Book contents
- In the Know
- In the Know
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Acknowledgments
- Preface
- Introduction
- Section 1 The Nature of Intelligence
- Section 2 Measuring Intelligence
- Section 3 Influences on Intelligence
- 11 IQ Only Reflects a Person’s Socioeconomic Status
- 12 High Heritability for Intelligence Means that Raising IQ Is Impossible
- 13 Genes Are Not Important for Determining Intelligence
- 14 Environmentally Driven Changes in IQ Mean that Intelligence Is Malleable
- 15 Social Interventions Can Drastically Raise IQ
- 16 Brain-Training Programs Can Raise IQ
- 17 Improvability of IQ Means Intelligence Can Be Equalized
- Section 4 Intelligence and Education
- Section 5 Life Consequences of Intelligence
- Section 6 Demographic Group Differences
- Section 7 Societal and Ethical Issues
- References
- Index
11 - IQ Only Reflects a Person’s Socioeconomic Status
from Section 3 - Influences on Intelligence
Published online by Cambridge University Press: 22 October 2020
- In the Know
- In the Know
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Acknowledgments
- Preface
- Introduction
- Section 1 The Nature of Intelligence
- Section 2 Measuring Intelligence
- Section 3 Influences on Intelligence
- 11 IQ Only Reflects a Person’s Socioeconomic Status
- 12 High Heritability for Intelligence Means that Raising IQ Is Impossible
- 13 Genes Are Not Important for Determining Intelligence
- 14 Environmentally Driven Changes in IQ Mean that Intelligence Is Malleable
- 15 Social Interventions Can Drastically Raise IQ
- 16 Brain-Training Programs Can Raise IQ
- 17 Improvability of IQ Means Intelligence Can Be Equalized
- Section 4 Intelligence and Education
- Section 5 Life Consequences of Intelligence
- Section 6 Demographic Group Differences
- Section 7 Societal and Ethical Issues
- References
- Index
Summary
The evidence is clear: wealthier individuals tend to score higher on intelligence and academic tests. This is true, both in adulthood (Herrnstein & Murray, 1994) and childhood (Zwick, 2002). As a result, some people – like those quoted above – have argued that the tests of g are actually little more than tests of someone’s socioeconomic status. Others have argued that differences in wealth or socioeconomic status cause differences in performance on tests of g. In other words, they believe that money makes people smarter, or that it can buy higher scores through test preparation classes, better schools, or home life advantages (e.g., L. Brody, 2018; Zwick, 2002). As a result, some skeptics of intelligence testing believe that these tests reflect economic advantages more than any cognitive abilities.
- Type
- Chapter
- Information
- In the KnowDebunking 35 Myths about Human Intelligence, pp. 107 - 113Publisher: Cambridge University PressPrint publication year: 2020