A conversation with Heiner Rindermann, for Man and the Economy

hrin_2019  Heiner Rindermann PhD, is Professor of Educational and Developmental Psychology at the Technical University of Chemnitz (Germany). He is psychologist (PhD University of Heidelberg). His work deals with education and ability development, intelligence and student achievement, economy and politics, evolution and culture, and their interplay at the level of individuals and societies. His recent major contribution is Cognitive capitalism: Human capital and the wellbeing of nations published in 2018 by Cambridge University Press.

  Grégoire Canlorbe: An early contribution on your part in establishing the connection between cognitive ability and human development (in the broadest sense) was to show how the spread of AIDS among ethnicities of different continents is greater as the cognitive ability is lower. Could you remind us of your analysis?

  Heiner Rindermann: In two publications from 2007 and 2009 with my German colleagues Georg W. Oesterdiekhoff, a sociologist, and Gerhard Meisenberg, a biologist, I showed that education (as a proxy for intelligence and knowledge) and cognitive ability (comprising intelligence and knowledge) reduce the impact of the HIV spread.[i] If wealth and modernity are added in analyses at the level of nations – comparing different countries – the effects of wealth and modernity even turned positive, increasing HIV rates! Disproving the usual theory, that AIDS is a disease of the poor, the data robustly showed that AIDS is a disease of the low intelligent. But why? Isn’t this result biased or mad?

  In closer consideration not at all: Studies from other authors on AIDS or on diabetes at the level of individuals also show that income and even education are not crucial for health. The crucial factor is intelligence. Again: Why? Here the Piagetian approach can help us as used by Georg W. Oesterdiekhoff and cognitive hermeneutics of everyday life as I tried to explain in my Cognitive capitalism book: People at lower levels of cognitive development and intelligence, especially if living in a social environment with a similar low level, tend to think and act irrationally, e.g. they believe in magic and behave in ineffective or even self-damaging ways. I.e., AIDS is not seen as being caused by HIV transmitted by unprotected sex but being caused by God, magical powers or sorcery and consequently can be cured by magical treatment, e.g. by having sex with a virgin. And these aren’t excuses for sexual abuse or own failings but people really believe this.

  For instance, a quote from a study by African researchers in Mali underscores this: “Accidents are never attributed to faults or incompetence of the people in charge or machine failure, they are always orchestrated by certain superstitious powers.”[ii] Such a mindset will not lead to more cautiousness or better maintenance reducing accidents.

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A conversation with Davide Piffer, for American Renaissance

laurea   Davide Piffer is an evolutionary anthropologist. He obtained his BA in Anthropology from the University of Bologna and a Master of Science in Evolutionary Anthropology from Durham University. His Master’s thesis was on the sexual selection of sleep patterns among humans, and was the first to link mating behavior to chronotype within an evolutionary framework. His research effort later moved to quantitative genetics (i.e. twin studies), when he published one of the first accounts on the heritability of creative achievement. In 2013 he moved to molecular genetics, focusing on the polygenic evolution of educational abilities and intelligence and this is still his main focus. Within this research area, his main finding is that ethnic differences in intelligence are explained by thousands of genetic variants that predict cognitive abilities within populations. He has published a book of poems.

  Grégoire Canlorbe: You have made a well-known attempt to provide a theoretical framework within which creativity—in science, philosophy, technology, music, mathematics, or literature—may be defined more precisely and measured. Could you present us your theory as it stands?

  Davide Piffer: Creativity is not a single cognitive function or ability. Hence, it is not possible to measure creativity with paper and pencil or computer tests, unlike for example intelligence, or working memory. Creativity is the capacity to generate creative products, that is, scientific theories, poems, paintings, sculptures, inventions that are novel and useful or meaningful. Hence, the only way to measure a person’s creativity is via one’s creativity output (i.e. achievement) which is the sum of creative products over an individual’s (or society/ race) lifespan. A lot of cognitive abilities contribute to creativity, and in my seminal paper (Piffer, 2012), I argued that the widespread use by researchers of divergent thinking as the sole measure of creativity is a mistake. In fact, there are many cognitive and personality predictors of creative achievement besides divergent thinking, including IQ or general mental ability, working memory, openness to experience and non-clinical schizophrenic tendencies (i.e. “shizotypy” to use the psychiatrist’s jargon). Hypomania, or the tendency to feel positive emotions, has been linked to creativity, as well as bipolar disorder. All of these factors constitute what I call “cognitive potential”.

  Divergent thinking (DT) is actually an important cognitive function which has been confined to creativity research. However it would benefit other areas of psychology as well. My opinion is that it would be better to regard DT as a form of intelligence, and to include divergent thinking measures in psychometric batteries and standardized intelligence tests (i.e. WAIS). Since psychometrically it is correlated to general cognitive ability but it taps into different neurological substrates, it would provide a more complete picture of one’s mental power, possibly less tied to academic intelligence and more to artistic or daily-life accomplishments.

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A conversation with Gerhard Meisenberg, for Psych

Gerhard Meisenberg is a retired professor of biochemistry who lives in the Caribbean island nation of Dominica. Originally from Germany, he studied at the universities of Bochum and Munich where he obtained his Ph.D. in biology. He then did biochemistry research in the United States for three years, before joining the faculty at Ross University School of Medicine in Dominica. He worked in Dominica from 1984 until the end of 2018. He became known as the senior author of a major textbook of medical biochemistry that has so far been printed in four editions. In addition, he embarked on research in educational research and psychometrics. His special interest is in secular trends of intelligence (Flynn effects), which he studied in Dominica.

  Grégoire Canlorbe: You are best known for your textbook Principles of Medical Biochemistry as well as your evolutionary psychology treatise In God’s Image: The Natural History of Intelligence and Ethics. How do you move from the former to the latter?

  Gerhard Meisenberg: Biochemistry and the study of human behavior both are part of biology, although at slightly different levels. Psychology is one step down in the “hierarchy of sciences”: more complex, and less precise. What attracted me to human behavior are the big questions about why humans are the way they are, how they got that way, and what it means for our ongoing evolution. As Theodosius Dobzhansky famously said, “Nothing in biology makes sense except in the light of evolution.” I realized that the “big picture” of human history cannot be understood without an understanding of the ongoing evolution of the value systems that determine what aims people pursue and the intelligence that determines how good they are at attaining these aims. Neither of these are etched in stone. They keep evolving, both culturally and biologically.

  Grégoire Canlorbe: A short while ago you co-wrote an article on sex differences in intelligence with Professor Richard Lynn. Could you remind us of the outlines of your perspective on this subject conducive to arousing hysteria?

  Gerhard Meisenberg: There was actually a big debate about sex differences in the journal Mankind Quarterly, where contributors exposed the different views in the field. Briefly, there are those who hold that in modern Western societies there are no sex differences in intelligence that are big enough to have any real-world importance. James Flynn defended this position. The second view is represented by Richard Lynn, who claims that boys and girls start out pretty equal, but from the age of about 15 males gain an advantage over females because their mental as well as physical growth continues to an older age. Lynn estimates that adult men score 3 to 5 IQ points higher than women, which is a very small difference. He thinks that together with a higher male standard deviation, this is sufficient to explain male dominance in many intellectual fields. Then there are those, including myself, who emphasize that males and females have different strengths and weaknesses. For example, males have an up to one standard deviation (15 IQ points) advantage in mechanical reasoning, but females come out on top in tests of emotional intelligence and of verbal and episodic memory. There isn’t a huge amount of disagreement among scientists who study these sex differences. It’s a matter of emphasis.

  Another thing to consider is that sex differences in some non-cognitive traits are much bigger than those in measured intelligence. Some aspects of vocational preferences have sex differences of at least one standard deviation, although this depends much on the way the differences are measured and analyzed. Perhaps the reason why women have lower mechanical comprehension is not that they are innately deficient in this kind of reasoning, but that they have zero interest in the workings of gears and pulleys. Therefore they never bother to develop the ability to understand these things.

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