Hi David:

Please explain what a Scarr-Rowe interaction is and why it may be a rookie 
mistake not to take it into account.  Your link summary/abstract does not 
clarify the issue.

I fear that this discussion may be headed into a descending spiral where the 
label n@zi will be used.

Best regards to all.

Ken

---------------------------------------------------------------------------------------------
Kenneth M. Steele, Ph.D.                  steel...@appstate.edu 
<mailto:steel...@appstate.edu>
Professor
Department of Psychology          http://www.psych.appstate.edu 
<http://www.psych.appstate.edu/>
Appalachian State University
Boone, NC 28608
USA
---------------------------------------------------------------------------------------------

> On Jul 25, 2018, at 7:21 PM, David <da...@neverdave.com> wrote:
> 
> 
> 
> 
> 
>  
> More troublingly, I'm not seeing any indication that they investigators 
> accounted for a Scarr-Rowe interaction.  Rookie mistake.  That interaction 
> should've been the *first* thing they looked for.  Otherwise, as Eric 
> Turkheimer has argued, they might be better off not estimating "heritability" 
> at all <http://psycnet.apa.org/record/2011-18633-009>.
> 
> --David Epstein
>   da...@neverdave.com
> 
> ----- Original Message -----
> From: "Teaching in the Psychological Sciences (TIPS)" 
> <tips@fsulist.frostburg.edu>
> To:"Teaching in the Psychological Sciences (TIPS)" 
> <tips@fsulist.frostburg.edu>
> Sent:Wed, 25 Jul 2018 15:29:27 -0400
> Subject:Re: [tips] The Genetic Theory of Educational Achievement Is about 90% 
> Horse Manure!
> 
> Household income is incredibly highly skewed. Assuming they obliviously used 
> a linear coefficient to obtain the 7% figure, it is probably a severe 
> under-estimate of the true size of the effect. 
> 
> Chris
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773897°, -79.503667°
> 
> chri...@yorku.ca <mailto:chri...@yorku.ca>
> http://www.yorku.ca/christo <http://www.yorku.ca/christo>
> ………………………………...
> 
> On Jul 25, 2018, at 1:58 PM, Michael Palij <m...@nyu.edu 
> <mailto:m...@nyu.edu>> wrote:
> 
>  
> At least for White Europeans.  A masive study using genomic info as a
> predictor of educational achievement showed that genes accounted for
> only about 11% of the difference in years of education.
> 
> The Scientist Mag has a layperson friendly description of the study
> published in the journal  "Nature Genetics". See:
> https://www.the-scientist.com/news-opinion/genes-explain-about-11-percent-of-differences-in-years-of-education-64552
>  
> <https://www.the-scientist.com/news-opinion/genes-explain-about-11-percent-of-differences-in-years-of-education-64552>
>  
> There are links in the article to additional sources.
> 
> So, I guess this pretty much undermines "g" or single factor theories
> of intelligence (assuming intelligence drives educational achievement
> as certain theorists assert).  In addition, household income accounts
> for only 7% of the variance in the differences which some might consider
> a unexpected low amount.  I guess this all goes to show that your
> genetic ancestry (sorry Galton) nor wealth/poverty are the most
> important factors in academic acheivemnt, like getting a Ph.D.
> or other advanced degree.
> 
> Now, I just hope the results are replicable. ;-)
> 
> -Mike Palij
> New York University
> m...@nyu.edu <mailto:m...@nyu.edu>
> 
> P.S.  To Miguel:  don't worry about the tipos. ;-)
> 
> 
> 
> 
> 
> 
> 
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