SuicideFuel I have no good IQ genes

[Intellau_Celistic]

They are probably half.

 

[Intellau_Celistic]

European:

 

[Intellau_Celistic]

African:

 

[Intellau_Celistic]

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These are the ones they don't have:

 

[Intellau_Celistic]

Simple Review:

 

[Intellau_Celistic]

We have the same base, so they are possible to compare.

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[Intellau_Celistic]

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[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

Intelligence in childhood, as measured by psychometric cognitive tests, is a strong predictor of many important life outcomes, including educational attainment, income, health and lifespan. Results from twin, family and adoption studies are consistent with general intelligence being highly heritable and genetically stable throughout the life course. No robustly associated genetic loci or variants for childhood intelligence have been reported. Here, we report the first genome-wide association study (GWAS) on childhood intelligence (age range 6–18 years) from 17 989 individuals in six discovery and three replication samples. Although no individual single-nucleotide polymorphisms (SNPs) were detected with genome-wide significance, we show that the aggregate effects of common SNPs explain 22–46% of phenotypic variation in childhood intelligence in the three largest cohorts (P=3.9 × 10−15, 0.014 and 0.028). FNBP1L, previously reported to be the most significantly associated gene for adult intelligence, was also significantly associated with childhood intelligence (P=0.003). Polygenic prediction analyses resulted in a significant correlation between predictor and outcome in all replication cohorts. The proportion of childhood intelligence explained by the predictor reached 1.2% (P=6 × 10−5), 3.5% (P=10−3) and 0.5% (P=6 × 10−5) in three independent validation cohorts. Given the sample sizes, these genetic prediction results are consistent with expectations if the genetic architecture of childhood intelligence is like that of body mass index or height. Our study provides molecular support for the heritability and polygenic nature of childhood intelligence. Larger sample sizes will be required to detect individual variants with genome-wide significance.

...

1000Genomes_30x	Global	Study-wide	6404	G=0.6519	A=0.3481
1000Genomes_30x	African	Sub	1786	G=0.7570	A=0.2430
1000Genomes_30x	Europe	Sub	1266	G=0.6422	A=0.3578
1000Genomes_30x	South Asian	Sub	1202	G=0.5757	A=0.4243
1000Genomes_30x	East Asian	Sub	1170	G=0.6846	A=0.3154
1000Genomes_30x	American	Sub	980	G=0.528	A=0.472

 

[Intellau_Celistic]

https://compass.onlinelibrary.wiley.com/doi/abs/10.1111/spc3.12288

 

[Intellau_Celistic]

...

The experience of daydreaming is familiar to all, yet daydreaming and its correlates in an educational context have yet to be adequately explored. This study investigated academic and other potential correlates of task-unrelated images and thoughts (TUITs) during lectures. 463 undergraduate psychology students participated across three lecture sessions. During lectures, an auditory probe was sounded five times; alerting participants to record whether they were experiencing a TUIT at that moment. Results revealed significant negative correlations between TUIT frequency and age, detail of notes taken and course interest. Also, those seated in the front third of the lecture experienced significantly fewer TUITs. Furthermore, as TUIT frequency increased, there was a trend towards poorer performance in course examinations, which measure the learning of lecture-based content.

https://www.sciencedirect.com/science/article/abs/pii/S1041608011000045

1. Introduction
Different definitions and interpretations of daydreaming and mind wandering have emerged from
past research. In this paper both terms will be treated similarly as being equal to one another as
current study considers daydreams to be wandering minds and wandering minds to be daydreams.
The term daydreaming is associated with multiple disadvantages, according to most studies
(McMillan, Kaufman, Singer, 2013). However, since mind wandering occupies nearly half of our
waking time (Killingsworth & Gilbert, 2010), it seems plausible that the outcomes of this kind of
mental imagery are not solely negative for a person’s condition. As a matter of fact, the most
investigated association with daydreaming is the impact of a wandering mind on human creativity
(add a few references here to support your claim regarding high frequency of research).
The process of creative thinking refers to the sequence of cognitive activities that can result
in novel, yet useful products in a given problem context (Lubart, 2000–2001). Several studies
found that daydreams or wandering minds, preceding tasks or cognitive problem solutions, can
enhance creativity (references). When someone is daydreaming, the person engages in sudden
thoughts that are not related to the current context (Zedelius & Schooler, 2016), while mind
wandering has been described as daydreaming that takes place during the performance of another
task. It is essential to distinguish between alternative styles of mind wandering and different stages
in the creative process to fully understand the relationship between the phenomena of daydreaming
and creativity (Zedelius & Schooler, 2016).
Present-day research falls short on taking into consideration that daydreams vary in style
and content (Zedelius & Schooler, 2016). A novel perspective on the creative process emphasizes
the importance of the mechanisms trough which different types of daydreams can facilitate several
distinct creative processes. The cognitive process underlying mind wandering can be divided into
task related thought and task unrelated thought. Task unrelated thinking entails thought directed
away from the current situation (Smallwood, Obonsawin & Heim, 2003); for example, a daydream
about a memory of a certain holiday in the past. Task related thinking also consist of self-generated
thought, but involves a certain degree of relevance with regard to the task. This task related train
of thought can involve cognitive processes, such as brainstorming for a certain solution or strategy
in order to achieve the task (Smallwood, Obonsawin & Heim, 2003). In general, task related
thought refers to both the focus on the task and task related mind wandering. However, current
research uses the terms task related thoughts (TRT) and task unrelated thoughts (TUT) for different
types of mind wandering. The other form of task related thought, will be stated as task focus related
thought in this paper. Thus, task related thought refers to task related mind wandering, indicating
task related and self-generated thought with regard to the task. More specifically, when you catch
yourself daydreaming or mind wandering about the task and not when you are deliberately
focusing on the task solution/idea. An example of task related mind wandering is ‘GRR!?! What
is the point of this task?’ (Smallwood & Schooler, 2015). The goal of this study is to investigate
whether there is a difference in output in creative ideas, when people are mind wandering task
related or task unrelated. Thus, this research focuses on the possible difference in creative solutions,
depending on the type of mind wandering.
Despite the existence of multiple definitions of creativity, according to a wide range of
research on the creative process, it entails people who use their knowledge and expertise to rely
on their cognitive capabilities to create outcomes (ideas, insights, products) that are both original
and useful (Baas & Maas, 2015). This broad process definition of creativity distinguishes between
creative outcomes, the role of expertise, knowledge and cognitive skills. A comprehensive review
of past literature reveals that the key cognitive processes held to contribute to creative thinking can
be summarized in four phases: problem analysis, idea generation, evaluation, and implementation
(Zeng, Proctor & Salvendy, 2011). Although creativity seems an abstract phenomenon, there are
two key elements considered essential for a creative prediction; originality and usefulness
(Sternberg, 1999; Diedrich, Benedek, Jauk & Neubauer, 2015). For a creative product to be useful
within a business context it must also adequately tackle real-world issues that occur in several
industries.
However, there are practically no creativity tests that measure both originality and
usefulness within the frame of creativity (Baas & Maas, 2015). Studies that found a positive
relationship between daydreaming and creativity mostly experimented with psychometric tasks,
but creative problem solving requires a lot of processes that are not covered by these psychometric
tasks. A study by Zeng, Proctor and Salvendy (2011) even concluded that the traditional divergent
thinking tests are a weak indicator of real-world creativity. The problem that arises from this is the
low external validity of the previously used tests in past and contemporary research. A skeptical
view on past research might question what we really know about the relation between mind
wandering and creativity. Previous studies have shown a relation between mind wandering and
creativity, but the applied tasks of measurements have their shortcomings.
This study aims to investigate the creative output in terms of both originality and usefulness
after a period of task related and task unrelated thoughts. The problems to be solved will
demonstrate a creative design task and the evaluation of the output will be done through Maximum
Difference Scaling (MaxDiff) by domain experts. This form of analysis by experts in the field will
assess the creative output of the results in terms of originality and usefulness. The current study
strives towards a scientific contribution that helps individuals to get the most out of their own
creative capabilities. A high level of external validity is necessary for the reflection of the creative
output on real-world problem solving. Creativity is characterized by originality and usefulness,
but it is the latter aspect that determines whether the idea can actually be applied on a societal level.
The current study aims to address the following research question:
Is there a relation between task related and task unrelated daydreams and the originality
and usefulness of creative design ideas?
2. Theoretical Background
The production of creative ideas involves multiple cognitive processes. Despite the existence of
cross-domain differences in the influence of particular process operations, creative thinking
involves four key processes: problem analysis, idea generation, evaluation, and implementation
(Zeng, Proctor & Salvendy, 2011). The process of conceptual combination might also play an
important role, since knowledge emerges from conceptual combination that allows for idea
generation and evaluation (Mumford, Medeiros & Partlow, 2012). This study emphasizes the
processes of idea generation and idea evaluation and is congruent with the notion that it is not
sufficient just to generate ideas. Ideas must also be evaluated and solutions in a problem context
should be based on these ideas (Basadur, Runco & Vega, 2000; Osburn & Mumford, 2006). While
in theory it is argued that generation and evaluation are executed sequentially, it seems more likely
that the creative process has a more reciprocal nature. This means that individuals go back and
forth between the processes for the production of creative problem solutions and ideas. When the
current process is intermitted or interrupted, it can have consequences for the execution of the
other cognitive process. When a wandering mind hinders, interrupts or distorts the cognitive step(s)
during creative thought, this might result in consequences for the creative process and idea
production as a whole.
The distinction of multiple cognitive processes during creative
thought gave rise to current model based on earlier work (Mumford,
Mobley, Reiter-Palmon, Uhlman & Doares, 1991; Mumford et al., 2012).
This model assumes that creative thought begins with a problem analysis
where the problem is defined, information is gathered and concepts are
selected to understand the information. These concepts enable a
fundament for conceptual combination, which elicits new knowledge that
allows for idea generation and evaluation. When viable ideas have
emerged, implementation planning takes place with individuals
conveying their ideas in a real-world problem context. Ideally, the final
output entails original and useful problem solutions of applicable nature.
Idea generation and idea evaluation
A core aspect of the creative process is the ability to generate ideas (Aurum & Gardiner,
2003). The process of generating ideas addresses partly to divergent thought. Divergent thinking
refers to the thought process when exploring many possible solutions to come up with original
ideas. Divergent thinking should not be viewed the same as creative thinking, because divergent
thinking results in originality and originality is a main characteristic of creativity (Runco & Acar,
2012). Therefore, divergent thought serves as an indicator or predictor of creative potential.
Several studies (Moore, 1985; Runco & Okuda, 1988) have investigated the relation between
problem solving and divergent thinking. Razoumnikova (2000) suggested that during divergent
thought people use lots of unique ways to generate creative products. Due to the broad and
widespread nature of divergent thinking it occurs in the early stages of creative thought processes,
the phase of idea generation. An individual is considering as many (unconventional) options
possible during divergent thought before choosing a definite solution. Many scientists (from
Aristotle to present day) have claimed that the development of thinking includes moving from one
idea to another via a chain of thoughts and associations (Aurum & Gardinder, 2003). An
individual’s capacity for solving a problem can therefore be explained by their capacity for
generating associations. Brainstorming is an example of a process that involves divergent thinking
by generating and combining concepts through possible associations.

http://arno.uvt.nl/show.cgi?fid=141794

Should executive control, as indicated by working memory capacity (WMC) and mind-wandering propensity, help or hinder creativity? Sustained and focused attention should help guide a selective search of solution-relevant information in memory and help inhibit uncreative, yet accessible, ideas. However, unfocused attention and daydreaming should allow mental access to more loosely relevant concepts, remotely linked to commonplace solutions. Three individual-differences studies inserted incubation periods into 1 or 2 divergent thinking tasks and tested whether WMC (assessed by complex span tasks) and incubation-period mind wandering (assessed as probed reports of task-unrelated thought [TUT]) predicted postincubation performance. Retrospective self-reports of Openness (Experiment 2) and mind-wandering and daydreaming propensity (Experiment 3) complemented our thought-probe assessments of TUT. WMC did not correlate with creativity in divergent thinking, whereas only the questionnaire measure of daydreaming, but not probed thought reports, weakly predicted creativity; the fact that in-the-moment TUTs did not correlate with divergent creativity is especially problematic for claims that mind-wandering processes contribute to creative cognition. Moreover, the fact that WMC tends to strongly predict analytical problem solving and reasoning, but may not correlate with divergent thinking, provides a useful boundary condition for defining WMC’s nomological net. On balance, our data provide no support for either benefits or costs of executive control for at least 1 component of creativity. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

APA PsycNet

psycnet.apa.org

 

[Intellau_Celistic]

This study describes the development of the Maladaptive Daydreaming Scale (MDS), a 14-item self-report instrument designed to gauge abnormal fantasizing. Our sample consisted of 447 English-speaking individuals from 45 different countries. A 3-correlated-factors model best presented the underlying dimensions Yearning, Kinesthesia and Impairment, capturing related rewarding experiences as well as psychological impairment of maladaptive daydreaming. MDS scores were associated with obsessive–compulsive behavior and thoughts, dissociative absorption, attention deficit, and high sense of presence during daydreaming, but less with psychotic symptoms. The MDS and its subscale demonstrated good validity, sound internal consistency and temporal stability and discriminated well between self-identified individuals with and without maladaptive daydreaming. Considering the instrument’s high sensitivity and specificity levels, it seems an excellent measure for future investigation of MD that will, hopefully, shed light on the etiology and psycho-biological mechanisms involved in this mental condition, as well as on the development of effective MD treatment methods.

https://www.sciencedirect.com/science/article/abs/pii/S1053810015300611

 

[Intellau_Celistic]

Well...let's see:

No. He's NT.

 

[Intellau_Celistic]

And, so is she.

 

[Intellau_Celistic]

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[Intellau_Celistic]

Others are NT.

 

[Intellau_Celistic]

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[Intellau_Celistic]

Slight derail, though this is one of several threads in my rotation:

Although we may have been sold the picture of the ideal parent-child relationship, that’s not always what we get. Sometimes the ties we have with our parents are fraught and we struggle to connect with them in meaningful ways. This is especially true when we’re dealing with a jealous parent. Yes. Your parents can be jealous of you. What do you do when that love turns to envy? The first step involves awareness, and the next involves setting boundaries.

Was your parent jealous of you?​

Believe it or not, it’s entirely possible for a parent to be envious of their child. They may be jealous of the way you get to live your life. They may be jealous of your job, your looks, and even the relationship you share with your other parent. Our parents (though we very often forget it) are human. They hurt like us, feel insecure like us, and give in to their most basic urges — just like us. Accepting your parent begins with acknowledging the behavior and the humanity in them.

Malicious gossip​

Does your mother or father gossip about you? Have you caught them spreading lies? Or telling people things that make you look bad? This is a classic tactic used by the jealous parent. Because they feel insecure, they tear you down so that they can feel superior to you again. This is one of the most toxic and dangerous way an envious parent can do long-term damage to their child’s self-esteem.

View: https://medium.com/practical-growth/being-aware-of-a-jealous-parent-b3c8e3ebea1c

 

[PortSir1223]

L

 

[Intellau_Celistic]

Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence​

How well one does at school is predictive of a wide range of important cognitive, socioeconomic, and health outcomes. The last few years have shown marked advancement in our understanding of the genetic contributions to, and correlations with, academic attainment. However, there exists a gap in our understanding of the specificity of genetic associations with performance in academic subjects during adolescence, a critical developmental period. To address this, the Avon Longitudinal Study of Parents and Children was used to conduct genome-wide association studies of standardised national English (N = 5983), maths (N = 6017) and science (N = 6089) tests. High SNP-based heritabilities (h2SNP) for all subjects were found (41-53%). Further, h2SNP for maths and science remained after removing shared variance between subjects or IQ (N = 3197-5895). One genome-wide significant single nucleotide polymorphism (rs952964, p = 4.86 × 10-8) and four gene-level associations with science attainment (MEF2C, BRINP1, S100A1 and S100A13) were identified. Rs952964 remained significant after removing the variance shared between academic subjects. The findings highlight the benefits of using environmentally homogeneous samples for genetic analyses and indicate that finer-grained phenotyping will help build more specific biological models of variance in learning processes and abilities.

Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence - PubMed

How well one does at school is predictive of a wide range of important cognitive, socioeconomic, and health outcomes. The last few years have shown marked advancement in our understanding of the genetic contributions to, and correlations with, academic attainment. However, there exists a gap in...

pubmed.ncbi.nlm.nih.gov

 

[Intellau_Celistic]

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[prajeet88]

For me IQ scores are cope. It's all about how you perform in practice. If you cruise through life getting good grades without much effort you are high IQ. If you struggle with basic concepts in mathematics and literacy you are low IQ. If you cannot easily reverse park a car into a parking bay the you have poor spatial reasoning. It's as simple as that. For example, I cannot reverse a car into a parking bay to save my life. This is not because I am poorly trained for it, it's not because of systemic racism, it's none of that. It's just that part of my IQ-makeup is poor. My dad learned to reverse-park with zero effort the first time he tried it in a manual car while drunk. A lot of people cope with "I'm a poor genius" and "that guy is rich but he's lucky or he has connections", and it's true maybe 10% of the time. 90% of the time it's genetic determinism.

If you think you could've been a doctor if you applied yourself you're probably coping. If you had the genetic IQ needed to become a doctor then early in life your natural aptitude would've been noticed and you would've been given heavy encouragement and positive reinforcement. If this never happened, you never had that natural aptitude.

 

[Intellau_Celistic]

For me IQ scores are cope

You need to read about IQ before making claims.

 

[prajeet88]

You need to read about IQ before making claims.

It's cope. If you actually have a high IQ you simply breeze through the academic and career portions of your life. No actual test is needed for that.

 

[Intellau_Celistic]

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[Intellau_Celistic]

1000Genomes_30x	Global	Study-wide	6404	C=0.9016	A=0.0984
1000Genomes_30x	African	Sub	1786	C=0.7430	A=0.2570
1000Genomes_30x	Europe	Sub	1266	C=0.9652	A=0.0348
1000Genomes_30x	South Asian	Sub	1202	C=0.9260	A=0.0740
1000Genomes_30x	East Asian	Sub	1170	C=1.0000	A=0.0000
1000Genomes_30x	American	Sub	980	C=0.961	A=0.039

1000Genomes_30x	Global	Study-wide	6404	G=0.8203	A=0.1797
1000Genomes_30x	African	Sub	1786	G=0.8275	A=0.1725
1000Genomes_30x	Europe	Sub	1266	G=0.9107	A=0.0893
1000Genomes_30x	South Asian	Sub	1202	G=0.9251	A=0.0749
1000Genomes_30x	East Asian	Sub	1170	G=0.6103	A=0.3897
1000Genomes_30x	American	Sub	980	G=0.812	A=0.188

1000Genomes_30x	Global	Study-wide	6404	G=0.9166	A=0.0834
1000Genomes_30x	African	Sub	1786	G=0.8583	A=0.1417
1000Genomes_30x	Europe	Sub	1266	G=0.9305	A=0.0695
1000Genomes_30x	South Asian	Sub	1202	G=0.9351	A=0.0649
1000Genomes_30x	East Asian	Sub	1170	G=0.9427	A=0.0573
1000Genomes_30x	American	Sub	980	G=0.951	A=0.049

1000Genomes_30x	Global	Study-wide	6404	C=0.9858	T=0.0142
1000Genomes_30x	African	Sub	1786	C=0.9989	T=0.0011
1000Genomes_30x	Europe	Sub	1266	C=0.9566	T=0.0434
1000Genomes_30x	South Asian	Sub	1202	C=0.9900	T=0.0100
1000Genomes_30x	East Asian	Sub	1170	C=1.0000	T=0.0000
1000Genomes_30x	American	Sub	980	C=0.978	T=0.022

 

[Intellau_Celistic]

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[BuFFooN]

What is IQ

 

[BuFFooN]

There is a lot of smart niggas here

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[based_meme]

What is IQ

Intermittently queer. Imagine if being gay was a part-time thing.

 

[Intellau_Celistic]

Yes...

 

[Intellau_Celistic]

Yep.

Alright!

 

[Intellau_Celistic]

#1:

 

[Intellau_Celistic]

#2:

 

[Intellau_Celistic]

That was male.

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

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[LeonTheSilent]

My iq is sub 0

 

[Intellau_Celistic]

 

[Intellau_Celistic]