Suomalaiset on tosi kommunisteja sydämeltään. Kaikkien pitäisi elää samalla tavoin kuin naapurikin.

Esim. juuri Vanhasen kirjaa "IQ and Global Inequality" (kaksi vuotta sitten ilmestynyt, eli tuore opus) on litattu JUURI siksi, että siinä yritettiin hatarasti vertailla vertailukelvotonta aineistoa. Afrikasta ja Latinalaisesta Amerikasta monesta maasta ei ollut olemassa lainkaan ÄO-kartoituksia ja sen vuoksi Vanhanen (joka siis on edustamasi ideologian ja evoluutiobiologian ainoita suomalaisia edustajia tiedepiireissä) arvioi kyseisten maiden ÄO:ta todellakin laskemalla naapurimaiden keskiarvon ja laskemalla tai nostamalla sitä sen mukaan, oliko kyseisen maan BKT isompi vai pienempi kuin niissä.

Samoin hän saattoi joistain maista napata vertailuun vaikkapa muutamalle kymmenelle yliopisto-opiskelijalle tehdyn kartoituksen (esim. Etelä-Afrikan tasavalta) ja vertailla sitä sitten jonkin maan otannalle, jossa on ollut mukana myös aivan tavallisia, köyhiä kaduntallaajia... näin hän sai mm. osoitettua, miten E-Afrikan valkoinen hallinto on "jalostanut" maan asukkaista älykkäämpiä kuin naapurimaiden mutiaiset.



Että tällaista objektiivista tieteentekoa.

Koskee siis nimenomaan tuota em. mainittua Vanhasen opusta:



[edit] Criticism

Hunt and Wittmann (2008) write of Lynn's IQ data:



The majority of the data points were based upon convenience rather than representative samples. Some points were not even based on residents of the country. For instance, the "data point for Suriname was based on tests given to Surinamese who had migrated to the Netherlands, and the "data point" for Ethiopia was based on the IQ scores of a highly selected group that had emigrated to Israel and, for cultural and historical reasons was hardly representative of the Ethiopian population. The data point for Mexico was based on a weighted averaging of the results of a study of "Native American and Mestizo children in Southern Mexico" with result of a study of residents of Argentina [8].



Upon reading the original reference, they found that the "data point" that Lynn and Vanhanen used for the lowest IQ estimate, Equatorial Guinea, was actually the mean IQ of a group of Spanish children in a home for the developmentally disabled in Spain. Corrections were applied to adjust for differences in IQ cohorts (the "Flynn" effect) on the assumption that the same correction could be applied internationally, without regard to the cultural or economic development level of the country involved. While there appears to be rather little evidence on cohort effect upon IQ across the developing countries, one study in Kenya (Daley, Whaley, Sigman, Espinosa, & Neumann, 2003) shows a substantially larger cohort effect than is reported for developed countries (p.?) [9]



Crawford-Nutt (1976) found that African black students enrolled in westernized schools scored higher on progressive matrix tests than did American white students. The study was meant to examine perceptual/cultural differences between groups, and demonstrated that one's performance on western standardized tests correspond more closely with the quality and style of schooling that one receives more so than other factors [10]. Buj (1981) showed Ghanaian adults to score higher on a supposedly 'culture fair' IQ test than did Irish adults; scores were 80 (Ghanaian) and 78 (Irish), respectively [11]. Shuttleworth-Edwards et al (2004) conducted a study with black South Africans between the ages of 19-30, where highly significant effects for both level and quality of education within groups whose first language was an indigenous black African language, was revealed. Black African first language groups (as well as white English speaking groups) with advantaged education were comparable with the US standardization in IQ test scores (e.g. WAIS-III)[12].



ELI: ÄO-testituloksiin vaikuttaa enemmän koulutuksen määrä ja laatu ja mm. se, saako lapsi opetusta äidinkielellään, vai joutuuko opettelemaan uuden koulukielen (kuten esim. Afrikan monikielisissä yhteiskunnissa yleensä on).