In chapter 2, the main issues discussed by the authors (Fischer, Hout, Jankowski, Lucas, Swidler, and Voss) are the following: What is intelligence? How it is measured? And what do the tests mean? Intelligence is what IQ tests measure. The authors show how problematic this measurement is by demonstrating that the tests primarily measure how much mathematics and English the test takers have learned and are able to display. However, the view of the authors is that other, better ways to measure intelligence exist. For example, the information processing approach is more realistic, in their opinion.
The authors establish their definition of inequality and explain their approach to the subject. They write the following statement: "For those who believe that inequality of talents means inequality of fortunes, intelligence is the most important talent of them all" (22). How to understand inequality, its origin, its growth, and its relationship to intelligence are established as key issues in this chapter. According to the authors, psychometrics, which is the measurement of mental traits, is an outdated approach. They take issue with Hernstein and Murray, who wrote The Bell Curve, for giving little attention to how educational systems might improve cognitive skills. According to Fischer et al., Hernstein and Murray use a theory of intelligence that they admit is of limited value. Psychometricians underestimate how complex and flexible people's cognitive skills are. As a result, they also underestimate how much such skills can be improved.
The political history of IQ testing is discussed at length in this chapter. IQ test results have been used to promote eugenics, restrict immigration, and defend segregation. The authors point out that people make the decisions about how to use the test. In the United States, IQ tests were used for discriminatory purposes. However, in other countries, similar tests were used for ...