The APA report was
published in 1996, and I've already linked to a massive volume of far more recent peer reviewed papers that debunk that notion utterly and repeatedly.
You're also ignoring every single piece of critical peer review carried out on 'The Bell Curve' itself, which to be blunt odd given that it undermines utterly the legitimacy of the 'study' (and given that it wasn't peer reviewed prior to publishing or published in a know journal is a generous term to say the least).
You see the 'at present' bit you quoted? That was 22 years ago, a good deal of research has been carried out since then that does change it. Well, unless I'm 26 again and writing this via dial-up.
Edited to add that you also missed the other issues and
unanswered questions they had with the book.
- Differences in genetic endowment contribute substantially to individual differences in (psychometric) intelligence, but the pathway by which genes produce their effects is still unknown. The impact of genetic differences appears to increase with age, but we do not know why.
- Environmental factors also contribute substantially to the development of intelligence, but we do not clearly understand what those factors are or how they work. Attendance at school is certainly important, for example, but we do not know what aspects of schooling are critical.
- The role of nutrition in intelligence remains obscure. Severe childhood malnutrition has clear negative effects, but the hypothesis that particular "micro-nutrients" may affect intelligence in otherwise adequately-fed populations has not yet been convincingly demonstrated.
- There are significant correlations between measures of information processing speed and psychometric intelligence, but the overall pattern of these findings yields no easy theoretical interpretation.
- Mean scores on intelligence tests are rising steadily. They have gone up a full standard deviation in the last fifty years or so, and the rate of gain may be increasing. No one is sure why these gains are happening or what they mean.
- The differential between the mean intelligence test scores of Blacks and Whites (about one standard deviation, although it may be diminishing) does not result from any obvious biases in test construction and administration, nor does it simply reflect differences in socio-economic status. Explanations based on factors of caste and culture may be appropriate, but so far have little direct empirical support. There is certainly no such support for a genetic interpretation. At present, no one knows what causes this differential.
- It is widely agreed that standardized tests do not sample all forms of intelligence. Obvious examples include creativity, wisdom, practical sense and social sensitivity; there are surely others. Despite the importance of these abilities we know very little about them: how they develop, what factors influence that development, how they are related to more traditional measures.
Now in scientific terms unanswered questions call for hypothesis, not conclusion (and conclusion is what the book does - hence the reason in the last 22 years peer review has ripped it apart). In the last 22 years many of these questions, and specifically the genetic ones, have been answered, and the answers don;t support the hypothesis or (incorrectly framed) conclusions of the book.
Cherry picking from one part of the APA report isn't a great idea when the material is in the public domain, and analysis of its key points include:
As for specific assessments of
The Bell Curve, the findings of the task force can be summed up in three points:
- Much of the book's data are accurate, especially when addressing the fundamentals of intelligence and IQ testing. One of the stated purposes of the book was to serve as an introduction to the topic, and in this respect the book succeeded. Stephen Ceci, Ph.D., said that despite Herrnstein and Murray's political agenda, they have been "the clearest and most comprehensive writers" on the topic to date. (6)
- However, much of the data are also wrong, and analysis of it severely flawed. Halford Fairchild, Ph.D., who led one of the panels assessing the scientific accuracy of the book, summed up their conclusions this way: "The scientific basis of The Bell Curve is fraudulent." (7) Indeed, some of the errors were so large as to be attributable to non-experts attempting to write in the field.
- The policy recommendations suggested at the end of the book do not follow from the book's own arguments on genes and IQ. On this point the task force was emphatic: it called The Bell Curve a "political" work, not a "scientific" one. (8)
http://www.huppi.com/kangaroo/L-bellcurvescience.htm
However feel free to ignore 22 years of peer-reviewed work, the professional body of 8,000 US geneticists, and actual science because it doesn't support the conclusion you want.