ERIC Number: EJ895169
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
Are High-IQ Individuals Deficient in Common Sense? A Critical Examination of the "Clever Sillies" Hypothesis
Woodley, Michael A.
Intelligence, v38 n5 p471-480 Sep-Oct 2010
A controversial hypothesis [Charlton (2009). "Clever sillies: Why high-IQ people tend to be deficient in common sense." "Medical Hypotheses," 73, 867-870] has recently been proposed to account for why individuals of high-IQ and high social status tend to hold counter-intuitive views on social phenomena. It is claimed that these "clever sillies" use their high general intelligence and Openness to Experience to overanalyze social problems for which socially intelligent/common sense responses would seemingly be more appropriate. The first three sections of this review will consider i) the relationship between general and social intelligence; ii) the role of situational effects on the direction of the correlation between IQ and political attitudes; iii) the behavioral ecology of competitive altruism. While there is no hard evidence for Charlton's hypothesis, sophisticated although ultimately non-rational subjective analyses of social phenomena (i.e. ones that are disconfirmed by data, or reject empiricism) do seem to be favored by individuals in certain high-IQ knowledge work sectors. It is suggested that these function as costly signals of altruism, and that their popularity can best be understood in light of the theory that social attitudes are fundamentally influenced by perceptions of dominance and counter-dominance, with the latter playing an especially significant role in influencing the values systems of contemporary societies where the degree of conspicuous inequality is significantly evolutionarily novel.
Descriptors: Social Problems, Intelligence, Social Status, Altruism, Social Attitudes, Political Attitudes, Intelligence Quotient, Interpersonal Competence, Values, Power Structure, Thinking Skills, Social Cognition
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A