What are the Main Influences of Intelligence?

As scientists continue to their research, fundamental questions about intelligence are brought to the surface.

Although normal brain development can be retarded by sensory, social isolation, and deprivation, there is no sure environment that will transform a normal baby into a genius. Explain why heredity many contribute to individual differences in intelligence but not necessarily contributes to group differences. The amount of variation in a trait within a group that is attributed to genetic factors is called its heritability. For intelligence, this has been estimated at 50 percent. If we know a trait has perfect heritability, this knowledge does not enable us to rule out environmental factors in explaining differences between groups. Because of the impact of environmental factors such as education and nutrition on intelligence test performance, even if the heritability of intelligence is high within a particular group, differences in intelligence among groups may be environmentally caused. One group may, for example, thrive in an enriched environment while another of the same genetic predisposition may falter in an impoverished

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?"

One might dare to define intelligence as the ability to obtain and apply knowledge and skills, or as the capacity to learn, comprehend, or deal with new or difficult situation in order to adapt to or modify our environment or to process abstract thoughts. However, on a paper defined by Shane and Hutter as "a survey of a large number of informal definitions of “intelligence” that [they] collected over the years (A Collection of Definitions, 2007)," the authors acknowledged that "a complete list would be impossible as many definitions of intelligence are buried deep inside articles and books (idem)." Beyond their own recognition about the limits of their compilation, even after careful analysis carried out by philosophers, psychologists and other scientists throughout human history, still there is not a definite, cover-all definition of intelligence. Maybe we still do not possess sufficient intelligence to reach such achievement at this point of our evolution.

Human intelligence is complex and where it lies within the nature and nurture debate, has divided the world of psychology for many years. Nature argues intelligence is influenced by biologically inherited genes which are passed from generation to generation. However, nurture argues intelligence is learned and is influenced by environmental factors and social interactions. This essay will examine how nature and nurture are applied to intelligence.

The aim of my assignment is to confirm the understanding of the nature and nurture debate in regards to intelligence and abnormality under the developmental and cognitive Psychology. The research will demonstrate an understanding of the discipline and key theoretical perspectives in Psychology explaining some of the principles like PsychodynamismPsychodynamic, Behaviourism, Biological, Cognitive, Humanistic psychology .

The extensive concept of learning in human beings is a continuous process throughout life, varying only in how much is to be learned and the use of that same knowledge in relating with others. Nonetheless, learning in adults varies from individual to individual depending on various attitudes such as genetic longevity and habitual tendencies. The amount of knowledge and the variance found within the learning spectrum is what is then taken and conceptualized into the notion of intelligence. Matters of intelligence revolve around the expression of how smart an individual is regarded with reflection to matters such as learning various languages, the development of musical knowledge, or formulating simple ways in which a person can get out of a particular given situation (being able to act intelligently when dealing with everyday life). The concept of intelligence is something that is highly intriguing and it ultimately affects the daily lives of many people. However what is most intriguing is the fact that the study and observation of intelligence is given very little attention when placed in context of adults. In circulation are various theories that describe the different forms of intelligence with attention towards the analysis of two differing styles of intelligence: fluid and crystallized.

Hitherto, there was a general belief that there was only one type of intelligence that was measured through the IQ level. It was also deeply believed that intelligence was inherited and the cognitive scientists believed that the human mind-initially a 'tabula rasa' (empty) could be trained to learn almost anything provided the content was presented in the right manner and conditions (Mark K. Smith, 2008). This is a belief that has been proven to be lacking in content and empiricism by several researchers and behaviorists.

David. Wechsler,(1940) mentioned intelligence as an effect rather than a cause and mentioned that general intelligence can’t be adequate but there are other non-intellectual important factors too like, personality, behaviour impact the development of an individual’s intelligence. Inaddition, H.Gardner,(1983) stated two types of personal intelligences interpersonal and intrapersonal.

Intelligence is a widely studied variable by psychologists. It is one of the key elements considered by educators in curricula development, course structures and education policies and systems. Intelligence is believed to evolve in humans. Many people assign to the ideology that intelligence is a factor that has caused human beings to survive and develop from one generation to another, it has also defined human differences and capacities. Intelligence Quotient is measure by Mental Age/Chronological Age.

In general, when we hear the word intelligent, we think of the vindicated geniuses in the areas of physical sciences, social sciences, and mathematics: Albert Einstein, Voltaire, Blaise Pascal, and other innovators. These historical figures will never again have their intelligence questioned, but intelligence is not just any abstract qualitative value for one to either have or not have. In fact, there are several categories of intelligence to be considered, but for this research paper, the focus is about intelligence in general and how to improve it.

I first want to say that my perspective and answers are influenced by my belief in Howard Gardner’s Theory of Multiple Intelligences. Intelligence and ability are not one linear scale. They are both complex.

According to the proposed theory of human intelligence and its development (Sternberg, 1999a), a common set of processes underlies all aspects of intelligence. These processes are hypothesized to be universal. These processes are applied to different kinds of tasks and situations depending on whether a given problem requires practical skills and creative skills.

These dispute first initiated in 1865 with an English scientist, Francis Galton who began studying the correlation on hereditary and success (Behavioral Neuroscience Web Ring Macalester College). Convinced, based on his evidence, that success and other abilities were mostly based on hereditary factors, he deduced that “intelligence must be bred and not trained” (Wilderdom, 2005). He then opposed those who believed in the environmental effects on intelligence (Behavioral Neuroscience Web Ring Macalester College). For centuries, this debate had no clear conclusion but many theories and hypothesis. Although both the nature and nurture side has find great amount of evidence, it is still undecided which side has more effects in one’s intelligence.

The study considers credible sources of information in its analysis. Information is collected from an assistant professor, who has been studying about wisdom and intelligence. The conclusion in the study by the professor alongside other researchers and scientists is drawn from primary data collected from 240 respondents varying in age. The conclusion, therefore, can be greatly trusted due to the unbiased quality expected in the research. Moreover, the scholars involved in the study are experts in the psychology field. The scientists focus on the emotional and