All Brains Are the Same Color Richard E. Nisbett NYT: December 9, 2007
Important recent psychological research helps to pinpoint just what factors shape differences in I.Q. scores. Joseph Fagan of Case Western Reserve University and Cynthia Holland of Cuyahoga Community College tested blacks and whites on their knowledge of, and their ability to learn and reason with, words and concepts. The whites had substantially more knowledge of the various words and concepts, but when participants were tested on their ability to learn new words, either from dictionary definitions or by learning their meaning in context, the blacks did just as well as the whites.
Whites showed better comprehension of sayings, better ability to recognize similarities and better facility with analogies — when solutions required knowledge of words and concepts that were more likely to be known to whites than to blacks. But when these kinds of reasoning were tested with words and concepts known equally well to blacks and whites, there were no differences. Within each race, prior knowledge predicted learning and reasoning, but between the races it was prior knowledge only that differed. What do we know about the effects of environment?
That environment can markedly influence I.Q. is demonstrated by the so-called Flynn Effect. James Flynn, a philosopher and I.Q. researcher in New Zealand, has established that in the Western world as a whole, I.Q. increased markedly from 1947 to 2002. In the United States alone, it went up by 18 points. Our genes could not have changed enough over such a brief period to account for the shift; it must have been the result of powerful social factors. And if such factors could produce changes over time for the population as a whole, they could also produce big differences between subpopulations at any given time.
In fact, we know that the I.Q. difference between black and white 12-year-olds has dropped to 9.5 points from 15 points in the last 30 years — a period that was more favorable for blacks in many ways than the preceding era. Black progress on the National Assessment of Educational Progress shows equivalent gains. Reading and math improvement has been modest for whites but substantial for blacks. Most important, we know that interventions at every age from infancy to college can reduce racial gaps in both I.Q. and academic achievement, sometimes by substantial amounts in surprisingly little time. This mutability is further evidence that the I.Q. difference has environmental, not genetic, causes. And it should encourage us, as a society, to see that all children receive ample opportunity to develop their minds. « Previous Page Richard E. Nisbett, a professor of psychology at the University of Michigan, is the author of “The Geography of Thought: How Asians and Westerners Think Differently and Why.”
Whites showed better comprehension of sayings, better ability to recognize similarities and better facility with analogies — when solutions required knowledge of words and concepts that were more likely to be known to whites than to blacks. But when these kinds of reasoning were tested with words and concepts known equally well to blacks and whites, there were no differences. Within each race, prior knowledge predicted learning and reasoning, but between the races it was prior knowledge only that differed. What do we know about the effects of environment?
That environment can markedly influence I.Q. is demonstrated by the so-called Flynn Effect. James Flynn, a philosopher and I.Q. researcher in New Zealand, has established that in the Western world as a whole, I.Q. increased markedly from 1947 to 2002. In the United States alone, it went up by 18 points. Our genes could not have changed enough over such a brief period to account for the shift; it must have been the result of powerful social factors. And if such factors could produce changes over time for the population as a whole, they could also produce big differences between subpopulations at any given time.
In fact, we know that the I.Q. difference between black and white 12-year-olds has dropped to 9.5 points from 15 points in the last 30 years — a period that was more favorable for blacks in many ways than the preceding era. Black progress on the National Assessment of Educational Progress shows equivalent gains. Reading and math improvement has been modest for whites but substantial for blacks. Most important, we know that interventions at every age from infancy to college can reduce racial gaps in both I.Q. and academic achievement, sometimes by substantial amounts in surprisingly little time. This mutability is further evidence that the I.Q. difference has environmental, not genetic, causes. And it should encourage us, as a society, to see that all children receive ample opportunity to develop their minds. « Previous Page Richard E. Nisbett, a professor of psychology at the University of Michigan, is the author of “The Geography of Thought: How Asians and Westerners Think Differently and Why.”
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