1500 words

Christopher Langan is purported to have the highest IQ in the world, at 195—though comparisons to Wittgenstein (“estimated IQ” of 190), da Vinci, and Descartes on their “IQs” are unfounded. He and others are responsible for starting the high IQ society the Mega foundation for people with IQs of 164 or above. For a man with one of the highest IQs in the world, he lived on a poverty wage at less than $10,000 per year in 2001. He has also been a bouncer for the past twenty years.

Koko is one of the world’s most famous gorillas, most-known for crying when she was told her cat got hit by a car and being friends with Robin Williams, also apparently expressing sadness upon learning of his death. Koko’s IQ, as measured by an infant IQ test, was said to be on-par or higher than some of the (shoddy) national IQ scores from Richard Lynn (Richardson, 2004; Morse, 2008). This then prompted white nationalist/alt-right groups to compare Koko’s IQ scores with that of certain nationalities and proclaim that Koko was more ‘intelligent’ than those nationalities on the basis of her IQ score. But, unfortunately for them, the claims do not hold up.

The “World’s Smartest Man” Christopher Langan is one who falls prey to this kind of thinking. He was “banned from” Facebook for writing a post comparing Koko’s IQ scores to  that of Somalians, asking why we don’t admit gorillas into our civilization if we are letting Somalian refugees into the West:

“According to the “30 point rule” of psychometrics (as proposed by pioneering psychometrician Leta S. Holingsworth), Koko’s elevated level of thought would have been all but incomprehensible to nearly half the population of Somalia (average IQ 68). Yet the nation’s of Europe and North America are being flooded with millions of unvetted Somalian refugees who are not (initially) kept in cages despite what appears to be the world’s highest rate of violent crime.

Obviously, this raises the question: Why is Western Civilization not admitting gorillas? They too are from Africa, and probably have a group mean IQ at least equal to that of Somalia. In addition, they have peaceful and environmentally friendly cultures, commit far less violent crime than Somalians…”

I presume that Langan is working off the assumption that Koko’s IQ is 95. I also presume that he has seen memes such as this one floating around:

There are a few problems with Langan’s claims, however. (1) The notion of a “30-point IQ point communication” rule—that one’s own IQ, plus or minus 30 points, denotes where two people can understand each other; and (2) bringing up Koko’s IQ and the comparing it to “Somalians.”

It seems intuitive to the IQ-ist that a large, 2 SD gap in IQ between people will mean that more often than not there will be little understanding between them if they talk, as well as the kinds of interests they have. Neuroskeptic looked into the origins of the claim of the communication gap in IQ, found it to be attributed to Leta Hollingworth and elucidated by Grady Towers. Towers noted that “a leadership pattern will not form—or it will break up—when a discrepancy of more than about 30 points comes to exist between leader and lead.” Neuroskeptic comments:

This seems to me a significant logical leap. Hollingworth was writing specifically about leadership, and in childen [sic], but Towers extrapolates the point to claim that any kind of ‘genuine’ communication is impossible across a 30 IQ point gap.

It is worth noting that although Hollingworth was an academic psychologist, her remark about leadership does not seem to have been stated as a scientific conclusion from research, but simply as an ‘observation’.

[…]

So as far as I can see the ‘communication range’ is just an idea someone came up with. It’s not based on data. The reference to specific numbers (“+/- 2 standard deviations, 30 points”) gives the illusion of scientific precision, but these numbers were plucked from the air.

The notion that Koko had an “elevated level of thought [that] would have been all but incomprehensible to nearly half the population of Somalia (average IQ 68)” (Langan) is therefore laughable, not only for the reason that a so-called communication gap is false, but for the simple fact that Koko’s IQ was tested using the Cattell Infant Intelligence Scales (CIIS) (Patterson and Linden,1981: 100). It seems to me that Langan has not read the book that Koko’s handlers wrote about her—The Education of Koko (Patterson and Linden, 1981)—since they describe why Koko’s score should not be compared with human infants, so it follows that her score cannot be compared with human adults.

The CIIS was developed “to a downward extension of the Stanford-Binet” (Hooper, Conner, and Umansky, 1986), and so, it must correlate highly with the Stanford-Binet in order to be “valid” (the psychometric benchmark for validity—correlating a new test with the most up-to-date test which had assumed validity; Richardson, 1991, 2000, 2017; Howe, 1997). Hooper, Conner, and Umansky (1986: 160) note in their review of the CIIS, “Given these few strengths and numerous shortcomings, salvaging the Cattell would be a major undertaking with questionable yield. . . . Nonetheless, without more research investigating this instrument, and with the advent of psychometrically superior measures of infant development, the Cattell may be relegated to the role of an historical antecedent.” Items selected for the CIIS—like all IQ tests—“followed a quasi-statistical approach with many items being accepted and rejected subjectively.” They state that many of the items on the CIIS need to be updated with “objective” item analysis—but, as Jensen notes, items emerge arbitrarily from the heads of the test’s constructors.

Patterson—the woman who raised Koko—notes that she “tried to gauge [Koko’s]
performance by every available yardstick, and this meant administering infant IQ tests” (Patterson and Linden, 1981: 96). Patterson and Linden (1981: 100) note that Koko did better than human counterparts of her age in certain tasks over others, for example “her ability to complete logical progressions like the Ravens Progressive Matrices test” since she pointed to the answer with no hesitation.

Koko generally performed worse than children when a verbal rather than a pointing response was required. When tasks involved detailed drawings, such as penciling a path through a maze, or precise coordination, such as fitting puzzle pieces together. Koko’s performance was distinctly inferior to that of children.

[…]

It is hard to draw any firm conclusions about the gorilla’s intelligence as compared to that of the human child. Because infant intelligence tests have so much to do with motor control, results tend to get skewed. Gorillas and chimps seem to gain general control over their bodies earlier than humans, although ultimately children far outpace both in the fine coordination required in drawing or writing. In problems involving more abstract reasoning, Koko, when she is willing to play the game, is capable of solving relatively complex problems. If nothing else, the increase in Koko’s mental age shows that she is capable of understanding a number of the principles that are the foundation of what we call abstract thought. (Patterson and Linden, 1981: 100-101)

They conclude that “it is specious to compare her IQ directly with that of a human infant” since gorillas develop motor skills earlier than human infants. So if it is “specious” to compare Koko’s IQ with an infant, then it is “specious” to compare Koko’s IQ with the average Somalian—as Langan does.

There have been many critics of Koko, and similar apes, of course. One criticism was that Koko was coaxed into signing the word she signed by asking Koko certain questions, to Robert Sapolsky stating that Patterson corrected Koko’s signs. She, therefore, would not actually know what she was signing, she was just doing what she was told. Of course, caregivers of primates with the supposed extraordinary ability for complex (humanlike) cognition will defend their interpretations of their observations since they are emotionally invested in the interpretations. Patterson’s Ph.D. research was on Koko and her supposed capabilities for language, too.

Perhaps the strongest criticism of these kinds of interpretations of Koko comes from Terrace et al (1979). Terrace et al (1979: 899) write:

The Nova film, which also shows Ally (Nim’s full brother) and Koko, reveals a similar tendency for the teacher to sign before the ape signs. Ninety-two percent of Ally’s, and all of Koko’s, signs were signed by the teacher immediately before Ally and Koko signed.

It seems that Langan has never done any kind of reading on Koko, the tests she was administered, nor the problems in comparing them to humans (infants). The fact that Koko seemed to be influenced by her handlers to “sign” what they wanted her to sign, too, makes interpretations of her IQ scores problematic. For if Koko were influenced what to sign, then we, therefore, cannot trust her scores on the CIIS. The false claims of Langan are laughable knowing the truth about Koko’s IQ, what her handlers said about her IQ, and knowing what critics have said about Koko and her sign language. In any case, Langan did not show his “high IQ” with such idiotic statements.