Jeez, it's almost as if shit infrastructure and poverty have some kind of effect on education... who'da thunk it?
When it comes to violent crime, I've always wondered about testosterone levels.
The same thing that makes you a great athlete also makes you more aggressive which I think would lead to an increase in violent crime.
From one of the above threads -
Black males have "mean testosterone levels 19% higher than in whites, and free testosterone levels were 21% higher". Higher levels of testosterone are linked to aggression. Source: US National Library of Medicine
Hmm I wonder if Europe and America having spent literal centuries kidnapping people from Africa to use as slaves to build shit for themselves might have something to do with that difference in progress.hmm i wonder why they have shit infrastructure and poverty in the first place
hmm i wonder why even when the evil white man helped those countries WITH infrastructure and prosperty, and afterwards was kicked out, why said countries turned to shit again
hmmm
hmmm
Education has no bearing on IQ, you could do stick puzzles in the mud and the average nog wouldn't get it.
IQ tests are racist tho because they only ask questions that white folk know
We exploit a reform that increased compulsory schooling from 7 to 9 y in Norway in the 1960s to estimate the effect of education on IQ. We find that this schooling reform, which primarily affected education in the middle teenage years, had a substantial effect on IQ scores measured at the age of 19 y.
An empirical study ispresented in which changes in intelligence during two years of study on differenttracks in upper secondary education are investigated for a group of some 14 000males. At enlistment to military service at age 18 a cognitive test batterymeasuring Fluid ability (Gf), Crystallized intelligence (Gc) and Generalvisualization (Gv) ability was administered. A latent variable model with fivefactors was fitted to the grades in the leaving certificate from grade 9 ofcompulsory school, and the five factors were used to control for entry differencesto the tracks of upper secondary school. [...] It is concluded that certain schooling experiences may cause improvements both in general cognitive ability, and in specific abilities.
Across 142 effect sizes from 42 datasets involving over 600,000 articipants, we found consistent evidence for beneficial effects of education on cognitive abilities, of approximately 1 to 5 IQ points for an additional year of education. Moderator analyses indicated that the effects persisted across the lifespan, and were present on all broad categories of cognitive ability studied. Education appears to be the most consistent, robust, and durable method yet to be identified for raising intelligence.
Hmm I wonder if Europe and America having spent literal centuries kidnapping people from Africa to use as slaves to build shit for themselves might have something to do with that difference in progress.
A difference in the mean doesn't tell you anything without knowing what the spread is. A lot of the times, the variance within groups is much bigger than the difference between the means of different groups.When it comes to violent crime, I've always wondered about testosterone levels.
The same thing that makes you a great athlete also makes you more aggressive which I think would lead to an increase in violent crime.
From one of the above threads -
Black males have "mean testosterone levels 19% higher than in whites, and free testosterone levels were 21% higher". Higher levels of testosterone are linked to aggression. Source: US National Library of Medicine
Breakthroughs happen in the extremes. So does violence.A difference in the mean doesn't tell you anything without knowing what the spread is. A lot of the times, the variance within groups is much bigger than the difference between the means of different groups.
In fact, let's take this moment to do some quick maffs and analyze overlapping normal curves for a minute:
Looking at this graph, one could easily make a case that reds score higher on the trait being measured than blues: the red mean is higher, and all the really high scorers are reds while all the really low scorers are blues.
And yet, if you start sampling the general population at random, then 80% of the time you will pick from the overlapping area, so whether you pick a red or blue is an equal 50/50 chance.
All the high scorers are reds, but most reds are not high scorers.
All the low scorers are blue, but most blues are not low scorers.
Meaning that knowing that a specimen is either red or blue gives you next to zero information about where they're going to score, despite reds "clearly" being higher scorers on average.
Meaning that knowing that a specimen is either red or blue gives you next to zero information about where they're going to score, despite reds "clearly" being higher scorers on average.