What can we do?

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What can we do? moving debates about genetic
determinism in new directions peter.taylor_at_umb.e
du Science, Technology Values UMass Boston
2
Ask What can we do?
(in light of what scientists are claiming about
genetics and environment in the development of
individual lives)
3
Caspi, A., et al. (2002) "Role of Genotype in
the Cycle of Violence in Maltreated Children."
Science 297 851-854.
4
Composite Index of antisocial behavior
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Composite Index of antisocial behavior
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Composite Index of antisocial behavior
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Composite Index of antisocial behavior
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misclassification stereotyping individuals
treated according to group membership
(remember information to individualize has a
cost)
11
Ask What can we do? (in light of what scientists
are claiming about genes and environment in the
development of individual lives)
Challenge actions based on differences between
group means (variation vs. cost of
individualizing)
12
Ask What can we do? (in light of what scientists
are claiming about genes and environment in the
development of individual lives)
Challenge actions based on differences between
group means (variation vs. cost of
individualizing) Investigate development (expose
multiple points of engagement)
13
Brown, G. W. and T. Harris (1978) Social Origins
of Depression New York, The Free Press.
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Kendler, K. S., et al. (2002) "Towards a
comprehensive developmental model for major
depression in women" American Journal of
Psychiatry 159 1133-1145
link
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Paul, D. (1997) The history of newborn
phenylketonuria screening in the
U.S. http//biotech.law.lsu.edu/research/ fed/tfgt
/appendix5.htm
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newborn screening for PKU -gt special diet -gt
severe retardation prevented
multiple points of engagement reduction in
false positives diagnosis of variability in PKU
appropriate diet personal motivation
understanding of people with some mental
deficits family, peer, cultural support for
diet insurance coverage prevention of
maternal PKU
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Ask What can we do? (in light of what scientists
are claiming about genes and environment in the
development of individual lives)
Challenge actions based on differences between
group means (variation vs. cost of
individualizing) Investigate development (expose
multiple points of engagement) Avoid discussion
of genes environment interaction (unhelpful
or questionable)
21
Jensen, A. R. (1969) "How much can we boost IQ
and scholastic achievement?" Harvard Educational
Review 39 1-123
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within group variation gap between group means
high heritability within group gt between
group social policy -gt sustained IQ
increase sociological factors cant explain all
of gap
plausible significant genetic component (w/in
b/w) gt do not dismiss innate differences (e.g.,
abstract vs. rote) educate accordingly
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25 April 2005 Black-White-East Asian IQ
differences at least 50 genetic, scientists
conclude in major law journal A 60-page review
of the scientific evidence, some based on
state-of-the-art magnetic resonance imaging (MRI)
of brain size, has concluded that race
differences in average IQ are largely genetic.
The lead article in the June 2005 issue of
Psychology, Public Policy and Law examined 10
categories of research evidence from around the
world to contrast "a hereditarian model (50
genetic-50 cultural) and a culture-only model
(0 genetic-100 cultural)." The paper, "Thirty
Years of Research on Race Differences in
Cognitive Ability," by J. Philippe Rushton of the
University of Western Ontario and Arthur R.
Jensen of the University of California at
Berkeley "Neither the existence nor the size of
race differences in IQ are a matter of dispute,
only their cause," write the authors
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Dickens, W. T. and J. R. Flynn (2001)
"Heritability estimates versus large
environmental effects The IQ paradox resolved."
Psychological Review 108(2) 346-369.
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within group variation gap between group means
high heritability within group gt between
group social policy -gt sustained IQ
increase sociological factors cant explain all
of gap
generational
plausible significant genetic component (w/in
b/w)
logic must be wrong for racial mean gap as well
26
reciprocal causation models
matching of environments
social multiplier
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Ask What can we do? (in light of what scientists
are claiming about genes and environment in the
development of individual lives)
Challenge actions based on differences between
group means (variation vs. cost of
individualizing) Investigate development (expose
multiple points of engagement)
28
(No Transcript)
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Taylor, P. J. (2005) The IQ paradox
reconceived Visualizing the limited relevance of
human heritability estimates in explaining
differences between means across groups or across
generations Working paper.
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Association Intervention/ Engagement
if you see X, you see Y
?
if you do X, then you see Y
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agricultural research
vs. human behavioral genetic research
difference in statistical effects measurable factors develop-mental causes
heritability association (regression analysis) experiment-ally varied
genetic envtl./social/cultural factors (Caspi et al. genetic)
background knowledge hypotheses -gt
insight -gt
for b/w group means not separable from
environmental because twin replication is w/in
group/location
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School A
Teacher Jones algebra scores of 15 students from school A randomly assigned to J.
Kenton scores of a different 15 randomly assigned to K.
Lee etc.
School B
Teacher Mahoud algebra scores of 15 students from school B randomly assigned to M.
Nykov scores of a different 15 randomly assigned to N.
OKeefe etc.
33
School A aver-age
Teacher Jones algebra scores of 15 students from school A randomly assigned to J. 86
Kenton scores of a different 15 randomly assigned to K. 42
Lee etc. 64
School B aver-age
Teacher Mahoud algebra scores of 15 students from school B randomly assigned to M. 32
Nykov scores of a different 15 randomly assigned to N. 44
OKeefe etc. 56
School A average 64
School B average 44
Interpretations? school A superior to B in
facilities, admin, etc. teachers in school A
superior (on av.) to teachers in B school A
superior students (on av.) in algebra
all unjustified
34
School A aver-age
Teacher Jones algebra scores of 15 students from school A randomly assigned to J. 86
Kenton scores of a different 15 randomly assigned to K. 42
Lee etc. 64
School B aver-age
Teacher Mahoud algebra scores of 15 students from school B randomly assigned to M. 32
Nykov scores of a different 15 randomly assigned to N. 44
OKeefe etc. 56
School A average 64
School B average 44
for nested situation
Justified interpretation algebra scores for
students in school A taught by teachers in school
A are superior (on av.) to algebra scores for
students in school B taught by teachers in school
B
35
School A aver-age
Teacher Jones algebra scores of 15 students from school A randomly assigned to J. 86
Kenton scores of a different 15 randomly assigned to K. 42
Lee etc. 64
School B aver-age
Teacher Mahoud algebra scores of 15 students from school B randomly assigned to M. 32
Nykov scores of a different 15 randomly assigned to N. 44
OKeefe etc. 56
36
Location A aver-age
Twin J--- IQ scores of 2 J--- twins growing up in separate families in location A 126
K--- IQ scores of 2 K--- twins growing up in separate families etc. 82
L--- etc. 104
Location B aver-age
Twin M--- IQ scores of 2 M--- twins growing up in separate families in location B 72
N--- IQ scores of 2 N--- twins growing up in separate families etc. 84
O--- etc. 56
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Location A aver-age
Euro-Am. Twin J--- IQ scores of 2 J--- twins growing up in separate families in location A 126
K--- IQ scores of 2 K--- twins growing up in separate families etc. 82
L--- etc. 104
includes experiences associated w/ Euro-Am.
racial group membership
includes experiences associated w/ Afr-Am. racial
group membership
Location B aver-age
Afr-Am. Twin M--- IQ scores of 2 M--- twins growing up in separate families in location B 72
N--- IQ scores of 2 N--- twins growing up in separate families etc. 84
O--- etc. 56
Justified interpretation IQ scores for
Euro-Ams growing up with experiences associated
w/ Euro-Am. group membership are superior (on
av.) than IQ scores for Afr-Ams growing up with
experiences associated w/ Afr-Am. group
membership
38
agricultural research
vs. human behavioral genetic research
difference in statistical effects measurable factors develop-mental causes
heritability association (regression analysis) experiment-ally varied
genetic envtl./social/cultural factors (Caspi et al. genetic)
background knowledge hypotheses -gt
insight -gt
for b/w group means not separable from
environmental because twin replication is w/in
group/location
39
25 April 2005 Black-White-East Asian IQ
differences at least 50 genetic, scientists
conclude in major law journal A 60-page review
of the scientific evidence, some based on
state-of-the-art magnetic resonance imaging (MRI)
of brain size, has concluded that race
differences in average IQ are largely genetic.
The lead article in the June 2005 issue of
Psychology, Public Policy and Law examined 10
categories of research evidence from around the
world to contrast "a hereditarian model (50
genetic-50 cultural) and a culture-only model
(0 genetic-100 cultural)." The paper, "Thirty
Years of Research on Race Differences in
Cognitive Ability," by J. Philippe Rushton of the
University of Western Ontario and Arthur R.
Jensen of the University of California at
Berkeley "Neither the existence nor the size of
race differences in IQ are a matter of dispute,
only their cause," write the authors
unhelpful or questionable
40
4 themes to move debates about genetic
determinism in new directions
Ask What can we do? (in light of what scientists
are claiming about genes and environment in the
development of individual lives)
Challenge actions based on differences between
group means (variation vs. cost of
individualizing) Investigate development (expose
multiple points of engagement) Avoid discussion
of genes environment interaction
(unhelpful or questionable)