Essay about intelligence

Wickelgren (1999) explains that nurture can effect a child’s intelligence for better or worse and the nature does not matter.(Pg1 ) Even though the child might have the possibilities to develop well in a particular area this could be altered by their environment and the opposite would occur, For instance a child whose parents or parent are a math teacher the child could perform poorly if the parents did not take the time to talk to him or even spend much time with the child. The child might do poorly in all the areas of academics because the parents slacked in talking and not giving the child enough of

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

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

In children genetic factors account for 40% of the variability in intelligence, in adults 60%, and in later life 80% (McGue, Bouchard, Iacono, & Lykken, 1993; Plomin, 1986, as cited in Plomin & Petrill, p. 60). The genetic influence on intelligence may increase through age due to a snowball effect that occurs to the small genetic differences; as humans progress through life we create environments that correlate with our genetic propensities (Plomin & Asbury, 2005,

The best way to break down the possible elements that impact an individual’s intelligence is to separate it into four distinct parts: genetic traits, family influence, education through schooling, and non-familial intervention through society (French 2). Three of these involve the environment and how it affects the human mind. Society is a major part of everyone’s mentality, because it guides the actions of its population. Pop culture and actively learning through peers both add basic information to learn from and a comparison to normal actions taken in a healthy environment by people in the world. Family values contribute towards the child by influencing his or her decisions in life, as well as the way he or she views the world. Parents are

In On Intelligence, Jeff Hawkins hypothesizes a system of human intelligence based on memory, predictions, and pattern matching in what he calls a “memory-prediction framework.” Because he studied and worked in computer science, rather than neuroscience, Hawkins has a unique perspective and writes in terms that are accessible to someone from a non-neurological background or standpoint and often analogous to computer architecture, making the subject matter relatable to the interested layman. However, though he offers a plausible structure of the brain that mostly aligns with current thinking, he does not take into account important recent research, omitting neurologically developments that have been accepted by the scientific community. The main difference that he offers, between traditional approaches to artificial intelligence and his thinking, is the importance of drawing on memory (and associated learned patterns and processes) versus computation. He discusses at length a hierarchical system of the brain, but leaves out two very important components to that system: the thalamus and hypothalamus. He also draws broad conclusions without discussing specific mechanisms for how they are achieved, so his theory is not entirely sound, though it could prove to be. Also, possibly because of his background, and not being immersed in the world of biological science, he is able to critique areas of neuroscience and artificial intelligence with interesting points about each. The book

It refers to how a person perceives, thinks, and gains understanding of the world through the interaction of genetic and learned factors. Historically, the cognitive development of children has been studied in a variety of ways. This includes the Stanford-Binet Intelligence Quotient, or the IQ test, which focuses on scores based on the concept of mental age. Other theories place emphasis on a child’s native ability to learn. Behaviorist researchers such as John Watson (1878-1959), and B.F. Skinner (1904-1990), argued that the intelligence of children was based on environmental factors, in which certain behaviors were rewarded and others discouraged (Wells, 2004). No one, however, has had a greater impact on the study of cognitive development than Jean

| The child's basic intelligence, heredity, and environment encourage or discourage learningThe child moves from egocentric interactions to more cooperative interactions and increased

Recently, people have deeper understanding of intelligence. This is an ability to learn or understand things or deal with new or difficult situations and can be improved by many measures. However, some experts argue whether intelligence can be affected by environmental elements or not. The other experts believe that intelligence is a complex result of environmental factors combined, and can not be affected in the early childhood. This essay will argue that environmental factors can affect intelligence because of the influence of prenatal factors, nutrition, and education.

Terman (1921) describes intelligence as a person’s ability of abstract thinking (1921, cited in Heim, 1970). It seems that psychologists find it hard to reach an agreement to define intelligence, resulting in the final definition I will mention from Vernon (1969) “intelligence is what intelligence tests measure” (1969, cited in Howe, 1997). Although most definitions seem to have a similarity, the meaning of intelligence can vary over time and through cultures. It was once thought that intelligence was all down to a persons ability with spelling and arithmetic, whereas in the islands of the south pacific a persons ability to navigate the oceans and there spatial memory are the way to judge a persons intelligence level (MSN, 2005).

In an attempt to deconstruct the phenomenon affecting the aforementioned individuals, one must understand how important “[t]he processes that allow people to know, understand, and think about the world” are essential in order to have a favorable overall infant development. As described above on the first case, it is safe to say that Andrew is potentially more likely to acquire a better cognitive development due to the fact that Andrew was more exposed to beneficial practices. The fact that Andrew’s parents read books and played classical music for him, simultaneously benefits his spatial-temporal reasoning—related to the cognitive psychology spectrum. At the same time, the fact that Andrew’s parents allowed him to interact with other individuals, inevitably benefits Andrew’s cognitive development—sociocultural theory (Feldman, 29).

To help us understand the nature side of intelligence versus the nurture side Psychologists Bouchard McGue (1981), and Harrell et al(1955) provided us with correlations and comparisons . In the case of Bouchard and McGue the correlations thus provided were:

There are a myriad of conceptions of what affects the development of human beings. From Jean Piaget’s cognitive developmental theory to the moral developmental theory by Lawrence Kohlberg, the spectrum of what factors contributes to human development is vast. The multitude of developmental theories helps provide answers to the many questions people have regarding what makes them the way they are. Some theories share similar concepts while others vary in multiple ways. In this time period, much more information is known so people are now able to make better conclusions on what contributes to human development. Due to this, many theories made in the past by scientists have been disregarded. Despite this, the theories are still taught to this day because they give people insight to the thought patterns of back then. Although there are different approaches to each theory, there is a common notion of the relation to human and development. It is that they all are concerned about the human development and establishment.

Generally, intelligence is implied to a man who can learn, comprehend and apply the information or abilities towards a specific issue. In other word, intelligence is characterized as general intellectual critical thinking aptitudes which identified with mental capacity which engaged with thinking, seeing the connections and analogies, critical thinking and some more. In light of what we have discovered, knowledge is acquired however it can likewise be identified with the earth all things considered. An investigation in America demonstrated that heredity was a vital factor in deciding intelligence. It was likewise recommended that condition or environment was a basic factor in deciding the degree of its demeanour or attitude.

leadership. Though not explicitly called intelligence tests, various achievement and aptitude tests are identical to the earlier “IQ” tests. The main difference is that achievement tests are designed to assess what a candidate has learned while aptitude tests are designed to assess one’s potential to learn. The educational, business and governmental institutions using these assessments refrain from using the word intelligence, as it can be a labeling and frightening word or even cause discord and objection among the test-takers. The College Board has even dropped the world “aptitude” from the title of the SAT, now calling it the Scholastic Assessment Test. However, the most common “aptitude” style tests in the IQ tradition are the SAT, CAT, GRE, LSAT, and the MCAT.