Heterosis Doesn't Cause the Flynn Effect: A Critical Examination of Mingroni (2007)

Autor/in	Woodley, Michael A.
Titel	Heterosis Doesn't Cause the Flynn Effect: A Critical Examination of Mingroni (2007)
Quelle	In: Psychological Review, 118 (2011) 4, S.689-693 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-295X
DOI	10.1037/a0024759
Schlagwörter	Stellungnahme; Evidence; Intelligence Quotient; Genetics; Biographies; Cognitive Ability; Scores; Models; Misconceptions; Criticism; Developmental Stages + Suchen Sie Ihr Suchwort? Evidenz; Intelligenzquotient; Humangenetik; Biography; Biografie; Biographie; Denkfähigkeit; Analogiemodell; Missverständnis; Kritik
Abstract	Mingroni proposed that heterosis or hybrid vigor may be the principal driver of the Flynn effect--the tendency for IQ scores to increase at a rate of approximately 3 points per decade. This model was presented as a resolution to the IQ paradox--the observation that IQ scores have been increasing despite their high adult heritability--on the basis that substantial changes in IQ can only be accounted for by changes in underlying genetic factors. It is here argued that this model is predicated upon a misconception of the Flynn effect, which is most pronounced on the least g-loaded components of cognitive ability tests and is uncorrelated with genetic effects such as inbreeding depression scores (which are correlated with the g loadings of tests). Evidence supportive of the recently proposed life history model of the Flynn effect is presented. In the discussion, other theoretical objections to the heterosis model are also considered. On this basis, it is concluded that the Flynn effect is strongly entwined with developmental status and that heterosis cannot be its principal cause. (Contains 2 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10