著名「科学」杂志发文称：Rozelle的团队调查发现在中国贫困地区超过一半的八年级学生智商低于90，未来中国将有4亿智障
原文链接（原文中有5分钟的YouTube短视频来介绍这篇论文中提及的内容）：
https://www.science.org/content/article/one-three-chinese-children-faces-education-apocalypse-ambitious-experiment-hopes-save
doi: 10.1126/science.aaq0149
“Surveys by Rozelle's team have found that more than half of eighth graders in poor rural areas in China have IQs below 90, leaving them struggling to keep up with the fast-paced official curriculum. A third or more of rural kids, he says, don't complete junior high. Factoring in the 15% or so of urban kids who fall at the low end of IQ scores, Rozelle makes a stunning forecast: About 400 million future working-age Chinese, he says, "are in danger of becoming cognitively handicapped."”
Rozelle的团队发现在中国贫困农村地区，超过一半初二年级的学生智商低于90，使得他们很难跟得上快节奏的官方课纲，他说，三分之一强的农村小孩没有完成初中学业......Rozelle给出了惊人的预测：未来在中国，将有4亿处于工作年龄的人有认知残障的危险。
专家分析造成这个现象的原因之一是因农村儿童父母去城市谋生，留守儿童缺乏父母照看而导致智力的发展受到延误。另一些原因还包括营养不良导致的大脑发育迟缓。Rozelle表示，很多人都不知道，这将是未来中国面临的最大的问题，没有之一。
相关的论文还有：
China’s Invisible Crisis: Cognitive Delays among Rural Toddlers and the Absence of Modern Parenting
中国的隐藏危机：农村留守幼儿的认知延迟和现代育儿的缺失
https://www.journals.uchicago.edu/doi/abs/10.1086/692290
https://www.science.org/content/article/one-three-chinese-children-faces-education-apocalypse-ambitious-experiment-hopes-save
doi: 10.1126/science.aaq0149
“Surveys by Rozelle's team have found that more than half of eighth graders in poor rural areas in China have IQs below 90, leaving them struggling to keep up with the fast-paced official curriculum. A third or more of rural kids, he says, don't complete junior high. Factoring in the 15% or so of urban kids who fall at the low end of IQ scores, Rozelle makes a stunning forecast: About 400 million future working-age Chinese, he says, "are in danger of becoming cognitively handicapped."”
Rozelle的团队发现在中国贫困农村地区，超过一半初二年级的学生智商低于90，使得他们很难跟得上快节奏的官方课纲，他说，三分之一强的农村小孩没有完成初中学业......Rozelle给出了惊人的预测：未来在中国，将有4亿处于工作年龄的人有认知残障的危险。
专家分析造成这个现象的原因之一是因农村儿童父母去城市谋生，留守儿童缺乏父母照看而导致智力的发展受到延误。另一些原因还包括营养不良导致的大脑发育迟缓。Rozelle表示，很多人都不知道，这将是未来中国面临的最大的问题，没有之一。
相关的论文还有：
China’s Invisible Crisis: Cognitive Delays among Rural Toddlers and the Absence of Modern Parenting
中国的隐藏危机：农村留守幼儿的认知延迟和现代育儿的缺失
https://www.journals.uchicago.edu/doi/abs/10.1086/692290
48 个评论
>>笑死 张口就来 没有任何引用也就你了 真以为智商85的能拿美国教职？再政治正确你也把他们想的太弱智了...
这里有一篇论文可供参考：
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.503.9118&rep=rep1&type=pdf
心理学家为了防止scientific racism，提出了一系列的理论和补丁，比方说认为非裔文化背景和欧裔不相同，导致分数较低。此论文作者认为，对南非的大学生进行IQ测试后发现，他们的平均智商只有70～80，这是难以置信的，说明是测试的系统出了问题，否则如何解释这些测试对象能够顺利进入大学进行学习（"They have passed standardized school matriculation exams, entered university, and been chosen for a first-year course in Psychology on the basis of academic performance"）。不过这些研究现在基本都是禁忌，一不小心就会被打成种族主义者。
Discussion
The difference in mean test scores of African and White, and of male and female university students in South Africa on the untimed SPMs corroborate the previously found group differences reviewed in the Introduction. With Africans and Whites averaging Raven's scores at the 14th and 61st percentiles, respectively, Whites average 1 to 2 SD higher than Africans. (The IQ equivalents are 84 and 105, respectively.) Men also averaged slightly higher than did women.
Black South African university students are a highly selected population. They have passed standardized school matriculation exams, entered university, and been chosen for a first-year course in Psychology on the basis of academic performance. Assuming that these students are 1 SD above the population mean, the results are in accord with earlier work finding that Africans, in general, average a tested IQ of 70.
A very wide range of interpretations, however, is possible for these results. Interpreting them in terms of external IQ norms will carry little conviction for most readers. It is difficult to believe that ``true'' scores at the 14th percentile on the Raven's (with an IQ equivalent of 84) will allow entry to a select university. Can the African students' motivation to succeed academically override their apparently low scores? Or is their Raven performance, unlike other groups, for some reason unconnected with their academic achievement?
A very important point in testing is that test takers should be sufficiently similar in cultural, educational, and social background to those on whom the test has been standardized and the test norms based. If the test or group differs markedly from the standardization sample, the use of the norms may be inappropriate. Although the 1993 US standardization sample (Raven et al., 1996) included a representative sample of black Americans (i.e., African-Americans), the social context of Blacks in Africa is obviously very different from that in the US. Although there have been centuries of discriminatory practices in both countries, the apartheid system imposed on the majority population in South Africa, along with confinement to ``tribal'' areas, has been different in kind from the legacy of slavery of the minority population in the US.