Archive for the ‘Inequality’ Category
Posted by dlende on April 16, 2009
Nicholas Kristof has an op-ed today, How to Raise Our I.Q. He opens with a standard version of the individual meritocracy argument, that IQ is largely inherited:
Poor people have I.Q.’s significantly lower than those of rich people, and the awkward conventional wisdom has been that this is in large part a function of genetics. After all, a series of studies seemed to indicate that I.Q. is largely inherited. Identical twins raised apart, for example, have I.Q.’s that are remarkably similar. They are even closer on average than those of fraternal twins who grow up together.
If intelligence were deeply encoded in our genes, that would lead to the depressing conclusion that neither schooling nor antipoverty programs can accomplish much. Yet while this view of I.Q. as overwhelmingly inherited has been widely held, the evidence is growing that it is, at a practical level, profoundly wrong.
Kristof cites Richard Nisbett’s new book Intelligence and How to Get It: Why Schools and Cultures Count. I covered some of Nisbett’s work in the post IQ, Environment and Anthropology, and Jim Holt gave a strong review of the book recently in the NY Times. The publisher’s home page simply says that this book is a “bold refutation of the belief that genes determine intelligence.”
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Posted in Developmental psychology, Education, Inequality, Learning | 6 Comments »
Posted by dlende on April 10, 2009
Poverty Poisons the Brain was one of our most popular posts last year. Recent research has brought that topic back into public light. It’s good research, but today I will get critical about what really matters in our emerging realization that social disadvantage results in neurological disadvantage.
Gary Evans and Michelle Shamberg recently published a PNAS paper, Childhood Poverty, Chronic Stress and Working Memory (pdf). Here’s the abstract:
The income–achievement gap is a formidable societal problem, but little is known about either neurocognitive or biological mechanisms that might account for income-related deficits in academic achievement. We show that childhood poverty is inversely related to working memory in young adults. Furthermore, this prospective relationship is mediated by elevated chronic stress during childhood. Chronic stress is measured by allostatic load, a biological marker of cumulative wear and tear on the body that is caused by the mobilization of multiple physiological systems in response to chronic environmental demands.
The Evans and Shamberg paper has gotten prominent media attention. Over at Wired, Poverty Goes Straight to the Brain got an enormous number of diggs. Brandon Keim’s opening lines are, “Growing up poor isn’t merely hard on kids. It might also be bad for their brains. A long-term study of cognitive development in lower- and middle-class students found strong links between childhood poverty, physiological stress and adult memory.”
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Posted in Brain Mechanisms, Developmental psychology, Embodiment, Inequality, Stress | 7 Comments »
Posted by dlende on April 6, 2009
Robert Sampson has just published Disparity and diversity in the contemporary city: social (dis)order revisited in the British Journal of Sociology (BJS). It comes out of the annual BJS lecture that Sampson had the honor to give last fall. This paper focuses on both objective and subjective disorder, in particular highlighting the importance of subjective disorder for understanding the impact of disparity.
In his paper Sampson is basically taking on the Broken Windows approach to disorder, that visible and quite real signs of disorder encourage people to engage in criminal and other deviant acts. In one sense, Sampson wants to bring Durkheim back into the picture, that anomie – or a spirit or sense of disorder – is also vital to sociology.
As he says, “My general thesis is that perceptions of disorder constitute a fundamental dimension of social inequality at the neighborhood level and perhaps beyond… I argue that the grounds on which perceptions of disorder are formed are contextually shaped by social conditions that go well beyond the usual suspects of observed disorder and poverty, a process that in turn molds reputations, reinforces stigma and influences the future trajectory of an area (6).”
Sampson brings an intriguing mix of photoethnography, historical and theoretical analysis, and quantitative data from Chicago. His main thrust is to say that “because the link between cues of disorder and perception is socially mediated, it is malleable and thus subject to change.” He wants to get away from a mono-causal view of disorder to an understanding of disorder as something more complex and interactive, as these two contrasting figures from his paper show.
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Posted in Cognitive anthropology, Cultural theory, Inequality, Violence | Leave a Comment »
Posted by gregdowney on December 21, 2008
Dear readers. Dr. Charles Whitehead wrote a long and thoughtful response to my earlier post on the Flynn Effect, but I worried that comments may not get read as often (or carefully) as the main posts, so I’m taking the liberty of giving Dr. Whitehead his own post. For more about Charles Whitehead’s work and his online activities, see Charles Whitehead: Social Mirrors here at Neuroanthropology.
From an anthropological point of view cognitive scientists are being less than rational when they treat intelligence scales as though they are measuring something fundamental and innate in human beings. No doubt innate abilities are used by people when they tackle IQ tests, but it is unlikely that such abilities evolved under selection pressure for this kind of problem solving.
Intelligence scales are culturally embedded artifacts designed to meet the idiosyncratic needs of postindustrial western societies, and reflect the equally idiosyncratic assumptions found in the west – such as our habit of referring to someone as “brainy” when we mean “intelligent”, and the widely held assumption that brains got bigger during human evolution because of selection pressure for “intelligence” (and/or language: e.g. Deacon 1992). The idea that human intelligence is the ultimate pinnacle of biological evolution may be little more than colonialist propaganda, suggesting that “scientific” societies are the ultimate pinnacle of cultural evolution – and hence morally entitled to dominate others who formerly managed perfectly well without the blessings of “modernity”.
Sir Francis Galton devised the first intelligence test in the late 19th century and this was followed by the scale developed by Alfred Binet and Théophile Simon between 1905 and 1911 (Atkinson et al., 1993: 457-8). As early as 1884 Galton examined more than 9,000 visitors to the London exhibition and found to his chagrin that eminent British scientists could not be distinguished from ordinary citizens on the basis of head size (ibid: 458). From that point on the kind of assumptions made by Galton have continued to pervade scientific thinking with little or no empirical encouragement.
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Posted in Cognitive anthropology, Education, Human variation, Inequality, Learning, general | Tagged: brain evolution, brain size, Flynn effect, intelligence testing, theory of mind | 4 Comments »
Posted by gregdowney on December 16, 2008
James R. Flynn
Since I’m in Dunedin, New Zealand, I thought I’d write on one of the University of Otago’s most neuroanthropological philosophers, Prof. James Flynn, and dive back into the maelstrom around average IQ scores in different social groups. Prof. Flynn famously pointed out to people outside the standardized testing industry that IQ tests had to be periodically recalibrated because
average IQ scores in industrialized countries steadily inflated, suggesting either that people were growing smarter or something else was up with these tests.
Flynn gathered tests from Europe, North America and Asia, around thirty countries in all, and discovered that, for as far back as we had data in any case, average IQ test scores had risen about 3 points per decade and in some cases more. Only recently, in some Scandanavian countries, to the gains appear to be levelling off (see, for example, Sundet 2004; Teasdale and Owen 2005).
We’ve been down this road before at Neuroanthropology before, delving into the murky depths of group averages and tests scores. Back in December 2007, Agustín offered neuroanthropology and race- getting it straight, following up on a discussion sparked by Daniel’s post, IQ, Environment & Anthropology. I put in my two cents, and caught an ear-full, for Girls closing math gap?: Troubles with intelligence #1 (the first ‘part’ of this post). I’ve been wanting to re-enter this particular body of hot water since I read a story on Science Daily, Plastic Brain Outsmarts Experts: Training Can Increase Fluid Intelligence, Once Thought To Be Fixed At Birth, so against my better instincts, my shoes are off and I’m poking my toes in.
Ironically, in spite of the fact that children spend longer on average in school than in previous decades, the Flynn Effect does not show up on the parts of standardized tests that measure school-related subjects. That is, tests of vocabulary, arithmetic, or general knowledge (such as the sorts of facts one learns in school) have showed little increase, but scores have increased markedly on tests thought to measure ‘general intelligence’ (or ‘g’), such as Raven’s Progressive Matrices which require mental manipulation of objects, logical inference, or other abstract reasoning.
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Posted in Education, Genetics, Inequality, Learning, general | 7 Comments »
Posted by gregdowney on December 8, 2008
Thank God for Vaughn at Mind Hacks. Or should I say, Graça à Nossa Senhora (that’s Thanks to Our Lady for those of you scratching your heads)… He brings to our attention this brain image which shows Our Lady of the Cerebellum in his posting Immaculate perception.
According to the original story, we learn that in 2002, Pamela Latrimore underwent an MRI that, in the eyes of some, imaged the Virgin Mary where most of us have a cerebellum (although, that would explain if she was having some motor control problems…). The original story, Do you see the Virgin Mary in this brain scan?, appeared in the TCPalm, Florida’s Treasure Coast and Palm Beaches’ news leader.
As the story reports:
Latrimore, a 42-year-old wife and mother without insurance, hadn’t ever really looked at the results of a 2002 MRI scan of her brain. So she didn’t know what her Catholic sister-in-law was talking about a few weeks ago when she said, “Oh my gosh, Pam, you have Mother Mary in your head.”
This story would be unmitigated fun, a chance to spin out all sorts of jokes about which parts of the brain ‘light up’ when we see a pattern of the Holy Mary in our brain images, except for the fact that, if you read a bit further in the TCPalm, you learn why Ms. Latrimore was getting brain scans in the first place, and perhaps why she and her relatives are searching for signs of any divine intervention.
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Posted in Brain imaging, Inequality | Tagged: MRI, Virgin Mary image | 36 Comments »
Posted by gregdowney on August 31, 2008
A while ago, I posted an overly-long discussion of recent research on the ‘math gap’ between boys and girls on standardized testing (Girls closing math gap?: Troubles with intelligence #1). That posting discussed several studies published in Science that have shown the gap in average math scores between boys and girls is not set in stone. In one paper, an increase in the test pool brought on by the No Child Left Behind program, with mandatory universal tests instead of exams only for those wishing to go to college, caused the gap in average scores to disappear; in the other paper, a decrease in the ‘math gap’ was found to correlate with other measures of greater gender equality in European states.
As I pointed out in the previous post, however, many commentators suggest that it is not the gap in average test scores that really matters; rather, these critics argue that the different variance in boys’ and girls’ scores explains the disproportionate number of boys who produce exceptional scores (as well as exceptionally bad scores), and thus the marked gap of men and women in PhD math programs, in prestigious prizes for physics and related subjects, and in related fields like engineering. In the earlier post, I argued that even if this greater variance showed up reliably across all testing populations, what exactly was being illuminated was still not clear; that is, many other explanations–other than that men had better ‘math modules’ in their brains, or greater ‘innate’ mathematics ability, or something like that–could explain even very stable differences in math performance. At the time I suggested a number of other possibilities, such as sex differences in stress response during testing, as other possible explanations for even a universal ‘math gap’ (which still had to contend with studies like the two in Science which severely undermined the assertion of universality).
As if on cue, I stumbled upon a video and accompanying article in Science Daily on differences in stress responses among men and women: Neuroscientists Find That Men And Women Respond Differently To Stress (but don’t click on that link — keep reading!). Stress is a good candidate to explain a test-taking gap because the observable physiological processes offer abundant evidence that men and women don’t respond to stress in exactly the same way (although there are underlying commonalities). For example, stress causes different diseases in men and women, and some long-term psychological disorders that demonstrate sex-linked disparities seem to emerge from stress.
Unlike the ‘black box’ explanation that boys and simply better at math or evidence greater variability in innate ability, with no observable neural correlate or plausible explanatory mechanism, in variation in stress response we have a clear candidate for male-female difference that plausibly affects their performance and even physiology (for example, in different stress-related diseases).
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Posted in Brain imaging, Education, Gender, Human variation, Inequality, Stress | Tagged: gender gap, IQ testing, math gap, standardized testing, test scores | 5 Comments »
Posted by gregdowney on August 7, 2008
In a January 2005 speech, Harvard President Lawrence Summers provoked the proverbial firestorm by suggesting that women lacked the ‘intrinsic aptitude’ of women for math, science and engineering (story in the Boston Globe on the incident). Summers was merely stating out loud what many people believe: that inherent differences between men and women cause significant inequalities in aptitude for math (and presumably also for art history, Coptic studies, or cultural anthropology, but they usually get a lot less attention…).
A recent report in Science by Janet S. Hyde and colleagues, ‘Gender Similarities Characterize Math Performance,’ used a mass of standardized testing data generated under the No Child Left Behind program to compare male and female performance and found that the scores were more similar than different. The gap in average performance on math tests has shrunk significantly since the 1970s, disappearing in most states and grades for which the research team could get good data. According to Marcia C. Linn of the University of California, Berkeley, one of the co-authors of the study: ‘Now that enrollment in advanced math courses is equalized, we don’t see gender differences in test performance. But people are surprised by these findings, which suggests to me that the stereotypes are still there.’
From the way that this report has been discussed, it seems clear that the data has not settled this question in many people’s minds. Tamar Lewin of The New York Time covered the story in (’Math Scores Show No Gap for Girls, Study Finds‘) provoking comments on a wide range of websites, including some who insisted that the team led by Hyde missed entirely the point being made by Summers or that Lewin had misread the study (some accusing her of feminist bias). In contrast, Keith J. Winstein of The Wall Street Journal focused not on the average scores, but on the results at the top end of the bell curve, writing, Boys’ Math Scores Hit Highs and Lows, which highlights the discussion of variance in boys’ scores.
Although I briefly want to go over the study and the way its being interpreted, I’m more interested in the shift in test scores over time because I think that the movements in these numbers, including gaps that disappear over time (or don’t), point to a basic problem in the tests themselves. Well, not a problem in the tests—they’re very sophisticated instruments for assessing certain kinds of performance on selected tasks—but rather with the common assumption about what these tests actually reveal and the nature of ‘math ability.’ For me, this larger point is more important for neuroanthropology because it applies to far more than just the ‘math gap.’
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Posted in Education, Gender, Human variation, Inequality, Learning, general | Tagged: gender gap, IQ testing, math gap, standardized testing, test scores | 10 Comments »
Posted by dlende on May 24, 2008
Daniel Halperin, a medical anthropologist at Harvard, is leading the call for a change in HIV prevention. As a recent BBC article reports, “Substantial investment in condom promotion, HIV testing and vaccine research has had limited success in Africa, [Halperin and others] argue in Science. Instead male circumcision and reducing multiple sexual partners should become the ‘cornerstone’ of prevention.”
Their overall argument actually takes aim at one of the biggest sacred cows in current anthropology—the role of inequality. In Reassessing HIV Prevention, Potts, Halperin et al. write, “Such devastating epidemics [of HIV/AIDS] have frequently been attributed to poverty, limited health services, illiteracy, war, and gender inequity. Although these grave problems demand an effective response in their own right, they do not appear to be the immediate causes of generalized epidemics.”
The immediate causes, and thus the immediate foci for prevention, are more concrete:
Where multiple sexual partnerships, especially concurrent ones, are uncommon, and particularly where male circumcision (MC) is common, HIV infection has remained concentrated in high-risk populations (7). Niger, a Muslim country where sexual behavior is relatively constrained and MC is universal, has an adult HIV prevalence of 0.7% (1), despite being the lowest ranking country in the Human Development Index. Botswana, the second wealthiest country in Sub-Saharan Africa, has high levels of multiple concurrent partnerships among both sexes and lack of MC (8), with an HIV prevalence of 25%.
I would also add mother-to-child prevention, given work I help guide in Lesotho. That research, in affiliation with the Touching Tiny Lives project which helps children, shows the importance of access to preventive drugs during pregnancy and breastfeeding, while also addressing the stigmas and sociocultural limitations that often keep women from having access to these drugs.
And for those larger causes? Halperin wrote a powerful editorial back in January, Putting A Plague in Perspective. There he wrote:
Many other public health needs in developing countries are being ignored. The fact is, spending $50 billion or more on foreign health assistance does make sense, but only if it is not limited to H.I.V.-AIDS programs… Many millions of African children and adults die of malnutrition, pneumonia, motor vehicle accidents and other largely preventable, if not headline-grabbing, conditions. One-fifth of all global deaths from diarrhea occur in just three African countries — Congo, Ethiopia and Nigeria — that have relatively low H.I.V. prevalence. Yet this condition, which is not particularly difficult to cure or prevent, gets scant attention from the donors that invest nearly $1 billion annually on AIDS programs in those countries.
Posted in Applied Anthropology, Inequality | 1 Comment »
Posted by dlende on May 20, 2008
Comfort Food, for Monkeys is John Tierney’s article today, reporting on recent research by Mark Wilson and colleagues at Yerkes Primate Center about rhesus monkeys, sweet tooths, social stress and inequality. Familiar themes, all of them.
Normally, low-status monkeys eat roughly the same amount of bland monkey chow as dominant individuals. But add sweet banana-flavored pellets to the mix, and suddenly the equation changed: “While the dominant monkeys dabbled in the sweet, fatty pellets just during the daytime, the subordinate monkeys kept scarfing them down after dark.”
Tierney goes on to outline reasons why this scarfing vs. dabbling dynamic might emerge in socially complex species like rhesus monkeys. As Wilson et al. note in their paper, “this ethologically relevant model may help understand how psychosocial stress changes food preferences and consumption leading to obesity.”
Tierney describes research by Dallman et al., who have proposed that people can directly impact stress hormones through eating, largely by mediating anxiety: “[P]eople eat comfort food in an attempt to reduce the activity in the chronic stress-response network with its attendant anxiety.” So individuals with greater stress reactivity and negative mood tend to eat more in their stressed vs. control experimental paradigm.
As Tierney notes with a quip about a “stressed-out wage slave who has polished off a quart of Häagen-Dazs at midnight while contemplating the day’s humiliations,” inequality can bring on stress reactivity and negative mood (for more on that, see previous stress and inequality posts on Sapolsky and Blakey). In turn, inequality feeds into the obesity epidemic through both social and cultural dynamics.
But Tierney also knows that seeking food, not simply reactive eating, is key to overall weight gain. Read the rest of this entry »
Posted in Animals, Food & Eating, Gender, Inequality, Psychological anthropology | 4 Comments »
