Genes, Brains, and Human Potential The Science and Ideology of Intelligence

348 1. PINNING DOWN POTENTIAL

9. I. J. Deary, Intelligence: A Very Short Introduction (Oxford: Oxford University Press, 2000).


10. For references and full discussion, see K. Richardson and S. H. Norgate, “Does IQ
    Mea sure Ability for Complex Cognition?” Th eory and Psy chol ogy 24 (December 2015):
    795–812.


11. Royal Society, Brain Waves Module 2: Neuroscience: Implications for Education and
    Lifelong Learning (London: Royal Society, 2011), 3.


12. S. Oyama, Th e Ontogeny of Information (Cambridge, Mass.: MIT Press, 1984), 31.


13. J. G. Daugman, “Brain Meta phor and Brain Th eory,” in Philosophy and the Neuro-
    sciences, ed. W. Bechtel et al. (Oxford: Blackwell, 2001), 23–36.


14. L. S. Gottfredson, “What If the Hereditarian Hypothesis Is True?” Psy chol ogy,
    Public Policy, and Law 11 (May 2005): 311–319.


15. A. W. Toga and P.M. Th ompson, “Ge ne tics of Brain Structure and Intelligence,”
    Annual Review of Neuroscience 28 (July 2005): 1–23, 17.


16. See E. Yong, “Chinese Proj ect Probes the Ge ne tics of Genius: Bid to Unravel the Se-
    crets of Brainpower Faces Scepticism,” Nature 497 (May 2013), 297–299.


17. M. R. Johnson et al., “Systems Ge ne tics Identifi es a Convergent Gene Network for Cog-
    nition and Neurodevelopmental Disease,” Nature Neuroscience 19 (January 2016):
    223–232.


18. C. A. Rietveld, S. E. Medland, J. Derringer, J. Yang, T. Esko, et al., “GWAS of 126,559
    Individuals Identifi es Ge ne tic Variants Associated with Educational Attainment,”
    Science 340 (June 2013): 1467–1471. See also N. M. Davies et al., “Th e Role of Common
    Ge ne tic Variation in Educational Attainment and Income: Evidence from the Na-
    tional Child Development Study,” Scientifi c Reports 5 (November 2015): 16509, doi:
    10.1038/srep16509.


19. K. Asbury and R. Plomin, G Is for Genes (London: Wiley, 2014), 12.


20. G. Davies, A. Tenesa, A. Payton, J. Yang, S. E. Harris, et al., “Genome- Wide Associa-
    tion Studies Establish Th at Human Intelligence Is Highly Heritable and Polygenic,”
    Molecular Psychiatry 16 (October 2011): 996–1005, 996.


21. Th is is what Eric Turkheimer calls Jay Joseph over the latter’s exhaustive critique of
    twin studies; E. Turkheimer, “Arsonists at the Cathedral,” PsychCritiques 60(40)
    (October 2015): 1–4, doi: http:// dx. doi. org / 10. 1037/ a0039763; and J. Joseph, Th e Trou ble
    with Twin Studies (London: Routledge, 2014).


22. E. Turkheimer, “Commentary: Variation and Causation in the Environment and
    Genome,” International Journal of Epidemiology 40 (June 2011): 598–601; E. Turkheimer,
    “Arsonists at the Cathedral.”


23. S. J. Gould, Th e Mismea sure of Man (New York: Norton, 1981), 272.


24. O. Zuk et al. (2012). “Th e Mystery of Missing Heritability: Ge ne tic Interactions Create
    Phantom Heritability,” Proceedings of the National Acad emy of Sciences 109 (January
    2012): 1193–1198.


25. P. Wilby, “Psychologist on a Mission to Give Every Child a Learning Chip,” Guardian
    (February 18, 2014), www. theguardian. com / education / 2014 / feb / 18 / psychologist - robert

• plomin - says - genes - crucial - education.

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