William Kremer

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IQ continues to increase globally (if unevenly), and it’s not only in developing nations playing catch-up (China, for a huge example) but also in long-developed ones (the U.S., that other ginormous example). Why is that? Better tools and an improved understanding of tests? Perhaps, but the man who gave the Flynn effect its name believes abstract thinking is at the heart of the steady incline. Does that mean, as I’ve always suspected, that video games are good for us? From William Kremer at the BBC:

James Flynn believes test wiseness may have been a factor in IQ gains in the US in the first half of the 20th Century. However, since then the amount of IQ testing taking place has waned – and IQ increases have remained steady.

Flynn puts this continued progress down to profound shifts in society as well as education over the last century, which have led people to think in a more abstract, scientific way – the kind of intelligence measured by IQ tests.

He cites the work of Russian neuroscientist Alexander Luria, who studied indigenous people in the Soviet Union. “He found that they were very pragmatic and concrete in their thinking,” says Flynn, “and they weren’t capable of using logical abstractions or taking hypotheticals seriously.” Luria put the following problem to the head man of one tribe in Siberia: Where there’s always snow, the bears are white; there’s always snow at the North Pole – what colour are the bears there?

The head man replied that he had never seen bears that were any colour other than brown, but if a wise or truthful man came from the North Pole and told him that bears there were white, he might believe him. The scientific methods of hypothesising, classifying and making logical deductions were alien to him.

“Now virtually all formal schooling, when you get past the sixth grade into high school and college, means that you take hypotheses seriously,” says Flynn. “This is what science is all about. And you’re using logic on abstract categories.”

And this kind of thinking doesn’t only occur in school.•

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In the Middle Ages in Northern Europe, pubescents and adolescents didn’t enjoy any wonder years. Regardless of class, they were sent from their homes to toil for strangers. From William Kremer at BBC News:

“Around the year 1500, an assistant to the Venetian ambassador to England was struck by the strange attitude to parenting that he had encountered on his travels.

He wrote to his masters in Venice that the English kept their children at home ’till the age of seven or nine at the utmost’ but then ‘put them out, both males and females, to hard service in the houses of other people, binding them generally for another seven or nine years.’ The unfortunate children were sent away regardless of their class, ‘for everyone, however rich he may be, sends away his children into the houses of others, whilst he, in return, receives those of strangers into his own.’

It was for the children’s own good, he was told – but he suspected the English preferred having other people’s children in the household because they could feed them less and work them harder.

His remarks shine a light on a system of child-rearing that operated across northern Europe in the medieval and early modern period.”

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