The Bell Curve: Intelligence and Class Structure in American Life Intelligence and Class Structure...

The Bell Curve:The Bell Curve:The Bell Curve:The Bell Curve:Intelligence and ClassIntelligence and Class

Structure in American LifeStructure in American LifeIntelligence and ClassIntelligence and Class

Structure in American LifeStructure in American Life

Richard J. HerrnsteinRichard J. HerrnsteinCharles MurrayCharles Murray

Richard J. HerrnsteinRichard J. HerrnsteinCharles MurrayCharles Murray

““The twentieth century dawned on a worldThe twentieth century dawned on a worldsegregated into social classes defined insegregated into social classes defined interms of money, power, and status. ... Ourterms of money, power, and status. ... Ourthesis is that the twentieth century hasthesis is that the twentieth century hascontinued the transformation [of the origincontinued the transformation [of the originof social class], so that the twenty-firstof social class], so that the twenty-firstwill open on a world in which cognitivewill open on a world in which cognitiveability is the decisive driving force. ...ability is the decisive driving force. ...Social class remains the vehicle of socialSocial class remains the vehicle of sociallife, but intelligence now pulls the train.”life, but intelligence now pulls the train.”

Emergence of the Cognitive EliteEmergence of the Cognitive EliteEmergence of the Cognitive EliteEmergence of the Cognitive Elite

Herrnstein and Murray, p. 25Herrnstein and Murray, p. 25

Arguments:Arguments:Arguments:Arguments:

2) Greater efficiency in selecting college2) Greater efficiency in selecting collegestudents for cognitive ability. The betastudents for cognitive ability. The betaweights shifted for weights shifted for college = merit + parental statuscollege = merit + parental status

1) Greater access to higher education.1) Greater access to higher education.

3) Occupational status has became more3) Occupational status has became moredependent upon cognitive ability. dependent upon cognitive ability.

Assumptions & EvidenceAssumptions & EvidenceAssumptions & EvidenceAssumptions & Evidence1. Intelligence, as measured by IQ1. Intelligence, as measured by IQ tests, is meaningful and stable.tests, is meaningful and stable.

2. Intelligence runs in families;2. Intelligence runs in families; assortative mating for intelligence.assortative mating for intelligence.

4. Society has become increasingly4. Society has become increasingly efficient in selecting for intelligenceefficient in selecting for intelligence in education and occupations.in education and occupations.

3. Intelligence has a direct causal3. Intelligence has a direct causal role in eventual social status.role in eventual social status.

Predictions:Predictions:Predictions:Predictions:

An increasingly isolated cognitive elite.An increasingly isolated cognitive elite. A merging of the cognitive elite with A merging of the cognitive elite with

the affluent.the affluent. A deteriorating quality of life for A deteriorating quality of life for

people at the bottom end of the people at the bottom end of the cognitive ability distribution.cognitive ability distribution.

Herrnstein and Murray, , p. 509Herrnstein and Murray, , p. 509

““Unchecked, these trends will lead Unchecked, these trends will lead the U.S. towards something resemblingthe U.S. towards something resemblinga caste system, with the underclassa caste system, with the underclassmired ever more deeply at the bottommired ever more deeply at the bottomand the cognitive elite ever moreand the cognitive elite ever morefirmly anchored at the top,firmly anchored at the top,restructuring the rules of societyrestructuring the rules of societyso that it becomes harder and harderso that it becomes harder and harderfor them to lose.”for them to lose.”

Herrnstein and Murray, p.509Herrnstein and Murray, p.509

Topics:Topics:Topics:Topics:

1. What is intelligence?1. What is intelligence?

2. How stabile is intelligence?2. How stabile is intelligence?

3. Does it run in families?3. Does it run in families?

4. Does it influence eventual4. Does it influence eventual social status?social status?

5. Is a meritocracy evolving?5. Is a meritocracy evolving?

1. What is1. What isIntelligence?Intelligence?1. What is1. What is

Intelligence?Intelligence?

dogdog is to is to godgod as as ratrat is to is to ______ ______

pastpast is to is to presentpresent as as presentpresent is to is to ____________

Analogies:Analogies:Analogies:Analogies:

GarrulousGarrulous means: means: A. A. angryangry

B. B. talkativetalkative

C. C. unrulyunruly

D. D. stupidstupid

RespirateRespirate means: means: A. A. sweatsweat

B. B. give backgive back

C. C. breathebreathe

D. D. continuecontinue

Vocabulary:Vocabulary:Vocabulary:Vocabulary:

Rearrange the following:Rearrange the following:

him not ask do.him not ask do.

four square every has sides.four square every has sides.

Sentences:Sentences:Sentences:Sentences:

Syntactic Inference:Syntactic Inference:Syntactic Inference:Syntactic Inference:(fill in the blank)(fill in the blank)

A pervish wib kelted edfully.A pervish wib kelted edfully.I bellishly smusted the ____.I bellishly smusted the ____.

a) a) pervishpervish b) b) edfullyedfully

c) c) keltedkelted d) d) wibwib

Numerical Reasoning:Numerical Reasoning:Numerical Reasoning:Numerical Reasoning:

Jane is 6. She is twice asJane is 6. She is twice asold as Billy. old as Billy.

How old will Billy be whenHow old will Billy be whenJane is 8?Jane is 8?

Number Series:Number Series:Number Series:Number Series:

2, 4, 8, 16, ___ .2, 4, 8, 16, ___ .

2, 3, 5, 8, ___ .2, 3, 5, 8, ___ .

________

aa bb cc dd ee

Figure Completions:Figure Completions:Figure Completions:Figure Completions:

Correlates of IQ TestsCorrelates of IQ TestsCorrelates of IQ TestsCorrelates of IQ Tests

1) Other IQ tests (.90)1) Other IQ tests (.90)

2) Standardized Tests 2) Standardized Tests 2.a) verbal & math ability (.80)2.a) verbal & math ability (.80)2.b) content areas (.70)2.b) content areas (.70)

3) School grades (.60)3) School grades (.60)

2. How stabile is2. How stabile isintelligence?intelligence?

2. How stabile is2. How stabile isintelligence?intelligence?

Stability of IQ:Stability of IQ:Stability of IQ:Stability of IQ:

““Up to about 4 or 5 ..., measures of IQ Up to about 4 or 5 ..., measures of IQ are not of much use in predicting laterare not of much use in predicting laterIQ.”IQ.”

““Between ages 5 and 10, the tests rapidlyBetween ages 5 and 10, the tests rapidlybecome more predictive of adult IQ.”become more predictive of adult IQ.”

““After about the age of 10, the IQ score isAfter about the age of 10, the IQ score isessentially stable within the constraintsessentially stable within the constraintsof measurement error.”of measurement error.”

Herrnstein & Murray, p. 130Herrnstein & Murray, p. 130

.88.88

.78.78

.81.81

.77.77

.78.78

.87.87

.88.88

.87.87

.83.83

.91.91

.91.91

.90.90

.92.92

.71.71 .94.941010 99 88

77 66 55

55 66 77 88 99 1010

1.001.00

1.001.00

1.001.00

1.001.00

1.001.00

1.001.00

Stability of IQStability of IQStability of IQStability of IQ

AgeAgeAgeAge

Fels Longitudinal Study (N=80)Fels Longitudinal Study (N=80)

.94.94

.92.92

.86.86

.86.86

.69.69

.93.93

.86.86

.86.86

.67.67

.90.90

.90.90

.74.74

.88.88

.71.71 .89.89171715151414

121211111010

1010 1111 1212 1414 1515 1717

1.001.00

1.001.00

1.001.00

1.001.00

1.001.00

1.001.00

Stability of IQStability of IQStability of IQStability of IQ

AgeAgeAgeAge

Fels Longitudinal Study (N=80)Fels Longitudinal Study (N=80)

3. Does intelligence3. Does intelligence run in families?run in families?

3. Does intelligence3. Does intelligence run in families?run in families?

Correlations: Raised TogetherCorrelations: Raised TogetherCorrelations: Raised TogetherCorrelations: Raised Together

Identical TwinsIdentical Twins

Fraternal TwinsFraternal Twins

SiblingsSiblings

Parent-offspringParent-offspring

Half-siblingsHalf-siblings

CousinsCousins

.86.86

.60.60

.47.47

.42.42

.31.31

.15.15

Bouchard & McGue (1981), Bouchard & McGue (1981), ScienceScience, , 212212, 1055-1059., 1055-1059.

MatesMates .40.40

Correlations: Raised ApartCorrelations: Raised ApartCorrelations: Raised ApartCorrelations: Raised Apart


SiblingsSiblings


.72.72

.24.24

.22.22


Correlations:Correlations: Nongenetic RelativesNongenetic Relatives

Correlations:Correlations: Nongenetic RelativesNongenetic Relatives

Adoptive SiblingsAdoptive Siblings

Adoptive Parent-offspringAdoptive Parent-offspring

.31.31

.19.19


Correlations:Correlations:Correlations:Correlations:


SiblingsSiblings


.72.72

.24.24

.22.22


.86.86

.47.47

.42.42

RaisedRaisedTogetherTogether

RaisedRaisedApartApart

4. Does intelligence4. Does intelligenceinfluence eventualinfluence eventual

social status?social status?

4. Does intelligence4. Does intelligenceinfluence eventualinfluence eventual

social status?social status?



I. Very BrightI. Very BrightI. Very BrightI. Very Bright

II. BrightII. BrightII. BrightII. Bright

III. NormalIII. NormalIII. NormalIII. Normal

IV. DullIV. DullIV. DullIV. Dull

V. Very DullV. Very DullV. Very DullV. Very Dull

Herrnstein & Murray, NLSY data (whites)Herrnstein & Murray, NLSY data (whites)

22

33

66

1616

3030

PovertyPoverty(1989)(1989)

No HSNo HSDiplomaDiploma

00

00

66

3535

5555

UnemployedUnemployed> 1 month> 1 month

(1989)(1989)

22

77

77

1010

1212

00

22

88

1717

3131

ChronicChronicWelfareWelfare

99

1515

2323

2222

2121

DivorcedDivorced

CognitiveCognitiveClassClass


Percent:Percent:

Social Outcomes and IQSocial Outcomes and IQSocial Outcomes and IQSocial Outcomes and IQ






Herrnstein & Murray, NLSY data (whites)Herrnstein & Murray, NLSY data (whites)

55

22

33

77

66

Low Birth-Low Birth-weightweight

IllegitimateIllegitimateChildChild

22

44

88

1717

3232

00

22

66

1111

2424

00

77

66

1717

3939

Low IQLow IQChildChild



Percent:Percent:

Social Outcomes and IQSocial Outcomes and IQSocial Outcomes and IQSocial Outcomes and IQ

Low HOMELow HOMEIndexIndex

IQ and Social StatusIQ and Social StatusIQ and Social StatusIQ and Social Status

Father’s:Father’s:EducationEducation OccupationOccupation

EducationEducation

OccupationOccupation

IncomeIncome

IQIQ

.38.38 .37.37 .47.47

.26.26 .29.29 .36.36

.18.18 .18.18 .35.35

PSID Data (N=1774)PSID Data (N=1774)

OwnOwn



EducationEducation


IncomeIncome

IQIQ

.30.30 .31.31 .55.55

.26.26 .30.30 .43.43

.14.14 .27.27 .35.35

Veterans (N=803)Veterans (N=803)

OwnOwn



EducationEducation


IncomeIncome

IQIQ

.40.40 .38.38 .58.58

.35.35 .39.39 .45.45

.17.17 .20.20 .36.36Kalamazoo Brothers (N=300)Kalamazoo Brothers (N=300)

OccupationOccupation .22.22 .22.22 .45.45

FirstFirst

LaterLater

OwnOwn

TestTest

EducationEducation


EarningsEarnings

FamilyFamilyBack-Back-

groundground TestTestEduca-Educa-

tiontionOccupa-Occupa-

tiontion

Independent VariablesIndependent Variables

DependentDependentVariable:Variable:

.43.43

.29.29

.06.06

.06.06

.44.44

.15.15

.06.06

.53.53

.08.08 .15.15

Project Talent (N=839)Project Talent (N=839)

Standardized Regression CoefficientsStandardized Regression CoefficientsStandardized Regression CoefficientsStandardized Regression Coefficients

TestTest

EducationEducation


EarningsEarnings




tiontion



.25.25

.28.28

.07.07

.01.01

.40.40

.07.07

.17.17

.55.55

.24.24 .20.20

PSID (N=1,774)PSID (N=1,774)


--

TestTest

EducationEducation


EarningsEarnings




tiontion



.34.34

.30.30

.16.16

.14.14

.45.45

.12.12

.20.20

.45.45

.01.01 .23.23

Veterans (N=803)Veterans (N=803)


--

TestTestEducationEducationFirst Occup.First Occup.

Current Earn.Current Earn.



tiontionFirstFirstOcc.Occ.



.38.38

.41.41

.19.19

.03.03

.43.43

.03.03

.14.14

.59.59

.10.10 .12.12

Kalamazoo Brothers (N=300)Kalamazoo Brothers (N=300)


--Current Occ.Current Occ. .09.09 .15.15 .34.34

CurrentCurrentOcc.Occ.

.29.29

.21.21

FBFBFBFB IQIQIQIQ

EDEDEDED OCOCOCOC $$$$$$$$

““Among the most firmly established factsAmong the most firmly established factsabout criminal offenders is that their about criminal offenders is that their distribution of IQ scores differs from thatdistribution of IQ scores differs from thatof the population at large. Taking theof the population at large. Taking thescientific literature as a whole, criminalscientific literature as a whole, criminaloffenders have average IQs of about 92,offenders have average IQs of about 92,eight points below the mean.”eight points below the mean.”


IQ and CrimeIQ and CrimeIQ and CrimeIQ and Crime

“ “ In trying to understand how to dealIn trying to understand how to dealwith the crime problem, much of thewith the crime problem, much of theattention now given to problems ofattention now given to problems ofpoverty and unemployment should bepoverty and unemployment should beshifted to another question altogether:shifted to another question altogether:coping with cognitive disadvantage.”coping with cognitive disadvantage.”

IQ and Crime:IQ and Crime:ConclusionsConclusions

IQ and Crime:IQ and Crime:ConclusionsConclusions







Herrnstein & Murray, NLSY data (white males), p. 247Herrnstein & Murray, NLSY data (white males), p. 247

55

1212

2020

2727

1717

EverEverBookedBooked

StoppedStoppedby Policeby Police

1818

2727

3737

EverEverConvictedConvicted

33

77

1515

2121

1414

00

11

33

77

77

EverEverIncarceratedIncarcerated



Percent:Percent:

Crime and IQCrime and IQCrime and IQCrime and IQ

4646

3333

Verbal Performance92

94

96

98

100

102

104

106

108

110

112

Verbal Performance

DelinquentNondelinquent

IQ and Delinquency: BoysIQ and Delinquency: BoysIQ and Delinquency: BoysIQ and Delinquency: Boys

adapted from White, Moffitt, & Silva (1989)adapted from White, Moffitt, & Silva (1989)

IQ and Delinquency: GirlsIQ and Delinquency: GirlsIQ and Delinquency: GirlsIQ and Delinquency: Girls

adapted from White, Moffitt, & Silva (1989)adapted from White, Moffitt, & Silva (1989)

Verbal Performance90

92

94

96

98

100

102

104

106

108

110

Verbal Performance

DelinquentNondelinquent

Vocabulary

BlockDesign

90

92

94

96

98

100

102

104

106

108

Vocabulary

BlockDesign

S.A.

Control

Substance Abusing and ControlSubstance Abusing and ControlMale Teenage ProbandsMale Teenage Probands

Substance Abusing and ControlSubstance Abusing and ControlMale Teenage ProbandsMale Teenage Probands

ASA-I (unpublished)ASA-I (unpublished)

Vocabulary

BlockDesign

88

90

92

94

96

98

100

102

104

Vocabulary

BlockDesign

S.A.

Control

Relatives ofRelatives ofSubstance Abusing and ControlSubstance Abusing and Control

Male Teenage ProbandsMale Teenage Probands

Relatives ofRelatives ofSubstance Abusing and ControlSubstance Abusing and Control

Male Teenage ProbandsMale Teenage Probands


VViqiq PPiqiq

drugsdrugs alco-alco-holhol

CD/CD/ASPASP

-.07-.07-.06-.06 -.03-.03

.01.01

-.13-.13 -.05-.05

.46.46


5. Is a cognitive 5. Is a cognitive meritocracymeritocracy evolving?evolving?

5. Is a cognitive 5. Is a cognitive meritocracymeritocracy evolving?evolving?

HeritocracyHeritocracy & & MeritocracyMeritocracyHeritocracyHeritocracy & & MeritocracyMeritocracy

FamilyFamilyBackgroundBackground

IndividualIndividualMeritMerit

EventualEventualStatusStatus

““If the reader is now convinced that eitherIf the reader is now convinced that eitherthe genetic or environmental explanationthe genetic or environmental explanationhas won out to the exclusion of the other, has won out to the exclusion of the other, we have not done a sufficiently good job ofwe have not done a sufficiently good job ofpresenting one side or the other. It seemspresenting one side or the other. It seemshighly likely to us that both genes and thehighly likely to us that both genes and theenvironment have something to do withenvironment have something to do withracial differences. What might the mix be?racial differences. What might the mix be?We are resolutely agnostic on that issue.”We are resolutely agnostic on that issue.”


Rethinking Ethnic DifferencesRethinking Ethnic DifferencesRethinking Ethnic DifferencesRethinking Ethnic Differences

““... we have found that the genetic aspect... we have found that the genetic aspectof ethnic differences has assumed anof ethnic differences has assumed anoverwhelming importance. One symptomoverwhelming importance. One symptomof this is that while this book was inof this is that while this book was inpreparation and regardless of how wepreparation and regardless of how wedescribed it to anyone who asked, itdescribed it to anyone who asked, itwas assumed that the book’s real subjectwas assumed that the book’s real subjecthad to be not only ethnic differences inhad to be not only ethnic differences incognitive ability but the genetic sourcecognitive ability but the genetic sourceof those differences.”of those differences.”


And, on the next page ...And, on the next page ...And, on the next page ...And, on the next page ...

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The Bell Curve: Intelligence and Class Structure in American Life Intelligence and Class Structure...

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