizing the need also for<br \/>\neach individual to move into the accomplishment and full experience of adult life<br \/>\nwithout undue delay. Education may then be far better fitted to the needs of each young<br \/>\nperson, and years may be added to achievement and the satisfaction of adult selfrealization.<br \/>\nIt is indeed noble when advances in medicine add years to life. But to add a<br \/>\nyear or so at the end of life might be far less of a contribution to both individual total<br \/>\nhappiness and total social usefulness than years added to adult living in the very prime<br \/>\nof life. (p. 148)<\/p>\n<p>* In arguably the longest longitudinal study of acceleration in the literature,<br \/>\nCronbach (1996) compared Terman\u2019s participants who were accelerated versus<br \/>\nthose who were not:<br \/>\nIn many aspects of their adult lives those who had accelerated as a group did not differ<br \/>\nfrom the roughly equated controls. Every nontrivial difference that did appear on a<br \/>\nvalue-laden variable showed those who had been accelerated at an advantage. . . .<br \/>\nFrankly, I had not expected to find effects cropping up in responses forty to fifty years<br \/>\nafter high school graduation. I expected the vicissitudes of life gradually to wash out the<br \/>\ninitial difference favoring those who had been accelerated. Instead, it appears that their<br \/>\npersonal qualities or the encouragement and tangible boost given by acceleration, or<br \/>\nboth, produced a lasting increment of momentum. (p. 190)<\/p>\n<p>* &#8220;Nevertheless, age 12 ability differences within the top 1% still impart an advantage, even when controlling for terminal educational degree and university prestige&#8221;<\/p>\n<p>* Moving along the gradient of individual differences within the top 1% of<br \/>\ngeneral intellectual ability, assessed at age 12, ultimately results in a family of<br \/>\nachievement functions that documents that more ability matters. Although the<br \/>\nbase rate for patents in the United States is 1%, the bottom quartile within the<br \/>\ntop 1% achieves around five times this rate. <\/p>\n<p>* Overall, there does not seem to be an ability threshold within the top 1%<br \/>\nbeyond which more ability does not matter. Other personal attributes such as<br \/>\nenergy and commitment certainly matter (Ericsson et al., 2006; Eysenck,<br \/>\n1995; Jensen, 1996; Simonton, 1994, 2014), and opportunity clearly always<br \/>\nmatters. Nevertheless, age 12 ability differences within the top 1% still impart<br \/>\nan advantage, even when controlling for terminal educational degree and university<br \/>\nprestige&#8230;<\/p>\n<p>* Differences in ability level and pattern are detectable in early adolescence.<br \/>\nRoutinely, they go unnoticed because the vast majority of these participants earn<br \/>\nclose to top possible scores on conventional college entrance examinations well<br \/>\nbefore they graduate from high school (a ceiling problem). At that point, for this<br \/>\npopulation, such assessments are no longer capable of distinguishing the able<br \/>\nfrom the exceptionally able. They are insensitive to their individuality and developmentally<br \/>\ninappropriate because they assess individual differences below participants\u2019<br \/>\nbasal level. Such considerations become particularly cogent when<br \/>\nattention turns to profoundly gifted youth.<\/p>\n<p>* &#8220;By drawing knowledge-growth functions over the 3-year period, the IQ-165 group was found to be several months ahead of the IQ-146 group in academic knowledge: 16 months for Word Meaning, 15 months for Paragraph Meaning, and 14.5 months for Nature Study and Science to name but a few.&#8221; <\/p>\n<p>*  &#8220;different patterns of profound intellectual talent uncovered in their youth were predictive of qualitatively different educational, occupational, and creative outcomes.&#8221;<\/p>\n<p>* &#8220;Just as qualitatively different outcomes are observed as a function of contrasting ability patterns among college students (Figure 2), the typically gifted (Figure 4), and the profoundly gifted (Figure 6), the magnitude of their accomplishments across intellectual gradations of 3, 4, and 5 standard deviations above the normative mean reflect a continuous progression of real-world accomplishment and creativity.&#8221; <\/p>\n<p><iframe width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/BWNzYuOuef0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" allowfullscreen><\/iframe><\/p>\n","protected":false},"excerpt":{"rendered":"<p>MP3 MP3. 1m1s The use of race as a proxy for IQ, sterilizing the low IQ is better than being racist, everyone gets a fair chance to propagate 2m3s Luke wants to empower police to give the reverse five digit &hellip; <a href=\"https:\/\/lukeford.net\/blog\/?p=122460\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[7034,29582],"tags":[],"class_list":["post-122460","post","type-post","status-publish","format-standard","hentry","category-canada","category-iq"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.10 - 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