> In any case, all of the deficiencies in children's brains you point out > more or less sound like extensions of their low absolute IQ.
Not really. One listed deficiency is memory. That might be correlated with IQ, but it's certainly not the same as IQ. Analogy: a computer with a small storage capacity might have sophisticated software (analogy with low memory/high IQ). Real world example: Autistic children. Their behavior is described as "misbehavior" because they simply can't learn how to interact with adults. However, they can perform very complex tasks such as math problems and some autistic people have been able to score well on IQ tests. Abother real world example: In the book "Descarte's Error," a well adjusted rail road worker in the 19th century is injured on the job. He recieves a severe trauma to the head which results in localized brain damage. According to the author, the part of the brain which was damaged many scientists believe is responsible for producing emotions, which may conflict with detached rationalist thinking. Once the railroad worker recovered from his injury, he abandoned his job, started to consort with criminals and lived the rest of his life as a con-artist. As far as people could tell, he retained his cognitive abilities but his personality completely changed. My conclusion from such facts is that the ability to conduct normal social interactions is a combination of learning, IQ, percpetion, memory and other mental abilities. You really can't bundle them all together. Child misbehavior is not reducible to IQ, but might be a result of one or more of a deficiency in one or more of these mental abilities. A simple economic model really seems to leave a lot out. Fabio
