花了我十个小时总算写完了。 @野草学社 @激流 @带恶人DT 望传播" H3 u- i8 ~& m& F
首先让我们看看此答主的经典语录。看到最后诸位看官就会知道这有多搞笑* }8 k% {# z: x1 Y4 E6 F
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此答主干了什么呢？用一篇引用量很高的文献“证明”了黑人天生的智力低下。哇，真的好厉害喔。4 U! m# u4 b9 K
这篇文章是什么呢？5 i3 B, _0 |% a
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t2 f: c! m- t+ x# e4 h+ X+ v还刻意标个英文。估计是算准了没人会去看。而且加上这个链接下载的卡顿程度真是有心人也懒得看了。实际上这篇文章目前为止获得了600多个赞。还被一些种族主义者拿来引用。但我保准没有一个人去读一读这篇14页的文章。哪怕是原文作者的结论都没有读。其评论区画风. D& O2 a: ^4 x( O n
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. s+ k: P: t7 x; {# k& c6 ^' [7 R对比我只能表示- K$ T7 ^ ?$ M. l R+ h5 {
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由于本人对于文献比较爱较真，于是特意去Z-library上下载了这篇整整十四页的文章。0 P L' v* ]- W8 x
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废话不多说，直接上原文+ t$ P! ^) V5 k9 A' Q
The 101 participating families were recruited through the Newsletter of the Open Door Society and by letters from the State Department of Public Welfare Adoption Unit to families with black adopted children, 4 years of age and older, who were adopted throughout the state of Minnesota through Lutheran Social Service and Children's Home Society. These agencies have placed the majority of black and interracial children in the state. We were unable to ascertain how many transracial adoptive families learned about the study from the Newsletter, because the mailing list of about 300 includes agencies, social workers, and interested citizens. In addition, we do not knowhow many of these families were also contacted by the State Department of Public Welfare. The support of the Open Door Society was important, how- ever, in affirming the legitimacy of the study.The State Department of Public Welfare mailed 228 letters to transracial adoptive families. In some cases a family received more than one letter if they had adopted more than one child. Table 1 describes the results of the mailing. Of the 136 families known to be eligible for participation in the study, 74% did participate.The 101 participating families included 321 chil- dren 4 years of age and older: 145 biological chil- dren (81 males, 64 females) and 176 adopted chil- dren (101 males, 75 females), of whom 130 are socially classified as black and 25 as white. The remaining 21 included Asian, North American Indian, and Latin American Indian children.All of the adopted children were unrelated to the adoptive parents. Adopted children reared in the same home were unrelated, with the exception of four sibling pairs and one triad adopted by the same families.The sample of families live within a 150-mile radius of the Twin Cities (Minneapolis-St. Paul) metropolitan area. ( D& L$ _0 A# j2 P2 U1 w1 z
这段主要是说101个参与家庭是通过某协会以及国务院公共福利收养部给那些收养4岁及以上的黑人孩子的家庭寄信招募的。在有资格参加该研究的136个家庭中，有74％参加了该研究。101个参与家庭包括321个4岁及以上的儿童：145个生物学子女（男81例，女64例），其中176例被收养的儿童（男101例，女75例），其中130例在社会上被归为黑人，25例为白。其余21名包括亚洲，北美印第安人和拉丁美洲印第安人的孩子。样本是176名儿童，22个白人儿童，130个黑人或混血儿，21个亚洲或印度裔儿童。这些家庭基本都居住在双城（明尼阿波利斯-圣保罗）大都市区150英里半径内。
7 v/ N+ d9 T+ R然后我们看看此答主的说法
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. A. p; b- w8 r, y好家伙，光研究样本容量就说错了，可真有你的啊 @tiger19981019
% w- S8 n% p7 r7 q- VThe adoptive families who participated in the study can be characterized as highly educated and above average in occupational status and income. Table 3 is a summary of selected demographic character- istics of the adoptive and natural parents.The educational level of the adoptive parents exceeded that of the adopted children's natural parents by 4-5 years. The typical occupationsof the adoptive fathers were clergyman, engineer, and teacher. Nearly half (46.5%) of the adoptive mothers were employed at least part time, typically as teachers, nurses, and secretaries. The mean edu- cational level of the natural parents was high school graduation, which is close to the median for that age cohort of the general population. Actually, the black mothers had one year less education than the black females in their age group (25-44). Fathers of the early-adopted black children had slightly more. Table 4 shows the average educa- tional level of the white mothers of interracial black children, the black mothers, and the black fathers, compared to local and regional norms.(Because there were only two white fathers of in- terracial children, they have been omitted from the table.) In contrast, the mean educational level of the adoptive parents was atypically high
% Z1 ^7 I b7 b5 E# U$ {2 S. L; J这段大意收养家庭的父母受教育年龄比其自然父母要高四五岁。而后文会说到这些被收养的黑人或混血儿童平均智商比当地普通黑人儿童要高出十几分。
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% T- @5 F1 {' h( r6 e图7是收养家庭的父母的亲生孩子的韦氏智商分数; m4 r1 H( `$ y f; C
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图8是被收养儿童的韦氏智商分数
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其比起被收养的孩子显著的要高（问题这和种族有毛线关系？）你这数据哪来的？编数据有一手啊。
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原文唯一关于不同种族的儿童智商得分在这。
6 }/ j4 m& H- K O2 B) h! l7 i图9是按种族分类的儿童智商得分
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130个黑人或混血儿童是平均得分是106.3,标准差是13.9
, F- K0 ~" s; u% F25个白人儿童平均得分111.5，标准差16.6+ Z' z# s) [ h$ P( W/ r/ A% f
21个亚裔印度裔儿童平均99.9,标准差13.3
' g: a4 w% |6 a: Z8 l照这个研究亚裔和印度裔儿童智商最低，是不是代表亚裔和印度裔天生就笨？需要改良血统？当然其实这个数据压根无法用来比较，原因后文我会在作者研究的第三个问题说明。对了值得一提的是111个早期儿童收养组的平均智商为111。对于后来的65位被收养者，智商平均得分为97.5。请注意这点。) r) n' ?. M2 j+ s
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又开始暗示了。2 j! {& g4 ~, U/ h# W
作者原文专门提到了关于所谓混血儿童智商更高是因为白人血统的问题。' i0 M* c; s' M3 T0 c
让我们看原文
* u3 D2 f6 g; E+ dThe 29 children with two black parents achieved a mean IQ score of 96.8. The 68 with only one black parent scored on the average 109.0. It is essential to note, however, that the groups also differed significantly (p < .05) in their placement histories and natural mother&#39;s education. Children with two black parents were significantly older at adoption, had been in the adoptive home a shorter time, and had experienced a greater number of preadoption placements. The natural parents of the black/black group also averaged a year less of education than those of the black/white group, which suggests an average difference between the groups in intellectual ability. There were also significant differences between the adoptive families of black/black and black/white children in father&#39;s education and mother&#39;s IQ. One can see in Table10 that the children with two black parents had poorer histories and had natural and adoptive par- ents with lower educational levels and abilities. It will be shown in the section on IQ variance that these characteristics largely account for the IQ differences between black children with one or two black parents
) q$ p5 H- w- F4 ^9 E6 U意思是29名有两名黑人父母的孩子的智商平均得分为96.8。只有一名黑人父母的68个孩子平均得分为109.0。但是，必须指出的是，这些群体的安置历史和自然母亲的教育水平也存在显着差异（p <.05）。有两个黑人父母的孩子在领养时年龄要大得多（在此我做个补充，非作者原话，前面说过111个早期儿童收养组的平均智商为111。对于后来的65位被收养者，智商平均得分为97.5，所以被领养时年龄大的劣势显而易见）且在收养家庭里待的时间较短，并且经历了更多的领养前安置。黑人/黑人组的亲生父母平均受教育的时间也比黑人/白人组少了一年，这表明两组人的智力水平存在平均差异。在父亲的教育程度和母亲的智商方面，黑人/黑人和黑人/白人儿童的收养家庭之间也存在显着差异。从表10中可以看出，有两个黑人父母的孩子的历史较差，并且父母天生和收养的父母的教育水平和能力较低。在“智商差异”部分中将显示，这些特征在很大程度上说明了有一个或两个黑人父母的黑人孩子之间的智商差异。' x7 B( X/ ~& T: f/ c
+ T6 v, s0 k* p表11是黑人和混血被收养儿童和收养家庭自己的孩子做的学校成绩比较，你混淆视听真的有一手的，这tm是收养儿童之间的比较 ？且作者原文说了黑人（包括混血）儿童的学业成绩已经略高于国家标准。" p( ^- s I! h* {8 C
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7 n9 i! U; n$ N& b$ o! f后面作者做的黑人被收养者（纯黑人和混血黑人）的智商差异的回归分析你看得懂么，笑。 H, x: V- o7 M) h) Z$ b; X4 K4 ]
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我们再来看看作者做这个研究的意图9 H9 g5 U1 ]+ c; N
We posed five major questions in the study:1. What is the estimated reaction range for IQ scores of black/interracial children reared in typical black environments or in white adoptive homes?2. Do interracial children (with one black and one white parent) perform at higher levels on IQ tests than do children with two black parents; that is, does the degree of white ancestry affect IQ scores?3. How do the IQ scores of socially classified black children reared in white homes compare to those of other adopted children and biological white children within the same families; that is, do dif- ferent racial groups, when exposed to similar en- vironments, have similar distributions of IQ scores?4. How well do socially classified black children reared in white families perform in school?5. How accurately can we predict the IQ test performance of adopted children from the educa- tional characteristics of their natural parents, from the educational, intellectual, and other character- istics of their adoptive homes, and from their place- ment histories?6 q. `, ^% M/ o! W
（简单说就是提出了五个问题: L$ P2 J% f! K& i D' Q
1 在典型的黑人环境或白人收养家庭中养育的黑人/混血儿童的智商得分的估计范围是多少？ |0 l$ X$ I; o/ r
2 混血儿童（有一名黑人和一名白人父母）在智商测试中的表现是否比有两名黑父母的儿童更高？也就是说，白人血统的程度会影响智商吗？" p5 Z2 {7 m7 K7 R0 C
3 在白人家庭中养育的按社会分类的黑人孩子的智商得分与同一个家庭中的其他收养孩子和生物学的白人孩子的智商得分相比如何？也就是说，不同的种族群体在处于相似的环境中时，智商得分的分布是否相似？
3 ?0 l, P. C% z2 M7 c2 y4 在白人家庭中养育的社会分类的黑人儿童在学校的表现如何？' ?+ v9 O5 K1 J. _# c
5 我们如何从其自然父母的教育特征，其收养家庭的教育，智力和其他特征以及他们的居住历史上，准确地预测被收养孩子的智商测试成绩？
, a2 M- ?0 q5 m) C& R! t L* t关于第一个问题作者原话是Would socially classified black children reared in economically advantaged white homes score above those reared in black environ- ments?The average IQ score of black and interracial children, adopted by advantaged white families, was found to be 106. Early-adopted black and inter- racial children performed at an even higher level. This mean represents an increase of 1 standard deviation above the average IQ of 90 usually achieved by black children reared in their own homes in the North Central region (Kaufman & Doppelt, in press).大意是在优势白人家庭中收养的黑人或者异族孩子智商比普通黑人家庭平均要高出16。这不是证明了环境对智商的巨大影响和黑人受压迫程度？6 _, b0 n$ D3 A
large samples (Burks, 1928; Leahy, 193S).In other words, the range of reaction of socially classified black children&#39;s IQ scores from average (black) to advantaged (white) environments is at least 1 standard deviation. Conservatively, if we consider only the adopted children with two black parents (and late and less favorable adoptive ex- periences), the IQ reaction range is at least 10 points between these environments. If we consider the early-adopted group, the IQ range may be as large as 20 points. The level of school achieve- ments among the black and interracial adoptees is further evidence of their above-average perform-ance on standard intellectual measures.The dramatic increase in the IQ mean and the additional finding that placement and adoptive family characteristics account for a major portion of the IQ differences among the socially classified black children strongly suggest that the IQ scoresof these children are environmentally malleable
9 ?8 } p/ Y1 B/ e! H( [（还是原文，这段大意是从普通环境到优渥环境智商范围变动至少为一个标准差，而且说了智商均值的显着提高以及其他发现表明，安置条件和收养家庭条件才是主要因素且表明这些儿童的智商得分在环境上具有可塑性）
: C2 T* T- f4 m5 ~! w关于第二个问题继续上原文7 d6 |8 [# H. ~) E' K
The second question concerned a comparison of the IQ scores of children whose parents were both black with black children of interracial parentage. The interracial children scored about 12 points higher than those with two black parents, but this difference was associated with large differences in maternal education and preplacement history. The part correlations suggested that variation in the race of mothers accounted for 3% of the children&#39;s IQ variance, but even this percentage of variance probably includes some additional and unmeasured environmental differences between the groups.For example, black mothers are known to be at greater risk than white mothers for nutritional deficiencies, maternal death, infant mortality, and other reproductive casualties (Scarr-Salapatek & Williams, 1973). The prematurity rate among black mothers is more than double that of whjtes. These antenatal risks are often found to be asso- ciated with long-term developmental problems among the children. The interracial children, all but two of whom have white mothers, were less likely to have suffered any of these problems.
9 ?1 v/ S5 P& x% Y! H' b0 L) O（大意我就懒得说了，有白人血统智商更高？你把作者自己的结论放哪去了？前文也已经很好的驳斥这个观点）) P6 _" H& t- ~1 h1 m
接着到了大家比较关心的第三个问题，这也是我怀疑此文作者压根没看过这篇论文或者故意带节奏的**（友善度）。
9 Z$ O9 D/ i( c; G! r& b& Zthe third question asked for comparisons among the IQ scores of black/interracial, Asian/Indian adoptees, and the biological children of the adop- tive families. There were significant differences in IQ scores among the groups. The socially classi- fied black children scored on the average between the white and Asian/Indian adoptees, but these results were confounded with placement variables. Among the early adoptees, there were too few white and Asian/Indian children to make meaning- ful comparisons. The black/interracial early adop- tees, however, performed at IQ 110, on the average.Compared to adopted children in previous studies, the average IQ of 110 for the 99 early- adopted black/interracial children compares well with the 112.6 reported by Leahy (193S, p. 28S) for white adoptees in professional families) y! o/ y! c% z- _% o( Y" `
黑色字我给你打出来了，你给我翻译翻译，Among the early adoptees, there were too few white and Asian/Indian children to make meaning- ful comparisons% I/ S* g P( b) ^3 H
是什么意思5 X; W* n" @: y/ I0 q
都没法进行有意义的比较你说你 呢？4 h4 h( X( @; A+ Y- G v d& p
U! w4 i7 V! r( F0 c2 _Compared to adopted children in previous studies, the average IQ of 110 for the 99 early- adopted black/interracial children compares well with the 112.6 reported by Leahy (193S, p. 28S) for white adoptees in professional families.（这段话证明了黑人白人在相似的家庭环境下其智商得分也相似）
6 F2 w' I0 |4 h+ d2 ~+ e关于第四个问题继续原文( r% z- z3 D" D% v& l5 b
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fourth question focused on the school achieve- ment of the black/interracial adoptees and the bio- logical children in the adoptive families. Black/ interracial adoptees were found to score slightly above average on school-administered achievement and aptitude tests, as predicted by their IQ scores. The natural children of the adoptive families scored higher than the socially classified black adoptees on school achievement measures, a finding which is congruent with their higher IQ scores. The school achievement data provided validation for our IQ assessment.
9 L) k5 g* R6 y; [" f* ?, z（大意是黑人/混血孩子的智商得分在学校管理的成绩和能力测验中得分略高于平均水平。收养家庭的自然孩子在学校成绩衡量上的得分高于社会分类的黑人被收养者，这一发现与他们较高的智商得分是一致的）
, i/ f8 H, W* x6 _- t全文都没有提到所谓的gpa，更别提什么班级排名了。还17岁时候的gpa，这假造数据的能力nb啊。/ Q! E+ q3 O7 Y2 \$ w8 V; {' A! \
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最后一个问题作者是这么说的& K: r9 x. Z* |1 v
The final question posed by the study dealt with the relative contributions of biological and social environmental measures to IQ differences among the socially classified black children. The place- ment variables, adoptive family characteristics, and genetic background all contributed to the IQ dif- ferences among the black/interracial adoptees（翻译下就是安置环境变量，收养家庭特征和遗传背景这些都导致被收养的黑人/混血儿童的智商差异）
' X& ~; x% k2 F3 Z X' YBecause the social variables accounted for a substantial portion of the IQ variance among black/ interracial adoptees, it is likely that IQ performance is malleable within the range of existing environ- ments. If all black chilren had environments such as those provided by the adoptive families in this study, we would predict that their IQ scores would be 10-20 points higher than the scores are under current rearing conditions
8 ^" a. r, b+ ], M( G（这段是说由于社会变量占黑人/不同种族被收养者智商差异的很大一部分，因此智商表现在现有环境范围内可能具有延展性。如果所有黑人儿童都具有本研究中收养家庭提供的环境，我们可以预测他们的智商得分将比当前养育条件下的智商得分高10-20点）
, X1 I3 k/ F5 h2 p最后让我们看看作者的最后一段话
5 @7 I1 M& I6 m( B; dThis study was not designed to address the social issues we have just highlighted. Rather, it was intended to examine the effects of cross-fostering on the IQ scores of black/interracial children. The major questions of the study concerned the relative effects of genetic background and social environ- ment on IQ levels and variations among socially classified black children. The major findings of the study support the view that the social environment plays a dominant role in determining the average IQ level of black children and that both social and genetic variables contribute to individual variation among them.
3 O3 B! t E, R7 W黑体字的意思是该研究的主要发现支持以下观点：社会环境在确定黑人儿童的平均智商水平方面起着主导作用，并且社会和遗传变量均对其中的个体差异有贡献。7 X9 `; {. L' P9 _; O6 a2 W t3 d
所以总结下来，此答主就是在用一篇证明社会环境对黑人儿童智商影响占主导性的文章来证明黑人天生智力低下。2 D& x8 Y1 J) f# d
此操作堪比欧阳锋逆练九阴。* J# H. T b$ k5 e, w- y
然后让我们再回顾下作者的经典语句
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这就是您的学术干货与理性分析。实在是让人大开眼界啊。再看看此答主结尾说的话. D1 Y( Y; B1 c# [
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5 u. S* |% z& P' Q3 @不愧是你。, m; G& t/ E0 w' U: {, X
不要把知乎当做权威（但要信我编的数据）可信的渠道（我的渠道）
% A% {5 P) L6 |# y可信的考察（我的颅内考察）
0 o1 I9 U1 u7 M6 f% B7 v7 S可信的自我思考（太能自我思考了，直接把原文压根没有的数据都思考出来了）1 n/ f% l1 q- ?6 J* R6 o
最后再次 @tiger19981019 出来挨打。 |
显身卡