Sonntag, 29. September 2013

If You’ve Got It, Flaunt It: Humans Flaunt Attractive Partners to Enhance Their Status and Desirability

If You’ve Got It, Flaunt It: Humans Flaunt Attractive Partners to Enhance Their Status and Desirability
Benjamin M Winegard et al.; 2013
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0072000


Abstract

Mating decisions are influenced by conspecifics’ mate choices in many species including humans. Recent research has shown that women are more attracted to men with attractive putative partners than those with less attractive partners. We integrate these findings with traditional accounts of social signaling and test five hypotheses derived from it. In our study, 64 men and 75 women were paired with attractive and unattractive opposite-sex putative partners and asked whether they would prefer to give surveys to peers or to older adults. Consistent with predictions, both men and women wanted to show off (flaunt) attractive partners by administering surveys to peers and both men and women wanted to hide (conceal) unattractive partners from peers by administering surveys to older adults. These decisions were mediated by how participants expected others to evaluate their status and desirability when they administered the surveys, consistent with partners serving a social signaling function in humans.



















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Samstag, 28. September 2013

Reading Ability and Intelligence:

>It is common knowledge in psychometrics that a standardized test of reading comprehension is a good proxy for an IQ test. But this is true only if the persons tested are already skilled in word reading. In the psychology of reading, it is important to distinguish between the processes of decoding the symbols that constitute written or printed words (also known as "word reading") and comprehension, or understanding sentences or paragraphs.
The acquisition of decoding skill in young children is highly related to mental age (and to IQ in children of the same chronological age). But after word reading skill is fairly mastered, it is only weakly diagnostic of IQ or g. Children with average or above-average IQ who, with the typical reading instruction in the elementary grades, are still having trouble with word reading by age eight or nine are usually regarded as having specific reading disability and are in need of expert diagnosis and special instruction.
Some 10 to 15 percent of school children are found to have a developmental reading disability. There are two main causes of reading problems, varying in severity and amenability to remediation. One is a slow rate of mental development (manifested as low IQ on nonverbal tests); the other is various forms of dyslexia, in which the reading disability is highly specific and unrelated to g. Children diagnosed as dyslexic may, in fact, obtain very high scores on g-loaded tests if the test does not require reading. Specific reading disabilities show up almost entirely in the decoding aspect of reading, and decoding per se is not highly g-demanding. However, unless the decoding process becomes highly automatized, it occupies working memory (the central information-processing unit) to some extent, thereby hindering full comprehension of the material being read.
People differ much more in reading comprehension than in decoding skill. And it is reading comprehension that is the most unavoidable of the g-loaded activities in the whole educational process. The educational psychologist Edward L. Thorndike, as early as 1917, likened the process of reading comprehension to that of reasoning. He well described the aspects of reading comprehension that demand the full use of working memory and cause it to be highly g loaded: "The mind is assailed as it were by every word in the paragraph. It must select, repress, soften, emphasize, correlate and organize, all under the influence of the right mental set of purpose and demand." Every one of the verbs used here by Thorndike describes a g-related function.
It is probably because of the g demand of reading comprehension that educators have noticed a marked increase in individual differences in scholastic performance, and its increased correlation with IQ, between the third and fourth grades in school. In grades one to three, pupils are learning to read. Beginning in grade four and beyond they are reading to learn. At this latter stage, a deficiency in decoding skills becomes a serious handicap for comprehension. The vast majority of pupils, however, acquires adequate decoding skill by grade four, and from there on, the development of reading comprehension, with its heavy g saturation, closely parallels the pupil's mental age (as measured by IQ tests). Except for the small percentage of persons with specific reading disabilities, the level of reading comprehension of persons who have been exposed to four or more years of schooling is very highly related to their level of g, as measured by both verbal or nonverbal tests.
Unless an individual has made the transition from word reading to reading comprehension of sentences and paragraphs, reading is neither pleasurable nor practically useful. Few adults with an IQ of eighty (the tenth percentile of the overall population norm) ever make the transition from word reading skill to reading comprehension. The problem of adult illiteracy (defined as less than a fourth-grade level of reading comprehension) in a society that provides an elementary school education to virtually its entire population is therefore largely a problem of the lower segment of the population distribution of g. In the vast majority of people with low reading comprehension, the problem is not word reading per se, but lack of comprehension. These individuals score about the same on tests of reading comprehension even if the test paragraphs are read aloud by the examiner. In other words, individual differences in oral comprehension and in reading comprehension are highly correlated.<

Arthur Jensen - 1998
The g Factor;

Freitag, 27. September 2013

Adult Illiteracy & IQ:

"Unless an individual has made the transition from word reading to reading comprehension of sentences and paragraphs, reading is neither pleasurable nor practically useful. Few adults with an IQ of eighty (the tenth percentile of the overall population norm) ever make the transition from word reading skill to reading comprehension. The problem of adult illiteracy (defined as less than a fourth-grade level of reading comprehension) in a society that provides an elementary school education to virtually its entire population is therefore largely a problem of the lower segment of the population distribution of g. In the vast majority of people with low reading comprehension, the problem is not word reading per se, but lack of comprehension. These individuals score about the same on tests of reading comprehension even if the test paragraphs are read aloud by the examiner. In other words, individual differences in oral comprehension and in reading comprehension are highly correlated."

Arthur Jensen - 1998
The g Factor;

The five factor model of personality and intelligence:

The five factor model of personality and intelligence: A twin study on the relationship between the two constructs
Meike Bartels et al.; September 2012
Personality and Individual Differences


Abstract

We assessed the association and underlying genetic and environmental influences among intelligence (IQ) and personality in adolescent and young adult twins. Data on intelligence were obtained from psychometric IQ tests and personality was assessed with the short form of the NEO five factor inventory (NEO-FFI).
IQ and personality data were available for 646 twins. There were an additional 1307 twins with NEO-FFI data, and 535 with IQ data. Multivariate genetic structural equation modeling was carried out.
Significant positive phenotypic correlations with IQ were seen for agreeableness (r = 0.21) and openness to experience (r = 0.32). A negative correlation emerged for neuroticism and IQ (r = −0.10). Genetic factors explained (nearly) all of the covariance between personality traits and IQ. Genetic correlations were 0.3–0.4 between IQ and agreeableness and openness. The genetic correlation between IQ and neuroticism was around −0.18. Thus, personality and IQ did not appear to be independent dimensions, and low neuroticism, high agreeableness and high scores on openness all contributed to higher IQ scores.

Mittwoch, 25. September 2013

Experts are born, then made:

Experts are born, then made: Combining prospective and retrospective longitudinal data shows that cognitive ability matters
Jonathan Wai; Available online 23 September 2013
Intelligence


Highlights
Is cognitive ability important in acquiring educational and occupational expertise?
Study 1 examined prospective longitudinal data from two independent sources.
Study 2 examined retrospective longitudinal data from five independent sources.
Findings were replicated across multiple datasets.
Combining these sources of data showed that cognitive ability matters.


Abstract

Does cognitive ability matter in the development of expertise in educational and occupational domains? Study 1 reviewed prospective longitudinal data from the top 1% in ability within two cohorts of the Study of Mathematically Precocious Youth (SMPY; Total N = 1975) and examined four cohorts of a stratified random sample of America's population (Project Talent; Total N = 1536) to see whether ability differences at a younger age made a difference in the attainment of a higher percentage of educational degrees and specifically doctorates (e.g., JDs, MDs, or PhDs) at a later age. Compared to the general population, the top 1% in ability earned a much higher percentage of educational degrees at each level. And even within the top 1% of ability, ability differences made a difference in obtaining a doctorate degree. Study 2 reviewed retrospective longitudinal data from five groups of America's elite (Total N = 2254)—Fortune 500 CEOs, federal judges, billionaires, Senators, and members of the House of Representatives—to determine what percentage of each group was in the top 1% of general ability at a younger age. A large percentage of individuals within each of these areas of occupational expertise were found to be in the top 1% of ability. By combining multiple samples of both prospective and retrospective longitudinal data, cognitive ability was found to matter in the acquisition of educational and occupational expertise.

Donnerstag, 19. September 2013

Historical Variability in Heritable General Intelligence - Its Evolutionary Origins and Socio-Cultural Consequences

Historical Variability in Heritable General Intelligence - Its Evolutionary Origins and Socio-Cultural Consequences
Michael A. Woodley & Aurelio Jose Figueredo; 2013

http://www.amazon.com/Historical-Variability-Heritable-Intelligence-ebook/dp/B00CMFTLJM/




















Western Europe: Standardized distributions for heritable general intelligence (g.h; dark blue), environmentally-influenced specialized mental abilities; (s.e; lavender), rates of eminent individuals (light blue), and rates of significant innovations (red).

[In my opinion the g.h values of 1450, 1500, etc. are much too low.]

Dienstag, 17. September 2013

Mutual Mate Choice Models as the Red Pill in Evolutionary Psychology:

Mutual Mate Choice Models as the Red Pill in Evolutionary Psychology: Long Delayed, Much Needed, Ideologically Challenging, and Hard to Swallow
Geoffrey Miller; 2013

[siehe auch: http://allesevolution.wordpress.com/2013/09/18/manner-konkurrieren-frauen-wahlen-aus-vs-beiderseitige-partnerwahl/]

Indo-Europeans Were the Most Historically Significant Nomads of the Steppes

Indo-Europeans Were the Most Historically Significant Nomads of the Steppes
Ricardo Duchesne; 2013


Abstract

This paper contrasts the historical significance of the Indo-European to the non-Indo-European nomads. The impact of such nomadic peoples as the Scythians, Sogdians, Turks, and Huns never came close to the deep and lasting changes associated with the ‘Indo-Europeanization’ of the Occident. While Indo-Europeans were not the only people of the steppes organized as war bands bound together by oaths of aristocratic loyalty and fraternity, they thoroughly colonized Europe with their original pastoral package of wheel vehicles, horse-riding, and chariots, combined with the ‘secondary-products revolution.’ In contrast, the relationship between the non-Indo-European nomads with their more advanced sedentary neighbours was one of ‘symbiosis,’ ‘conflict,’ ‘trade,’ and ‘conquest,’ rather than dominion and cultural colonization.

Sonntag, 8. September 2013

Differences in intelligence across thirty-one regions of China and their economic and demographic correlates

Differences in intelligence across thirty-one regions of China and their economic and demographic correlates
Richard Lynn and Helen Cheng; September - October 2013;
Intelligence 


Abstract


This study reports the differences in intelligence across thirty-one regions of the People's Republic of China. It was found that regional IQs were significantly associated with the percentage of Han in the population (r = .59), GDP per capita (r = .42), the percentage of those with higher education (r = .38, p < .05), and non-significantly with years of education (r = .32).
The results of the multiple regression showed that both the percentage of Han in the region and the GDP per capita were significant predictors of regional IQs, accounting for 39% of the total variance.

Mittwoch, 4. September 2013

Mammalian Mating Systems

Mammalian Mating  Systems
T H Clutton-Brock; 1989


Abstract

Male mammals show a diverse array of mating bonds, including obligate monogamy, unimale and group polygyny and promiscuity. These are associated with a wide variety of different forms of mate guarding, including the defence of feeding and mating territories, the defence of female groups and the defence of individual receptive females. Female mating bonds include long-term monogamy, serial monogamy, polyandry and promiscuity Both male and female mating behaviour varies widely within species. 
Variation in male mating behaviour is related to the effect of male assistance in rearing young and to the defensibility of females by males. The latter is, in turn, related to female ranging behaviour and to the size and stability of female groups. Much of the variation in mammalian mating bonds and systems of mate guarding can be attributed to differences in these three variables.

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Paternal Investment is evident in only 3% to 5% of mammalian species.

Dienstag, 3. September 2013

Means, variances, and ranges in reproductive success: comparative evidence

Means, variances, and ranges in reproductive success: comparative evidence
Laura Betzig; July 2012
Evolution and Human Behavior


Abstract

Data on reproductive success in traditional cultures suggest that for men, but not for women, range and variance rise as subsistence intensifies. For hunter–gatherers, ranges and variances tend to cluster in single digits: they reach 15 or 16, at the high end. For herder-gardeners, ranges and variances are more consistently in double digits: they get as high as 80 or 85. And for full-time agriculturalists in the first civilizations, ranges consistently ran to triple digits: emperors from Mesopotamia to Peru were the fathers of hundreds of children. In human societies, as in other animal societies, reproductive skew goes up with a more sedentary life.











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Paternal provisioning versus mate seeking in human populations

Paternal provisioning versus mate seeking in human populations
Edward M Miller; August 1994
Personal and Individual Differences


Abstract

Paternal investment theory suggests that, in cold climates males were selected for provisioning, rather than for mating success. In warm climates, where female gathering made male provisioning unessential, selection was for mating success. Male hunted meat was essential for female winter survival. Genes that encouraged mating success were selected for in cold climates. Negroids (blacks) evolved in cold climates, while Caucasians (whites) and Mongoloids (Asians) evolved in colder climates. Mating is assisted by a strong sex drive, aggression, dominance, sociability, extraversion, impulsiveness, sensation seeking, and high testosterone. Provisioning is assisted by anxiety, altruism, empathy, behavioral restraint, gratification delay, and a long life span. Explanations are offered for racial differences in many personality characteristics, hormone levels, monamine oxidase levels, testosterone levels, lactase dehydrogenase metabolic paths, life spans, prostate cancer rates, hypertension, genital (penis and testes) size, vocal frequencies, liver size, muscle structure, mesomorphy, bone density, sports performance, crime rates, rape, child abuse, earnings, age at first sexual activity. AIDs, illegitimacy, divorce, marriage, and polygyny rates. Eye color correlations are discussed. Negro family structure in the Caribbean and the U.S. may reflect selection in Africa during hunter-gather times. Comparison is made with differential K theory and father absence theories.

full article (Google Scholar)]

Mental Energy:

"Productivity implies actual production or objective achievement. For the psychological basis of intellectual productivity in the broadest sense, we need a construct that could be labeled mental energy. This term should not be confused with Spearman's g (for general intelligence). Spearman's theory of psychometric g as "mental energy" is a failed hypothesis and has been supplanted by better explanations of g based on the concept of neural efficiency (Jensen, 1993). The energy construct I have in mind refers to something quite different from cognitive ability. It is more akin to cortical arousal or activation, as if by a stimulant drug, but in this case an endogenous stimulant. Precisely what it consists of is unknown, but it might well involve brain and body chemistry."

Arthur Jensen; 1996
Giftedness and Genius: Crucial Differences

Sonntag, 1. September 2013

Mate Choice:























Source: Evolution of Human Mate Choice; David C. Geary et al.; 2004;

An Evolutionary Perspective on Human Fertility

An Evolutionary Perspective on Human Fertility
Kevin MacDonald; 1999


Abstract

This paper illustrates evolutionary approaches to population issues. Life history theory is a general theoretical framework that incorporates environmental influences, contextual influences, and heritable variation. In general, physically or psychologically stressful environments delay maturation and the onset of reproductive competence. Perceptions of scarcity also result in lower fertility by delaying reproduction or having fewer children—a phenomenon viewed as an adaptation to ancestral environments. The desire for upward social mobility is viewed as an evolved  motive disposition affecting fertility decisions. The opportunity for upward social mobility typically results in delaying reproduction and lowering fertility in the interest of increasing investment in children. Variation in life history strategies is also influenced by genetic variation, but genetic variation interacts with cultural shifts in the social control of sexual behavior. Finally, I discuss the effects of between-group competition for resources on population issues. Immigration policy and group differences in fertility influence political power within and between societies, often with explosive results. Demographic expansion has often been an instrument of ethnic competition and is an important source of conflict in the contemporary world.

Mate assortment in dating and married couples

Mate assortment in dating and married couples
Matthew C Keller at al.; August 1996
Personality and Individual Differences


Abstract

Dating and married couples show comparable levels of assortment for physical traits. Married couples, however, are more assorted on psychological traits. It is argued that both dating and married couples initially assort on physical similarity, but that couples who are similar on psychological traits are more likely to marry. Physical traits are apparently critical in initial partner selection; psychological traits are more important for long-term relationships. There is little evidence that couples become more similar in psychological traits over time, implying that existing similarities are due to initial assortment.

Social Status & Reproductive Success



















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[Source: Sex, status, and reproductive success in the contemporary United States; Rosemary L Hopcroft; 2006]

Race versus social class differences in sexual behavior:

Race versus social class differences in sexual behavior: A follow-up test of the View the MathML source dimension
J. Philippe Rushton and Anthony F Bogaert; September 1988
Journal of Research in Personality


Abstract

Following our earlier paper on race differences in sexual behavior (J. P. Rushton & A. F. Bogaert,  1987,Journal of Research in Personality21, 529–551), we analyze additional data from the Institute for Sex Research which indicates that in terms of sexual restraint, college-educated whites non-college-educated whites college-educated blacks on measures such as speed of occurrence of premarital, marital, and extramarital sexual experiences, number of sexual partners, frequency of intercourse, speed and incidence of pregnancy, and rapidity of the menstrual cycle. As such, the data suggest that race may be a more powerful predictor of sexual behavior than educational level or social class. This ordering was predicted from a gene-based evolutionary theory of  r / K reproductive strategies in which a trade-off occurs between gamete production and social behaviors such as intelligence, law-abidingness, and parental care.

Pace-of-Life














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