Harvard Psychologist

Depressed people has the most realistical point of view: True?
Daniel Todd Gilbert, a Harvard psychologist, said that in his book, Stumbling on Happiness. He said, as I recall, (and according to his book, memory is a shaky thing so pardon me), that depressed people have actually the most realistical point of view without no sugarcoating. That is why they end up taking their life. So normal people are going about skating on sugarcoated cake with peachy pair of sunglasses as little merrily merry people. Bobbin says: "To me, they lead a dark blot on humanity." I feel for the depressed people. Depression is a disease my dearest friend. I sincerely hope you will not impose your self-serving view to someone afflicted by the disease near you.

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Are the SATs culturally biased?
A. I just took the SAT last saturday and i would like to point out that it a cognitive ability test; however, basic knowledge, as it pertains to notes in general classes will serve anyone well on the test. B. So how is it culturally biased? - A person of ANY COLOR with ANY amt OF BASIC KNOWLEDGE, will do fine on that test. C. I feel that "cultural bias" is an excuse to let the minorities whom arent scoring as high as some other students, into college - through affirmative action - without them being as smart as the person next to them. Its sick, wrong and disgusting, what is this beneficiary of affirmative action becomes a doctor and gets to operate on people, because the school would be racist to let his underachieving ass go. Most of this information can be found in the book "The Bell Curve" by Harvard Psychologist Richard J. Hernstein whom conducted an in-depth study with American Enterprise Institute political scientist Charles Murray. This study was basically race vs. cognitive ability and what they discovered shook the core of the universe. It answered questions people have been asking for decades, but couldn't ask out loud. But lol the RESULTS which in the book are UN-BIASED as they draw no conlusion but only state statistics - is considered controversial as the results were not as the public had hoped. SOme SAT statistics from the bell curve include- "Chapter 18 is titled "The Leveling of American Education". The authors begin with a look at what test scores say about the changes in student's abilities from the 50's to the present. They present a graph of the composite score of Iowa 9th-graders on the Iowa Test of Basic Skills. The graph shows a steep improvement from the 50's to the 60's, followed by a significant decline until the 70's followed by steady improvement to a new high by the 90's. Graphs of national SAT scores show that these scores remained about the same from the 50's to the 60's and then declined significantly (about 1/2 standard deviation on verbal and 1/3 standard deviation on math) from the 60's to the 80's and then remained about the same from the 80's to the 90's. The authors argue that the familiar explanation which claims that the great decline in SAT scores was caused by the "democratization" during the 60's and 70's is not correct. They point out that the SAT pool expanded dramatically during the 50's and 60's while average scores remained constant. In addition, throughout most of the white SAT score decline the white SAT pool was shrinking, not expanding. They next look at what has happened to the most gifted students. They provide a graph showing the percentage of 17-year olds who scored 700 or higher on the SAT scores. The percentage for math scores decreased from 1970 to 1983 and then increased to their highest ever in 1990. Verbal scores decreased during this first period and remained steady after that. They give the following explanation for the changes illustrated by these graphs. The decline in both the Iowa scores and the SAT scores of the 60's are attributed to what they call the "dumbing down". This period was characterized by simplifying the text books -- fewer difficult words, easier exercises, fewer core requirements, grade inflation etc. They suggest that the "dumbed down" books would actually help the lower end of the spectrum of students and so would account for the increase in overall preparation indicated by the Iowa scores from the 80's to the 90's. The verbal SAT scores did not increase because of the use of the dumbed down books, the increased use of television, and decrease in writing generally, including letter writing. The math SAT scores did not decrease during this period because algebra and calculus are more constant subjects and harder to dumb down. In their discussion of policy implications, they are

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Are the SATs culturally biased?
A. I just took the SAT last saturday and i would like to point out that it a cognitive ability test; however, basic knowledge, as it pertains to notes in general classes will serve anyone well on the test. B. So how is it culturally biased? - A person of ANY COLOR with ANY amt OF BASIC KNOWLEDGE, will do fine on that test. C. I feel that "cultural bias" is an excuse to let the minorities whom arent scoring as high as some other students, into college - through affirmative action - without them being as smart as the person next to them. Its sick, wrong and disgusting, what is this beneficiary of affirmative action becomes a doctor and gets to operate on people, because the school would be racist to let his underachieving ass go. Most of this information can be found in the book "The Bell Curve" by Harvard Psychologist Richard J. Hernstein whom conducted an in-depth study with American Enterprise Institute political scientist Charles Murray. This study was basically race vs. cognitive ability and what they discovered shook the core of the universe. It answered questions people have been asking for decades, but couldn't ask out loud. But lol the RESULTS which in the book are UN-BIASED as they draw no conlusion but only state statistics - is considered controversial as the results were not as the public had hoped. SOme SAT statistics from the bell curve include- "Chapter 18 is titled "The Leveling of American Education". The authors begin with a look at what test scores say about the changes in student's abilities from the 50's to the present. They present a graph of the composite score of Iowa 9th-graders on the Iowa Test of Basic Skills. The graph shows a steep improvement from the 50's to the 60's, followed by a significant decline until the 70's followed by steady improvement to a new high by the 90's. Graphs of national SAT scores show that these scores remained about the same from the 50's to the 60's and then declined significantly (about 1/2 standard deviation on verbal and 1/3 standard deviation on math) from the 60's to the 80's and then remained about the same from the 80's to the 90's. The authors argue that the familiar explanation which claims that the great decline in SAT scores was caused by the "democratization" during the 60's and 70's is not correct. They point out that the SAT pool expanded dramatically during the 50's and 60's while average scores remained constant. In addition, throughout most of the white SAT score decline the white SAT pool was shrinking, not expanding. They next look at what has happened to the most gifted students. They provide a graph showing the percentage of 17-year olds who scored 700 or higher on the SAT scores. The percentage for math scores decreased from 1970 to 1983 and then increased to their highest ever in 1990. Verbal scores decreased during this first period and remained steady after that. They give the following explanation for the changes illustrated by these graphs. The decline in both the Iowa scores and the SAT scores of the 60's are attributed to what they call the "dumbing down". This period was characterized by simplifying the text books -- fewer difficult words, easier exercises, fewer core requirements, grade inflation etc. They suggest that the "dumbed down" books would actually help the lower end of the spectrum of students and so would account for the increase in overall preparation indicated by the Iowa scores from the 80's to the 90's. The verbal SAT scores did not increase because of the use of the dumbed down books, the increased use of television, and decrease in writing generally, including letter writing. The math SAT scores did not decrease during this period because algebra and calculus are more constant subjects and harder to dumb down. In their discussion of policy implications, they are not very optimistic about new government policies being able to solve general education problems. They point out that surveys have shown most American parents do not support drastic increases in their children's work load and, in fact, that the average American has little incentive to work harder. They argue that educators should return to the idea that one of the chief purposes of education is to educate the gifted and "foster wisdom and virtue through the ideal of the educated man". Chapter 19 is on affirmative action in higher education. The authors present statistics on the differences in SAT score between various groups. Evidently these statistics are more easily obtained from private schools than from public schools. Their first graph shows how the average SAT scores of blacks and Asians differ from whites for entering students at a group of selective schools. The median total SAT score for blacks was 180 points less than for the whites, the median for Asians was 30 points higher than for the whites. The range of difference for blacks went from 95 (Harvard) to 288 (Berkeley). Data for students admitted to medic

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