Intelligence, Cognitive, And Cognitive Psychology

The brain is one of the most complex, unknown organs of the human body. Researchers often break down the characteristics of the brain to whether tendencies are achieved through nurtured environments or the inheritability of genetics. Intelligence is one of the most controversial topics when it comes to deciding whether environment or genetics are most influential. Many argue that intelligence is based on environmental factors and the unique ability to work hard, but fail to realize the essential cognitive qualities concerning what truly defines intelligence. Although some may consider this trait as based on environment, intelligence is a cognitive attribute established by the nature of genetics.

The role of the environment was minimalized due to Burt’s (1909) theory, intelligence was viewed as a fixed inborn state that could neither be developed or changed (Parrington 1996). Burt’s (1909) influence came from his research through the years 1920 to 1970, when children were segregated by capability. This was noticeable during secondary education

Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.

His findings have concluded that environmental factors explains 58 percent of IQ variations around the world. If IQ tests were able to compare different backgrounds of different races, it would be more apparent. An American clinical psychologist Terrie Moffitt, said that negative environments (low social status or ineffective parenting) could affect a child 's intelligence even more (Parker/Morton 1). There is a way to make a child smarter and that starts from an upbringing environment that is positive (Hurley). While bringing in the genetics of an individual based on their skin color, there are also different environmental factors that can contribute to the correlation between race and intelligence.

One of the main purposes of the eugenics movement was to attempt to control the level of intelligence in the human race. This is not completely possible, however, as all genes are linked to other genes, and intelligence is affected by many more than just the one gene (Agar, 2006). In contrast to Galton’s theory, intelligence is not actually completely hereditary. Between 47 and 58% of intelligence lies in DNA, and the rest is based on environmental factors (Steen, 1996). Many types of intelligence tests have been created to measure the level of intelligence in humans. Defining intelligence in itself is a difficult task, as there are

intelligence is determined by environment or genetics. The fact that human DNA is nearly identical across

In IQ Study Finds Class Effect by Rick Weiss, he discusses why poor children, and especially black poor children, score lower on average than their middle-income and white counterparts on performance tests. Studies have repeatedly found that genes, not environment, explain most of the differences in IQ among individuals. However, a new study of the interaction among genes, environment and IQ finds that the influence of genes on intelligence is dependent on class.

A study intending to emulate the results expressed in the original study was performed on preschool aged children exposing them to similar variables as those in the original study (Hui, 2007). The study showed no empirical evidence that listening to Mozart is more beneficial for children than ulterior conditions (Hui, 2007). This disproves the belief that listening to Mozart makes a child smarter also making the generalization from the Rauscher et al (1993) inconclusive. There are also a number of other factors that have been overlooked when comparing the finding of the original study to the Mozart effect in children. Another discerning factor expressed in the original study was the test used to assess intelligence between the participants. The portion of the Stanford-Binet test used in the original study focuses on one aspect of intelligence, namely, spatial reasoning (Rauscher et al, 1993). Therefore, it would be invalid to assume that high scores on this specific test delineate an increase in overall general intelligence. The test itself is also bias as specific cultures outperform others, as cultural environment has an influence on intelligence, which may lead to deficits in the results found (Weinberg, 1989). Sternberg (2004) found that IQ tests are effective at predicting academic success in western individuals but are not conclusive measures of overall intelligence or ability to succeed. Gardner (1999) also proposed that IQ test also

The larger skull meant a larger brain. In Stephen Jay Gould’s book, The Mismeasure of Man, he argued that Samuel Morton had falsified the craniometrical data, perhaps inadvertently over-packing some skulls, to so produce results that would legitimize the racist presumptions he was attempting to prove. historical evaluation of IQ, which were and are the measures for intelligence used by psychologists. Gould proposed that most psychological studies have been heavily biased, by the belief that the human behavior of a race of people is best explained by genetic heredity. Outlaw points out that apparent differences in the measurement of the intelligence of members of different racial groups has been roped into analyses about the comparative intelligence of the groups themselves. But this starts a different conversation of nature vs. nurture. Is it the genes or the environment determine intelligence? Outlaw writes: "If the genes predominate then social efforts on behalf of particular groups intending to ameliorate the effects of disadvantageous sociohistorical conditions and practices are misguided and should be discontinued. On the other hand, if environmental factors dominate...then disparities of opportunities...among 'racial' groups must be

An overwhelming majority of people in the world believe that intelligence is fixed. They believe that from birth, those 46 chromosomes are the deciding factor between an educated businessman and an employee working on an assembly line. When deciding which topic, I was interested in discussing for my research paper, a memory from second grade popped into my mind. I remember that my classmates and I were in IDEAS class, and it was the first day where we would break up into reading groups. The blue group was the highest, with green as a close second, while yellow brought up the rear. I was placed in the blue group, while my friend Noah was placed in yellow. To make a long story short, two years passed by and Noah worked his way out of the yellow group, into the blue group. Fast forward eight years and there we are, sitting at graduation while Noah stands before us all, speaking to us as the Valedictorian of the Class of 2016. If this doesn’t support the idea that Intelligence isn’t fixed, I’m not sure what does. With that being said, as new research on this topic continues to be churned out, the statement that intelligence is inherited at birth continues to be proven wrong. Throughout this paper, I will do just that, by providing information to support my question, “Is Intelligence a Malleable Trait?”

Many people accuse IQ tests to be biased against an assortment of cultures. Intelligence has been proven to be affected by environmental factors (Cherry), and typically this includes one’s culture and upbringing. One’s culture can influence many things, as simple as what intelligence is to how people look at the world around them. According to Dr. Robert Serpell, in the some of the more rural areas of Africa, when parents talk about the intelligence of children “they prefer not to separate the cognitive speed aspect of intelligence from the social responsibility aspect” (Benson). The Luo tribe in Kenya has four aspects to their views on intelligence, these aspects include academic intelligence, practical thinking, comprehension, and social

Cognitive psychology is the scientific investigation of human cognition, that is, all our mental abilities – perceiving, learning, remembering, thinking, reasoning, and understanding. The term “cognition” stems from the Latin word “

While this assumption is accepted by a majority of geneticists and behavioral scientists, there is great disagreement on the degree of influence each contributes. Arguments for environmental influences are compelling; at the same time there is growing evidence that genetic influence on intelligence is significant and substantial (Eyesenck, 1998; Mackintosh, 1998; Plomin, 1994; Steen, 1996). The purpose of this paper is to explore the question: "How is intelligence influenced by heredity and environment?"

The history of studies such as these, especially in relation to the debate over IQ and genetics, is littered with controversy. Conclusions from such work have usually been brutally challenged and some have had to be withdrawn after other researchers had identified methodological flaws. For example In a study carried out by Bernhardt (1930) it is impossible to rule out environmental factors in studies like these which make the findings less valid.

It has been argued that the propensity towards intellectual plasticity is determined genetically, but that the environment is what governs the moulding of that plasticity. As such, people who have a genetic propensity to intelligence and a highly stimulating infancy will become most intelligent, while those who have a lower genetic propensity to intelligence may still demonstrate high IQ through a highly structured intervention program. This would explain both Ramey’s study, as well as the Devlin argument, and hence support the concept that there might be both a genetic and an environmental influence on intelligence.