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Publications

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Publications - selected papers

Richard Lynn and Tatu Vanhanen IQ and Global Inequality. (2006).
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Atlanta, Georgia: Washington Summit Publishers
(PO Box 3514, Augusta, GA 30914)
PB ISBN: 1-59368-024-4; HB ISBN: 1-59368-025-2.
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The intelligence of the Japanese.
Bulletin of the British Psychological Society,1977,30,69-72.

IQ in Japan and the United States shows a growing disparity.
Nature, 1983, 306, 291-2

The role of nutrition in the secular increase of intelligence.
Personality and Individual Differences, 1990, 11, 273-286.

Race differences in intelligence: a global perspective.
Mankind Quarterly,1990,1,255-296.

The evolution of racial differences in intelligence.
Mankind Quarterly,1990,32,99-121.

Lynn, R (1999) Sex differences in intelligence and brain size: a developmental theory. Intelligence, 27,1-12.
Shows that men have higher average IQs than women by about 4 IQ points.

Eugenics: A Reassessment.
IQ and the Wealth of Nations (Co-author Tatu Vanhanen, Univerisity of Helsinki)
Westport, CT: Praeger, 2002.

Lynn, R (2002) Racial and ethnic differences in psychopathic personality.
Personality and Individual Differences, , 32, 273-316.
Shows that psychopathic personality considered as a dimension of personality is highest among blacks and Native Americans, next highest in Hispanics, lower in whites and lowest in Orientals.

Lynn, R. and Chan, P.W. (2002) Sex differences on the progressive matrices: some data from Hong Kong.
Journal of Biosocial Science, 34, 145-154.
Reports that among 15-18 year olds boys obtain higher IQs than girls by 3.2 IQ points and provides further confirmation for the theory than from the age of 15 onwards males have higher reasoning ability than females.

Lynn, R., Irwing P and Cammock, T (2002) Sex differences in general knowledge.
Intelligence, ,30, 27-40.
Examines sex differences in 19 areas of general knowledge and finds women have more knowledge than men of medicine and cookery, while men have more knowledge than women of politics, history, geography, sport, finance, and science. Men have more general knowledge than women.

Lynn, R. and Irwing, P. (2002) Sex differences in general knowledge, semantic memory and reasoning ability.
British Journal of Psychology, 2002, 93, 545-556.
More evidence that males have more general knowledge than females.

Lynn, R. (2002) Skin color and intelligence in African Americans. Population and Environment, 23, 365-375.
Presents new evidence showing conclusively for the first time that lighter skinned blacks have higher IQs than darker skinned blacks. This supports the theory that the proportion of white ancestry.

Lynn, R. (2002) Race differences in sexual behavior: a test of some predictions from Rushtons r-K theory.
Population and Environment, , 22, 73-81.
Presents new data showing that blacks have more sexual partners than whites confirming Rushtons theory and also the greater psychopathic personality of blacks.

267. Sex differences on the Progressive Matrices among 15-16 year olds: some data from South Africa. Personality and Individual Differences, 2002, 33, 669-677.
Boys have a higher IQ than girls by 2.3 IQ points in 15 year olds and 4.65 IQ points in 16 year olds

Lynn, R. (2003) The geography of intelligence.
In H. Nyborg (Ed) The scientific study of general Intelligence. Amsterdam: Elsevier.
A summary evidence on race differences in intelligence.

Lynn, R. and Van Court, M. (2004) New evidence of dysgenic fertility for intelligence in the United States. Intelligence, 2004, 32, 193-2002.
New updated evidence that fertility is still dysgenic.

Lynn, R (2004) The intelligence of American Jews. Personality and Individual Differences, 36, 201-207.
Shows the verbal IQ of American Jews is 107.5

Lynn, R., Allik, J., Pullman, H. and Laidra, K. (2004) Sex differences on the Progressive Matrices among adolescents: some data from Estonia. Personality and Individual Differences, 36, 1249-1257.
Among 12-15 year olds girls have a higher IQ by 3.8 points; among 16-18 year olds boys have a higher IQ by 1.4 points.

Colom, R. and Lynn,R (2004) Testing the developmental theory of sex differences in intelligence on 12-18 year olds.
Personality and Individual Differences, 36, 75-82.
Shows girls have higher IQ at ages 12 & 13 by 1.7 IQ points; boys higher at ages 17 & 18 have a higher IQ by 4.2 IQ points.

Lynn, R. and Irwing, P. (2004) Sex differences on the Progressive Matrices: a meta-analysis. Intelligence, 32, 481-498.
A meta-analysis of sex differences in intelligence measured by the Progressive Matrices test of intelligence showing definitively that among adults males have higher IQs than females by about 5 IQ points.

Irwing, P. Lynn, R (2005) Sex differences in means and variability on the progressive matrices in university students: A meta-analysis.

British Journal of Psychology, 96, 505524
A meta-analysis of 22 studies of sex differences in university students on the Progressive Matrices. The results showed that males obtained a higher mean than females by 4.6 IQ points.

Lynn, R. (2006) Race Differences in Intelligence: An Evolutionary Analysis. Augusta, Georgia: Washington Summit Books (PO Box 3514, Augusta, GA 30914)
ISBN 1-59368-020-1 pp. 318., US$37.95 HB), $20.95 (PB) (plus $6 for overseas orders).

Lynn, R. and Vanhanen, T. (2006). IQ and Global Inequality. Augusta, GA: Washington Summit Publishers. ISBN: 13:978-1-59368-025-1.
This is an update and elaboration of IQ & the Wealth of Nations

Lynn, R. (2008). The Global Bell Curve. Augusta, GA: Washington Summit Publishers.
ISBN: 1-59368-028-7.

This builds on Richard Herrnstein and Charles Murrays (1994) The Bell Curve in which they showed that in the United States intelligence (IQ) is an important determinant of educational attainment, earnings, and socioeconomic status. They showed that in this hierarchy Europeans do best, Hispanics come next and Afro-Americans do poorly. The Global Bell Curve extends this analysis worldwide and shows that the same hierarchy is present in numerous multi-racial countries throughout the world. It also extends the analysis to Jews and East Asians who invariably do well, and to Native American Indians who do poorly. It concludes that IQ is a key explanatory variable for the social sciences, analogous to gravity in physics.


  
 

 
   
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