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Heredityvs.EnvironmentinIntelligence,EDPSYC302,Intelligence,IntelligenceisaconceptthatinvolvesalltypesofcognitiveprocessesTraditionallycognitivepsychologistshaveviewedintelligenceasLearningfromexperienceandadaptingtotheenvironmentUnderstandingandcontrollingonesowncognitiveprocesses,Heredityvs.Environment,Naturevs.NurtureSirFrancisGaltonSirFrancisGaltoninthelate19thCenturystudiedfamilyhistoriesandconcludedthatsuccess&eminenceraninfamiliesovergenerationsGaltondiscountedtheadvantagesofsuperiorschoolingandsocialadvantagesandproposedthateminenceraninfamiliesbecauseintelligencewaspassedfromgenerationtogeneration.,SirFrancisGalton,Galtonpublishedhisfindingsinhis1869bookHereditaryGeniusandiscreditedwithcoiningthetermnaturevs.nurture.AlthoughGaltonstestsforintelligencewerenotsuccessfulhecreatedaninterestinintelligencethateventuallysetthestageforbreakthroughsbysubsequentinvestigators.,Heredity&Intelligence,Intelligenceisclearlyafamilycharacteristic.Heritabilityaccountsforconsiderableamountoftotalvarianceingeneralcognitiveability.Differentcognitiveabilitiesareinfluencedbysamegeneticfactors,Heredity&Intelligence,Geneticresearchhasmadeimportantdiscoveriesduringlastfewdecades.Generalcognitiveability=ggrunsinfamiliesAdoption&twinstudies-identicaltwinsrearedapartarealmostassimilarforgasidenticaltwinsrearedtogether.-Galtonstwinstudiesin1876-studiedhowsimilarityoftwinschangesovercourseofdevelopment-heritabilityincreasesfrominfancytoadulthood,Heredityvs.Environment,BothEnvironment&Heredityareimportantinthedevelopmentofintelligence.The“epigenetic”modelproposesthataninteractionofbothenvironmentandheredityisnecessaryforanindividualtoachievetheirfullpotential.However,TwinStudiesdosupportthehypothesisthatintelligenceisageneticcharacteristic,TwinStudies,IdenticaltwinstendtohavemoresimilarIQscoresthanfraternaltwinsdo.Thisisalsotruewhenidenticaltwinsareraisedindifferenthomes.,Cognitivedevelopmentofadoptivechildrenmorecloselyresemblesthatoftheirbiologicalparentsthantheiradoptiveparents.,Heredityvs.Environment,Theoristsbelieveitisultimatelyimpossibletoseparatetheeffectsofheredity&environment.Together,heredity&environmentinfluencedevelopment&IQinwaysthatwillprobablyneverbeseparated.,Environment&Intelligence,Whilenaturemaysupplysomeparametersofintelligence,itiswhatwedowithinandaroundthoseparametersthatmakesarealdifferencetolearners.Relationshipsandactivitiesachildhasinhis/herimmediateenvironmentisdrivingforcebehindeffectivehumandevelopment.,Non-geneticfactors,ParentingstylesNutritionExposuretoillnessParentaleducationallevelEnvironmentalcrowdingSecurityofattachmenttocaregiver,Accesstostimulating&enrichingexperiencesAccesstosourcesofknowledgeLevelofsocialsupportNoiselevelSchoolingStabilityofneighborhoods,Environment&Intelligence,EnvironmentclearlyhasabigeffectonIQscoresPoornutritioninearlyyearsofdevelopmentleadstolowerIQscores.MothersalcoholuseduringpregnancyleadstolowerIQscores.AttendingschoolpositivelyeffectsIQFamiliesandculturesinwhichchildrenareraisedhaveasignificantimpactonthecognitiveabilitieschildrenacquire.,MentalAgeIQ=_x100ChronologicalAge,Environment&Intelligence,Permanentlychangingachildsenvironmentfromimpoverishedtoenrichedandstimulatingcanleadtoincreasesinintelligencescoresupto20to25points.SlowbutsteadyincreaseinthepopulationsIQscoresduetobetter-nutrition-schooling-stimulation(TVandReadingmaterials),Racial/EthnicGroups&Intelligences,StudieshaveshownconsiderableIQdifferencesbetweenAfricanAmericanandCaucasianchildren.Duetotheenvironment-economiccircumstancesaffectingqualityofprenatal&postnatalnutrition-availabilityofstimulatingbooksandtoys-accesstoeducationalopportunities,Racial/EthnicGroups&Intelligences,Inrecentyears,AfricanAmericanandCaucasianchildrenhavebecomeincreasinglysimilarinIQCanbeattributedtomoreequitableenvironmentalconditionsStudiesshowthatracehasnobasisinbiology,Teaching/learningProcessImplications,Donotover-relyonmodelsthatassumeanatureorientationNotnaturevs.nurturebutratherhowthetwoworktogetherWhatisinheritedcanbechangedRacedoesnotaffectintelligence,Teaching/learningProcessImplications,LearninghowtoLearnChildrenaremorereceptivetolearningwhentheyfeelwantedandvaluedandenvironmentismeaningful,accepting,comfortable,orderly,andsafe.ActiveandlearnercenteredConnectwithschoolssocialenvironment,Sources,Ormrod,J.E.(2000).EducationalPsychology:DevelopingLearners(3rded.).Ohio:Merrill.Dr.ThomasShaffer,SouthDakotaStateUniversity.Plomin,R.(1999).Geneticsandintelligence.JournaloftheAmericanAcademyofChildandAdolescentPsychiatry.38(6),786.French,F.(2003).RevisitingNaturevs.Nurture:ImplicationsfortheTeaching/LearningProcess.EducationCanada.43(2),20-23.,
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