1. How it relates to g-factor and whether it tests it accurately
2. How it's influenced by parenting and class/cultural factors, including class-specific parenting practices
3. How it relates to academic and professional success
4. How much apparent academic and professional success is influenced by parental cheating and influence - including bequests, donations, "special" deals behind the scenes, in-group networking, and so on
It's not controversial that some people are smarter than others in specific ways, just as some people are better athletes than others.
But there are a lot of unanswered questions about what "smarter" really means, how broad the definition should be, how much it's defined by covert and contingent expectations, whether "smart" behaviours are innate or acculturated, who defines them, and how/why.
> How it's influenced by parenting and class/cultural factors, including class-specific parenting practices
According to adoption studies, there's barely any influence at all. We can measure a little when the kids are young (the better the measurements, the less we can measure). It gradually disappears as they get older.
1. How it relates to g-factor and whether it tests it accurately
2. How it's influenced by parenting and class/cultural factors, including class-specific parenting practices
3. How it relates to academic and professional success
4. How much apparent academic and professional success is influenced by parental cheating and influence - including bequests, donations, "special" deals behind the scenes, in-group networking, and so on
It's not controversial that some people are smarter than others in specific ways, just as some people are better athletes than others.
But there are a lot of unanswered questions about what "smarter" really means, how broad the definition should be, how much it's defined by covert and contingent expectations, whether "smart" behaviours are innate or acculturated, who defines them, and how/why.