Cognitive ability and epistemic rationality: A study in Nigeria and Germany

STATISTICS AND INTELLIGENCE IN DEVELOPING COUNTRIES: A NOTE

The purpose of this study is to assess the relationship between intelligence (or human capital) and the statistical capacity of developing countries. The line of inquiry is motivated essentially by the scarce literature on poor statistics in developing countries and an evolving stream of literature on the knowledge economy. A positive association is established between intelligence quotient (IQ) and statistical capacity. The relationship is robust to alternative specifications with varying conditioning information sets and control for outliers. Policy implications are discussed.

Child and Ancient Man: How to Define Their Commonalities and Differences

Developmental psychology is not only a psychology of development from childhood to old age but a psychology of human development in world history. Eighty years of cross-cultural empirical research findings indicate that the adolescent stage of formal operations evolved late in history and is not a universal development of adult humans across cultures and history. Correspondingly, preoperational or concrete operational stages describe adult psychological stages in past or premodern cultures, as Jean Piaget and some of his followers have mentioned. Developmental psychology is likewise a historical or anthropological psychology capable of describing humans in premodern cultures. The article develops a general anthropological or psychological theory answering the many questions that arise from the correspondences between (modern) children and ancient adults. On this psychological basis, the new structural genetic theory program is capable of explaining, better than previous approaches, the history of humankind from prehistory through ancient to modern societies, the history of economy, society, culture, religion, philosophy, sciences, morals, and everyday life. The accomplishment of this task was once demanded of some classical founders of psychology, sociology, history, and ethnology but was largely avoided by the postwar generations of authors for political and ideological reasons.

Survey of Expert Opinion on Intelligence: Causes of International Differences in Cognitive Ability Tests

Following Snyderman and Rothman (1987, 1988), we surveyed expert opinions on the current state of intelligence research. This report examines expert opinions on causes of international differences in student assessment and psychometric IQ test results. Experts were surveyed about the importance of culture, genes, education (quantity and quality), wealth, health, geography, climate, politics, modernization, sampling error, test knowledge, discrimination, test bias, and migration. The importance of these factors was evaluated for diverse countries, regions, and groups including Finland, East Asia, sub-Saharan Africa, Southern Europe, the Arabian-Muslim world, Latin America, Israel, Jews in the West, Roma (gypsies), and Muslim immigrants. Education was rated by N = 71 experts as the most important cause of international ability differences. Genes were rated as the second most relevant factor but also had the highest variability in ratings. Culture, health, wealth, modernization, and politics were the next most important factors, whereas other factors such as geography, climate, test bias, and sampling error were less important. The paper concludes with a discussion of limitations of the survey (e.g., response rates and validity of expert opinions).