At 21:59 31/08/2013, you wrote:
(EW) Thank you for your comments, Keith.
You end with a question: "Why are they taking different IQ tests?"
I see IQ as something that is socially and culturally conditioned. We are
all born with a capacity for thought, but what we actually think about
depends on what we have to do in life in order to thrive and survive.
(KH) Yes, indeed. I suggest that "what we have to do in life" not only
determines what we think about but also the way we think about it. I came
across a comment by by Malcolm Gladwell writing in the New Yorker. " . . .
IQ measures not just the quality of a person's mind but the quality of the
world that person lives in."
(EW) In moving through the Canadian school system, I learned math, English
grammar and literature, geography, history and other things that taught me
to think in a certain way. I did so because in our society it is necessary
to find work and be socially responsible in a defined way when we grow up.
The courses I took at university were essentially a continuation of what I
needed to know and do to be an effective member of society.
A child born to Inuit or Bushman parents may have an innate capacity to
think equivalent to mine. Yet what he or she would have to learn to become
an effective member of society would be quite different from the things I
had to learn. What I'm arguing is that to find out how effectively someone
thinks, i.e. IQ, you'd have to take what he or she must think about into
account in designing an appropriate test.
(KH) Yes, it was this that gave James Flynn his breakthrough in explaining
why African-Americans at the turn of the 20th century scored 15 points less
than white Americans while their descendents score the full 100 on modern
tests.
Keith
Ed
From: Keith Hudson <keithhudso...@googlemail.com>
To: "RE-DESIGNING WORK, INCOME DISTRIBUTION, EDUCATION"
<futurework@lists.uwaterloo.ca>; Ed Weick <ewe...@rogers.com>
Sent: Saturday, August 31, 2013 1:43:21 PM
Subject: Re: [Futurework] Study: poverty lowers brain power
At 15:31 31/08/2013, Ed wrote:
(EW) Interesting stuff, but one thing that seems to be missing in the
discussion is something that might be called "hope". When I was a kid
back in the 1930's, my family was among the poorest of the poor. My
parents had migrated to Canada from Poland in 1928, on the belief that
there were more opportunities in Canada than in Central Europe. Well,
there really weren't, but there was always hope. My father seemed to
forever be climbing a hill to see what was on the other side. What he saw
suggested that things were better over there, so we moved, again and
again and again. In our family, and in most of the immigrant families we
knew, hope sprang eternal. Things were bound to improve if we just kept
looking.
(KH) My family was poor. Perhaps not as poor as yours was, but certainly
in the bottom decile. Also my parents enjoyed about a decade of '60s
prosperity which, I guess, your parents never did. Whether mine were as
happy as yours in their last years I cannot say, but I'm happy most of the
time (despite getting out of breath typing this e-mail). And I'm hopeful,
too, despite believing that we'll be getting another (and worse) monetary
catastrophe quite soon because governments are now handing out credit on a
far more lavish scale than the banks ever did in the years before
precipitating the credit-crunch 2007-2013+.
(EW) I would suggest that things aren't like that for the present day
poor. They're stuck, and they accept it. They're not concerned about what
the future may hold, they're concerned about staying alive in the here
and now. Many of them live in huge slums from which there's no way out.
Parents feel that way and their kids do to. Why bother doing well at
school and boosting your IQ when there isn't really very much you can do
with it anyhow?
(KH) There isn't in practice (note the English spelling!) I agree, but in
principle something could be done in the future if automation continues to
take away jobs over a long period. In recent years we have learned from
genetic research that every person has all the genes he or she needs to be
a fat tail in the intelligence curve. Given a long enough depression then
there's no reason why alternative schools, colleges and universities
shouldn't start rising.
(EW) Back in the late 1990's, I spent a month in a vast slum in Sao
Paulo, Brazil. Going on to higher education was impossible from most
young people, so they did what they had to do to stay alive and, in their
terms, get ahead. Being part of a gang that dealt drugs was one way of
getting ahead. You had to be careful though because rival gangs would cut
into each other's territory and young people were often killed. Those who
were able to survive, however, often did well financially and were
recognized as community leaders.
(KH) It was brave of you! Yes, there are many deaths of young drug runners
in the favelas. It intrigues me to wonder what will happen as the
Olym[pic Games get nearer. Brazil was hoping to clear away all the favela
regions around Sao Paulo.They started with one of the largest, which had
the most drug gangs, sent in mounted police and the army, arrested all the
gangsters, laid on water supplies and decent sewage services. Wonderful.
'Cept that, three months later, other drug barons care in and took up
residence.
(EW) It does make one wonder about IQ tests. The ones our kids take in
good schools in good clean neighborhoods depend on what they have learned
academically. They emphasize the ability to solve problems that they
would encounter in our relatively well to do and safe world. The kids who
do well on those test have every reason to hope they can go on to higher
education and eventually get a good job. Should you give the same kind of
IQ test to kids in the slums of Sao Paulo where issues have more to do
with staying alive and being a successful gang member? I don't think so.
(KH) Why are they taking different IQ tests?
Keith
Ed
From: Keith Hudson <keithhudso...@googlemail.com>
To: "RE-DESIGNING WORK, INCOME DISTRIBUTION, EDUCATION"
<futurework@lists.uwaterloo.ca>; D & N <darna...@shaw.ca>
Sent: Friday, August 30, 2013 4:06:12 PM
Subject: Re: [Futurework] Study: poverty lowers brain power
Good article by Sheryl Ubelacker about Jiaying Zhao's research, plus the
further (excellent) comments by Jiaying's former mentor, Eldar Shafir.
What was particularly interesting to me is that an invisible thread of
the newly discovered field of epigenetics ran right through the
experimental situation. If the subjects had been told that they faced
real job repairs, and not fictional ones, then I'm sure that the
subsequent decrement in cognitive function would have been greater than a
13-point drop in IQ. Perhaps this is something that Prof Shafir can
explore when choosing research topics for his second degree candidates.
Keith
P.S. I agree with Mike S's comments about future IQ requirements, etc.
At 19:42 30/08/2013, you wrote:
<http://www.montrealgazette.com/health/Poverty+lowers+brain+power+making+harder+figure+ways+escape/8849250/story.html>http://www.montrealgazette.com/health/Poverty+lowers+brain+power+making+harder+figure+ways+escape/8849250/story.html
Recently, Mike S. posted a personal piece on intelligence and future job
security. He holds the view that those without at least 120 I.Q. will
have difficulties finding good work. More recently, I read Canadian
stats suggesting the joblessness rate for university grads is only 1.7%
lower than for high school grads. The reality of poverty affecting
intelligence has come up before, but this was in the morning paper. The
study finds that intelligence levels very much appear to be
circumstance-related, and not fixed. Though a better system of
assessment would more carefully validate creative abilities, old
assessment tools are in need of revision.
Natalia
Poverty lowers brain power, making it harder to figure out ways to
escape: study
By Sheryl Ubelacker, The Canadian Press August 29, 2013
TORONTO - Dealing with poverty takes up so much mental energy that the
poor have less brain power for making decisions and taking steps to
overcome their financial difficulties, a study suggests.
The research, published Thursday in the journal Science, concludes that
a person's cognitive abilities can be diminished by such nagging
concerns as hanging on to a place to live and having enough money to
feed their families.
As a result, there is less "mental bandwidth" left over for education,
training, time-management and other steps that could help break the
cycle of poverty, the researchers contend.
"Previous accounts of poverty have blamed the poor for their personal
failings, or an environment that is not conducive to success," said
Jiaying Zhao of the University of British Columbia, who led the study,
conducted while she was a graduate student at Princeton University.
"We're arguing that being poor can impair cognitive functioning, which
hinders individuals' ability to make good decisions and can cause
further poverty," she said.
The study had two parts. In the first, about 400 people at a New Jersey
mall were randomly selected to take part in a number of standard
cognitive and logic tests. The participants' annual family income ranged
from $20,000 to $160,000, with a median of $70,000.
Subjects took the computer-based tests after being presented with a
hypothetical financial problem that they would later have to solve: how
they would come up with the money to pay for having their car fixed when
the cost was either $150 or $1,500.
With the lower amount on their minds, those with low incomes fared as
well on the tests as better-off participants. But when the amount was 10
times higher, low-income subjects performed far more poorly on the
tests, said Zhao.
On average, a person preoccupied with money problems showed a reduction
in cognitive function equivalent to a 13-point drop in IQ or the loss of
a night's sleep.
"It's a big jump," she said of the dip in IQ. "It pushes you from
average (intelligence) to borderline (mental disability)."
In the second study, the researchers went into the field to test their
theory in a real-life situation with about 460 sugarcane farmers in 54
Indian villages who earn all their yearly income at the time of the
annual harvest.
"That creates interesting dynamics because in the months before the
harvest, they're really poor, they're running out," Zhao said. "Whereas,
in the months right after the harvest, they're rich.
"So you can literally look within the same individual at how he or she
performs when poor versus when rich."
The researchers found that farmers showed diminished cognitive
performance before getting paid for their harvest, compared to after the
sugarcane crop was gathered in, when they had greater wealth.
They said these changes in cognitive abilities could not be explained by
differences in nutrition, physical exertion or stress.
"So the very context of not having enough resources impedes your
cognitive function," Zhao said. That reduces a person's mental ability
to address elements that could help them break out of poverty, for
instance, a higher level of education, a better-paying job and enrolment
in social programs to help attain those goals.
"You are simply unable to notice those things when you are preoccupied
by poverty concerns."
The fallout from neglecting other areas of life can exacerbate already
trying financial woes, said co-author Eldar Shafir, a professor of
psychology and public affairs at Princeton.
Late fees tacked onto unpaid rent and other bills or a job lost because
of poor time management can make an already-tight money situation worse,
Shafir said in a statement. And as people become more impoverished, they
tend to make decisions that perpetuate their financial hardship, such as
excessive borrowing, he added.
The researchers suggest that services for the poor shouldn't
"cognitively tax" them. Positive measures could include simpler aid
forms, more guidance for receiving assistance, and more flexibly
structured training and educational programs.
"When (people living in poverty) make mistakes, the outcomes of errors
are more dear," Shafir said. "So, if you are poor, you're more error
prone and errors cost you more dearly. It's hard to find a way out."
Dennis Raphael, a professor of health policy and management at Toronto's
York University , said the findings are consistent with previous
research on the effects of a lack of "attentional resources" among the poor.
"The stuff is concrete, it's biological and it has consequences,"
Raphael, who was not involved in the study, said Thursday. "The good
news is it draws the attention of people and it points out that these
things are real and that they're not a result of lifestyle choices.
"So it has the potential for placing these individuals and group
difficulties into a broader perspective."
The downside of the paper is contained in the authors' recommendations
that "services for the poor should accommodate the dominance that
poverty has on a person's time and thinking ... so that a person who has
stumbled can more easily try again," he said.
"It draws attention away from the broader public policy and societal
issues that many argue are setting the stage for these kinds of
problems," including low wages, poor job security and an inadequate
social safety net.
From:
<http://homepage.psy.utexas.edu/homepage/class/Psy301/Salinas/09Intelligence.htm>http://homepage.psy.utexas.edu/homepage/class/Psy301/Salinas/09Intelligence.htm
Gardner's Frames of Mind
Howard Gardner (1983) proposed a theory of independent multiple
intelligences, originally seven of them:
* Linguistic: abilities to use vocabulary, do verbal analysis,
understand metaphors, and comprehend and produce verbal material
* Musical: understanding and expressing oneself through music and
rhythmic movements or dance, or composing, playing, or conducting music
* Logical-Mathematical: involves numbers and computing skills,
recognizing patterns and relationships, timelines, ability to solve
different kinds of problems through logic
* Visual-Spatial: involves visual perception of the environment,
ability to create and manipulate mental images, and the orientation of
the body in space
* Bodily-Kinesthetic: physical coordination and dexterity, using
fine and gross motor skills, and expressing oneself or learning through
physical activities
* Interpersonal: understanding how to communicate with and
understand other people and how to work collaboratively
* Intrapersonal: understanding one's inner world of emotions and
thoughts, and growing in the ability to control them and work with them
consciously
C. Sternberg's Triarchic Theory
Robert Sternberg (1985) proposed in his Triarchic theory that there
are three forms of intelligence: analytical, creative and
practical. In Sternberg's views current intelligence testing does not
test all three forms of intelligence. He holds that current
psychometric tests only appreciably tap analytical intelligence which
allows an individual to quickly break down problems and be able to see
solutions. This form of intelligence also consisted of numerous
subcomponents which enabled this analytical ability, but the key is
that they all serve the process of analyzing problems. While people
high in this form of intelligence can break down problems they do so
from the basis of their acquired knowledge. They may not necessarily be
good at creating new ideas or knowledge Creative intelligence involves
synthetic thinking, the ability to put together knowledge and
understanding in new and intuitive ways. Often, individuals with the
highest conventionally measured IQs are not good at this form of
thinking. And people with high levels of creative intelligence, such
as artists, are often unidentified by conventional IQ tests because
there are not currently any tests that can sufficiently measure the
attributes involved in creating new ideas and solving new problems. In
practical intelligence is basically related to street smarts or common
sense. It involves the ability to apply creative and analytical
intelligence to everyday situations. Those high in practical
intelligence are superb in their ability to succeed in any setting.
Even if they are limited in their creative and analytical intelligence,
they are able to use these skills to their best advantage. In the end,
Sternberg reminds us that an individual is not necessarily restricted
to having excellence in only one of these three intelligences. Many
people may have integrated all three very well and even have high
levels of all three intelligences.
Gardner came to his point of view because he had come to consider
standard tests or other assessments used to measure IQ to be
inconclusive. He argued the IQ number did not predict or reflect school
outcomes or success in life. Gardner holds each individual has varying
levels of these different intelligences, and this accounts fro each
person's unique cognitive profile. In a sense, comparing his point of
view to Spearman's, Gardener would say there is no G, only S's and
those S's are more than just a skill or ability, but an independent
form of intelligence unto themselves.
_______________________________________________
Futurework mailing list
Futurework@lists.uwaterloo.ca
<https://lists.uwaterloo.ca/mailman/listinfo/futurework>https://lists.uwaterloo.ca/mailman/listinfo/futurework
_______________________________________________
Futurework mailing list
<mailto:Futurework@lists.uwaterloo.ca>Futurework@lists.uwaterloo.ca
https://lists.uwaterloo.ca/mailman/listinfo/futurework
_______________________________________________
Futurework mailing list
Futurework@lists.uwaterloo.ca
<https://lists.uwaterloo.ca/mailman/listinfo/futurework>https://lists.uwaterloo.ca/mailman/listinfo/futurework
_______________________________________________
Futurework mailing list
Futurework@lists.uwaterloo.ca
https://lists.uwaterloo.ca/mailman/listinfo/futurework
_______________________________________________
Futurework mailing list
Futurework@lists.uwaterloo.ca
https://lists.uwaterloo.ca/mailman/listinfo/futurework
