Posh privilege? Upper class people's 'belief that they are better than others' helps them to find jobs, study finds

This is just another example of the old halo effect.  In this case the halo emanates from the fact that a person is in a prestigious position. That tends to suggest other desirable attitudes in the person. I suppose the interesting thing here is the demonstration that the priviliged person himself perceives the halo.

And in this case there is good reason for the effects discussed below.  High status persons tend to have higher IQs and IQ does have wide-ranging positive effects.  So the privleged person has good grounds for feeling that he will do well on various tests.

So what we have is a demonstration of what Jesus said:  "For whosoever hath, to him shall be given, and he shall have more abundance" (Matthew 13:12).

Self confidence is in some ways nearly as advantageous as high IQ


People from higher social classes believe themselves to be more capable than those of lower class, even if they are equally as qualified.

This leads to better outcomes in life-changing scenarios like job interviews as they are more confident than their less-privileged peers due to an inflated sense of self.

In a large scale study, scientists saw this to be true across the board, from business owners to undergraduates.

Dr Peter Belmi of the University of Virginia and lead author of the study, said: 'Advantages beget advantages. Those who are born in upper-class echelons are likely to remain in the upper class, and high-earning entrepreneurs disproportionately originate from highly educated, well-to-do families.'

Researchers from the University of Virginia conducted four separate investigations to look at the connection between social class and overconfidence.

In each study, they discovered that those from higher social classes tended to be more overconfident.

In one study, this overconfidence was shown to be misinterpreted by others as a higher level of competence.

In the biggest study, which involved business owners, researchers obtained information about the individual's income, education level and where they thought they stood in society.

The participants were also required to complete a psychological assessment that rated their self-perception.

'Posh privilege' occurs when people of a higher social class perceive themselves to be better than those of lower classes - even if such is unfounded.

Factors that lead to people developing posh privilege include higher levels of education, greater income and perception of belonging to a better  social class.

Others perceive this excess of assuredness as real and deserved confidence.

This leads to better outcomes in life-changing scenarios like job interviews as they are more confident than their less-privileged peers thanks to their inflated sense of self.

In a large-scale study, researchers found that this privilege applied universally - affecting everyone from students to business heads.

One experiment was a flashcard game where individuals were shown an image that disappeared after they press a key, before being replaced by another image.

They then have to determine whether the second image matched the first.

After completing 20 rounds, they were asked to rate how they think they performed compared to others on a scale of 1 to 100.

When the researchers compared the actual scores with the predicted scores, they found that people with more education, more income and a higher perceived social class had greater belief they performed better than others.

Two other groups each with 1,400 online participants found a similar association.

In one, the researchers gave participants a trivia test and those from a higher social class thought that they did better than others.

Again, when the researchers examined actual performance, no difference was found between the social classes based on this belief.

In the last experiment, researcher recruited 236 undergraduate students, and asked them to complete a 15-item trivia quiz and predict how they scored compared with others.

They were also asked to rate their social class and their families' income and their parents' education levels.

A week later, the students were brought back to the lab for a videotaped mock hiring interview.

More than 900 judges, recruited online, each watched one of the videos and rated their impression of the applicant's competence.

Not only were the higher social class students more confident, this overconfidence was interpreted by the judges who watched their videos as greater competence.

'Our research suggests that social class shapes the attitudes that people hold about their abilities and that, in turn, has important implications for how class hierarchies perpetuate from one generation to the next,'  they write in the study.

The study was published in the Journal of Personality and Social Psychology.

SOURCE  

NEW BOOK: Lynn, R. & Becker, D. (2019). "The Intelligence of Nations" London: Ulster Institute for Social Research. ISBN 97809930000157. œ20

It has generally been assumed by economists and sociologists that all peoples in the world have the same intelligence. Now a new study shows that this is far from the case and that there are large differences in the IQs of different peoples and that these differences explain a number of economic and social phenomena.

Richard Lynn, a Cambridge educated psychologist and former professor of psychology at the University of Ulster, and David Becker, a political scientist at Chemnitz University in Germany, have collected the IQs for virtually all nations in the world. Their results show that IQs range from the highest of 106 in Japan, Singapore and Taiwan, closely followed by Hong Kong (105), China (104) and South Korea (102) to the lowest in Nepal (43), Sierra Leone (45), Guatemala (48), Nicaragua (53), Gambia (53), Ghana (58) and South Sudan (59). Analysed by regions, IQs are highest in North East Asia at 105, followed by Northern and Central Europe, Australia and New Zealand at 100, falling in Southern Europe to 94 in Italy, 93 in Spain and Portugal, and 91 in Greece and Malta.  IQs fall further to 84 in North Africa and South Asia, and finally to 70 in sub-Saharan Africa.

In the Americas IQs are the highest at 99 in Canada, 97 in the United States and 96 in Argentina and are in the 80s in most of Latin America, e.g. 88 in Chile and Mexico, and 83 in Venezuela and Colombia, while (as noted above) to the very low IQs of 53 in Nicaragua and 48 in Guatemala.

Lynn and Becker claim that differences in national IQs are resposible for much of the disparities in wealth between different peoples. This problem has been discussed since the eighteenth century when it was analysed by Adam Smith in his An Inquiry into the Nature and Causes of the Wealth of Nations (1776), in which he argued that the principal factors responsible for national wealth were specialisation and the division of labour, the skills of the population and free markets. From this time up to the present day, numerous theories have been proposed by economists and sociologists to explain why some nations are so rich and others are so poor.

Lynn and Becker argue that it is well established that IQs are a major determinant of earnings among individuals. As most parents know, siblings generally differ in their IQs and it has been found that the sibling with the higher IQ normally achieves a higher income. They argue that higher intelligence brings higher earnings because intelligence is the ability to learn effectively and to solve problems. People with high intelligence lean to acquire more productive skills and can solve more problems than those with low intelligence. Lynn and Becker argue that the same is true for nations.They argue that the intelligence of the populations together with strong market economies are the two major determinants of national differences in per capita incomes. They regard an additonal factors as the possession of natural resources, especially oil and minerals.

Lynn and Becker also show that national IQs contribute to the explanation of national differences in economic growth in the decades following the end of World War Two. In particular the high IQs of the North East Asians contributed to rapid economic growth of Japan, South Korea, Hong Kong and Singapore and, more recently, of China after it had thown of the constaints of communism and adopted a market economy. Conversely, the low IQs in sub-Saharan Africa contributed to the explanation of its low economic growth and continuing poverty.

Lynn and Becker argue that national IQs explain a number of other economic and social phenomena. National IQs explain much of the differences in educational attainment, intellectual achievements such as innnovative patents and Nobel prizes, political institutions (e.g. democracy and a market economy), happiness, health and nutrition. They also argue that low national IQs explain greater belief in religion, higher rates of crime and higher fertility. They argue that because of the higher fertility in low nations, especially those in sub-Saharan Africa, the IQ of the world is declining.

Lynn and Becker discuss the causes of national differences in intelligence. They show that these are strongly associated with the colder environments of Europe and Northeast Asia and argue that highter intelligence evolved in the European and Northeast Asian peoples to survive in these colder latitudes during the last ice age that lasted from around 28,000 years ago to around 12,000 years ago. They show that the European and Northeast Asian peoples evolved large brain size to accommodate their greater intelligence.

Lynn and Becker conclude by discussing the future of national IQs. They argue that the IQs in Europe, the United States and Canada will decline as a result of the low fertility of women graduates with high IQs because many of these are not having children. This is because many of them spend their twenties advancing their careers and then find they are not able to have children, are unable to find a partner with whom to have them or do not want to have them. They have been educated out of their biological function. IQs in Europe will also decline as a result of the immigration of peoples with low IQs from Africa and South Asia. IQs in the United States and Canada will also decline as a result of the immigration of peoples with low IQs from Latin America. They argue that Donald Trump's wall along the southern border with Mexico will not be effective in preventing continuing Latin American immigration. They argue that intelligence will continue to increase in China and that as the IQs in Europe and the United States declines, China will emerge as the world's superpower in the second half of the twenty-first century.

Via email

Clever men are more fertile and have more children than others

This is very strong data and is more evidence that IQ is an index of general biological fitness

Clever men are more fertile and have more children than others, research has found.

The findings suggest that those with higher IQs are considered more attractive by women. In addition, being intelligent leads to status in society and more wealth - extra factors as to why eggheads are considered `a catch'.

The research overturns previous findings - that larger families are the preserve of people who are not blessed with higher IQs.

University of Stockholm scientists looked at a database of IQ scores of all Swedish men born between 1951 and 1967.

The IQ tests were used for conscription to the army's national service and covered more than 779,000 men.

They then followed up how many children each man went on to have.

The scientists writing in the Royal Society Journal Proceedings B said: `We find a positive relationship between intelligence scores and fertility, and this pattern is consistent across the cohorts we study.' They added: `Men with the lowest categories of IQ scores have the fewest children.'

The researchers said they controlled for additional factors such as levels of education and parental background. They said: `After such adjustments we find a stronger positive relationship between IQ and fertility.'

To assess the impact of family background, the researchers compared how many children brothers had.

They found that a brother with the lowest category of cognitive ability would have 0.58 fewer children compared to a brother with an IQ of 100, the average IQ level, while men with the highest category had 0.14 more children than someone of the average ability.

While it may sound comical to talk about an extra child' or `14 per cent of a child', across a whole population, this would mean thousands of extra children born to more intelligent people thousands fewer to the less intelligent.

The researchers said that earlier research on the subject had been flawed as, unlike the Swedish survey, they were not based on a whole population, but instead school classes or samples.

The authors say that possible explanations are that having a low IQ score is closely linked to poor health in childhood, which may be the reason why people with lower scores have fewer children.

They added: `The positive relationship between intelligence and fertility is probably explained by men with higher cognitive ability having higher status and more resources, and the fact that high cognitive ability is an attractive trait in the partner market.'

They said the trend emerging in Sweden is likely to be seen elsewhere: `We think that a plausible future scenario is that many societies will see the re-emergence of a positive association between high intelligence as well as other dimensions and correlates of status-and fertility.'

SOURCE  

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Wealth is less to do with hard work or luck and more to do with your genes, DNA study shows

The findings below were well-known from twin studies but our knowledge of genetics has now advanced to the stage where we can look for the actual genes which underlie those findings.  And we are now begining to see them.  We can see that the genes that lead to high intelligence also lead to higher income etc.  In their usual blind way, Leftists usually dispute that IQ tests really measure anything.  But when you are seeing the associations in actual human genes, there is much less room for dispute.  The full, very detailed paper underlying the report below is here

It should be noted that the same studies which show a strong IQ influence on income also show negligible effects from family environment and other environmental variables.  Your genes really are your destiny and there's not much you can do about it. That finding will put a lot of noses out of joint on both the Right and the Left but that is what the data shows


Wealth and success may be less to do with hard work or luck and more to do with DNA, it seems. An analysis of 286,000 Britons showed that the genetic make-up of those who earned over œ100,000 differed from those on low incomes.

A scan pointed to 24 `golden genes' that affect intelligence, the immune system, and the strength of muscles and heart - and so can make the difference between economic success and poverty.

The discovery follows work at the Centre For Cognitive Ageing in Edinburgh.

Three-quarters of the genes are linked to intelligence, the scientists found. But physical attributes also affect the chances of being wealthy and some of these may be inherited.

`Genetic variants associated with higher income correlate with a genetic predisposition for greater intelligence, a longer lifespan, better physical and mental health, fewer feelings of tiredness, having fewer children and better living conditions,' the researchers say in a paper which is yet to be published.

SOURCE 

Slow vocab growth associated with hyperactivity in kids

The relevant academic journal article is Vocabulary development and trajectories of inattention-hyperactivity and emotional symptoms via academic ability and peer problems" by Elizabeth Westrupp et al.

It's a very painstaking piece of research but is greatly impoverished theoretically.  They don't seem to have realized that all they did was to rediscover IQ.  Yes, that pesky IQ again that no respectable academic may mention these days. Low IQ is of course associated with slow language development and all sorts of health and behavioral problems in later life. The prisons are full of low IQ people.  So Elizabeth and her friends have just reinvented the wheel.  Sad

Political correctness is a plague on all research concerning human beings.  So much effort has been put into research that is inconclusive due to the failure to account for IQ differences. If IQ WERE controlled for, most of the brightly-reported "findings" would lapse into statistical non-significance or negligible significance

In science, political correctness is a great evil.  It is a relentless enemy of truth


Children whose vocabulary skills develop slowly are more likely to experience emotional and behavioural issues in adolescence, according to a new Deakin University study, published today in the journal Child Development.

The research, led by Deakin School of Psychology researcher Dr Elizabeth Westrupp, was the first to model how children's language development influences changes in mental health problems over a 10 year period, from early childhood to adolescence.

"We found new evidence that lower growth in vocabulary over primary school was associated with increased child hyperactivity-inattention at eight to nine years, and more rapid increases in hyperactivity-inattention over early to middle teenage years, up to 14 to 15 years," Dr Westrupp said.

"These findings show the importance of monitoring children through middle childhood and adolescence as they develop."

As part of the study, data was gathered from almost 5000 Australian children, with children assessed six times between four and 15 years of age.

Dr Westrupp said the study also investigated possible reasons for the association between language development and behavioural issues.

"We found that children's academic experiences in middle childhood explained the link between early vocabulary development and teenage emotional and behavioural problems," she said.

"It may be that children with lower vocabulary skills struggle more in the classroom with reading and literacy, which then leads to the development of behavioural and emotional problems in teenage years."

Dr Westrupp said early literacy-based interventions may alleviate declining academic, emotional and behavioural functioning in adolescence.

"There's already some evidence to suggest that children with early language problems have higher rates of behavioural and emotional difficulties compared to other children," Dr Westrupp said.

"However prior research only looked at children at one point in time, and we know that children's language ability and mental health are not static, they change as children grow.

"Understanding these associations will allow parents and teachers to better support children in preventing childhood mental health problems."

Dr Westrupp said it was critical the focus was not just on kids who entered school with low language skills, but also kids who were dropping behind their peers in the first few years of primary school.

"We need to be aware that they are also at risk. Schools and parents must work together to identify and monitor children falling behind in language, that means having supportive and regular conversations about how a child's language is developing," she said.

"It also means oral language based interventions in the classroom may be important beyond just the first few years of primary school, and incorporating specialist oral language skills and interventions into the standard curriculum could be beneficial. So that's working with children around the meaning of words, the structure of words, and using words in new contexts.

"There is some explicit language teaching in the first years of formal schooling, but there's much less focus in older years. So a continued emphasis on these skills would help us to best support children to thrive."

Media release by email from Elise Snashall-Woodhams -- e.snashallwoodhams@mediaunit.deakin.edu.au

All babies are born equal, no matter their race or class (?)

Do-gooder BS gets really extreme here.  What they did was equalize the mothers in major ways and then discovered that their babies were equal too!  If a student had handed me a research proposal as dumb as that, I would have failed it.  IQ, health and much else is inherited and IQ is quite well related to physical health, wealth, social position etc. So the equalizations they did would have strongly equalized IQ as well

But that's not the worst of it. They examined IQ only up to age 2.  That is also hilarious.  You cannot reliably measure IQ at age 2.  Any scores you get at that age have little or no relation to scores at ages 16 or 30 (for instance)

What a shemozzle!  Totally unwarranted inferences from a brainless study

Babies born in similar circumstances will thrive regardless of race or -geography, Oxford-led research has found, quashing the idea that race or class determines intelligence.

In a scientific first, the team of -researchers tracked the physical and intellectual development of babies around the world from the earliest days after conception to age two.

"At every single stage we've shown that healthy mothers have healthy -babies and that healthy babies all grow at exactly the same rate," said Prof -Stephen Kennedy, the co-director of the Oxford Maternal and Perinatal Health Institute.

"It doesn't matter where you are living, it doesn't matter what the colour of your skin is, it doesn't matter what your race and -ethnicity is, receiving decent medical care and nutrition is the key."

The INTERGROWTH-21st Project, led jointly by Prof Kennedy and Prof Jos‚ Villar at Oxford, involved nearly 60,000 mothers and babies, tracking growth in the womb, then followed more than 1,300 of the children, measuring growth and development.

The mothers - in locations as diverse as Brazil, India and Italy - were chosen because they were in good health and lived in similar, clean, urban environments. Their babies scored similarly on both physical and intellectual development.

The study should help settle the debate over the role of genetics in determining intelligence, which has been rumbling since the publication of Charles Murray's The Bell Curve in the Nineties. The book argued that a "cognitive elite" was becoming separated from the general population.

"There's still a substantial body of opinion out there in both the scientific and lay communities who genuinely believe that intelligence is predominantly determined by genes and the environment that you're living in and that your parents and grandparents were living in and their nutritional and health status are not relevant," said Prof Kennedy. "Well, that's clearly not the case."

SOURCE  

UK: Education is NOT the great leveller

This is a fairly iconoclastic article.  That the author is of Hungarian origin may explain that. She is able to take an outside view.

But she is of course right -- though she doesn't really spell out why.  Social class continua are heavily correlated with IQ -- which is genetically inherited -- and education can do nothing to increase IQ.  Rich people are mostly smarter and have mostly smarter kids.  So their kids inherit their class position both socially and genetically. There are of course exceptions but most people end up in a social position matched to their IQ. Smart kids do at times emerge from poor backgrounds and provisiion to advance them is well warranted.  Grammar schools do that.

The push for more and more education for everyone, however,  is fundamentally misguided.  The years out of the workforce impoverish the country, if anything

Britain is unusual in having what could be seen as two status hierarchies -- a wealth hierarchy and a nobility hierarchy. Some members of the nobility (titled hereditary aristocracy) can even be poor.  But the two have a long history of melding into one another.  Poor aristocratic males -- and some not so poor -- have a historic habit of marrying rich American heiresses, for instance.  Winston Churchill was one of the results of such a union.  The American family buys prestige and the British family has its fortunes refreshed.  And as the progeny of often self-made men, the ladies concerned will be bright.

More broadly, noble titles are still much valued and respected in Britain so an aristocratic male will have a wide choice of potential partners.  He is able in fact to get a woman with it all -- brains and beauty.  And so it often happens.  So there has long been a steady influx of brains into the nobility -- so even in Britain, prestigious persons generally tend to be bright


For two decades, social mobility has been a central concern in British politics. Increasing equality of opportunity, in the context of rising inequalities between people's lives, has been a shared goal across the party political spectrum. Politicians have also agreed that educational policy is crucial to achieving this goal. This has made the thrust of speeches on social mobility given over the years by politicians including Tony Blair, Gordon Brown, David Cameron, Nick Clegg and Theresa May interchangeable.

Yet, new research I've published with my colleague John Goldthorpe, which brings together results from extensive British birth cohort studies, points to a serious disconnect between the discussion of social mobility in political and policy circles and the findings of sociological research.

In our analysis, we treat social mobility in terms of social class, and make a clear distinction between absolute and relative mobility rates. Absolute rates simply refer to the proportions of individuals who have moved to different class positions to those of their parents, whether in an upward or downward direction. Relative rates compare the chances of individuals from different class origins ending up in a different class "destination".

Contrary to what has become widely claimed in the media, mainly as a result of - often misunderstood - research by economists, social mobility in Britain is not in decline.

Absolute rates of class mobility between generations have been stable at least over the period since World War II. Men and women today are just as likely to be found in different class positions to those of their parents as they were in the 1950s.

The important change is, however, that rates of upward mobility are falling and rates of downward mobility are rising, as our research and the graph above shows. In this sense, young people now face less favourable mobility prospects than their parents or grandparents did. This is the result of the slowdown in the steady growth of managerial and professional employment that drove increasing upward mobility in the "golden age" from the 1950s up to the 1980s.

Relative rates of social mobility are also essentially stable: the inherent "stickiness" between the class positions of parents and children has altered little over at least the last half century. And in the case of "long-range" mobility - between, say, the lower stratum of the working class and those in managerial and professional jobs - quite extreme inequalities in relative chances exist.

Our findings show that the children of parents in higher managerial and professional positions are 20 times more likely to end up in such positions, rather than in working class positions, than children of working class parents are.

Not a low mobility society

Education plays an important role in determining whether a person is class mobile or immobile. But it does not follow that more education means more mobility at a societal level. For education to promote mobility at a societal level, the association between a person's class origins and their educational attainment must weaken, while the association between their educational attainment and their class destinations must strengthen. But as our research shows, neither of these changes is in fact apparent. And that's especially the case if education is considered in relative terms: for example if account is taken of the fact that a degree is worth far more in the labour market if only 10% of a birth cohort have one than if 40% do.

Again, contrary to what is widely claimed in the reports such as those by the Social Mobility Commission, Britain is not a distinctively low mobility society. Across European countries, rates of absolute class mobility are very similar. And as regards relative rates, Britain is one of a group of West-Nordic countries that show - comparatively - high fluidity within their class structures.

One reason for this is that, in Britain, education is not class destiny to the same extent as it is in a country such as Germany. In Germany, and several other Western-Central European countries, the educational system is highly stratified, with early selection for different types of school. Because there is then a tight link between formal educational qualifications and employment opportunities, educational inequalities are rather systematically translated into labour market inequalities. Where such "credentialism" prevails, education can in fact prove a barrier to, as much as a source of, social mobility.

No great leveller

Education is not "the great leveller" that can break the link between inequality in the conditions under which people live and inequality of opportunity. Parents with superior resources - economic, as well as social and cultural ones - will use their resources as necessary to give their children a competitive edge. Those wealthy enough can resort to the private sector, but for others the "commercialisation of opportunity" occurs by buying houses in the catchment areas of high-performing state schools, engaging private tutors for their children, and providing them with extensive out-of-school activities and experiences designed to improve their academic performance.

In addition, further education, or lifelong learning, turns out to promote immobility rather than mobility. As my research shows, it mainly gives "second chances" to those from more advantaged backgrounds whose performance in mainstream education gave them insufficient assurance that they would be able to maintain their parents' position. It primarily serves to prevent downward mobility.

So far as absolute mobility is concerned, the most effective way of increasing upward mobility would be through economic and social policies that could renew the expansion of managerial and professional employment, so as to bring back the conditions of the golden age. One way of equalising relative rates of social mobility would be for employers to develop internal promotion and training policies to take full advantage of the educationally "wasted talent" that exists among their workforces and to remove requirements for formal qualifications of an irrelevant kind.

But in all societies with a capitalist market economy, a conjugal family system and liberal-democratic policies, a limit may exist on the extent that mobility chances can be equalised. As this limit is approached, policies aimed at further equalisation will become increasingly contested, and social mobility will cease to be a matter on which political consensus prevails.

SOURCE