Are Geniuses Made or Born? And What Makes a Person Intelligent?

Geniuses

What Is Intelligence? The Three Main Theories of Intelligence:

When people talk about a person’s ‘intelligence’ it is not generally clear what underlying ability or abilities this term refers to. This article is intended to clarify in layman’s terms what psychologists and brain scientists can mean by intelligence.

Basically, there are two good theories–and scientists are divided on which is the best theory–and one bad one which all scientists I know of reject. A good theory is one that is supported by the evidence; a bad theory is one that is not.

1. Intelligence,

A. In all Cultures, is,

The ability to learn from experience, solve problems, and use our knowledge to adapt to new situations. This is the conceptual definition. In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts” and it tends to be culture-specific. This is the operational definition.

B. In Science,

The term intelligence typically refers to what we could call academic or cognitive intelligence. In their book on intelligence, professors Resing and Drenth (2007) answer the question ‘What is intelligence?’ geniuses

2. Conceptual Difficulties:

Psychologists believe that intelligence is a concept and not a thing. Unfortunately, it is treated as a thing…a real thing. When we think of intelligence as a trait (thing) we make an error called reification — viewing an abstract immaterial concept as if it were a concrete thing.

3. Controversies About Intelligence:

Despite general agreement among psychologists about the nature of intelligence, at least three controversies remain:

Is intelligence a single overall ability or is it several specific abilities?
With modern neuroscience techniques, can we locate and measure intelligence within the brain?
Do between-group differences in IQ scores (and distributions around the mean for each group) reflect real group differences in intelligence or are they artifacts of the testing instrument and procedure?

4. Intelligence and Creativity:

Creativity is the ability to produce ideas that are both novel and valuable. It correlates somewhat with intelligence.

Factors associated with creativity:

Expertise: A well-developed knowledge base.
Imaginative Thinking: The ability to see things in novel ways.
Adventuresome Personality: A personality that seeks new experiences rather than following the pack.
Intrinsic Motivation: A motivation to be creative from within.
A Creative Environment: A creative and supportive environment allows creativity to bloom.

5. Is Intelligence Neurologically Measurable?

Recent Studies indicate some correlation (about +.40) between brain size and intelligence. As brain size decreases with age, scores on verbal intelligence tests also decrease.

Assessing Intelligence:

Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores.

What is IQ?

IQ is an acronym for Intelligence Quotient, The IQ is a measurement of your intelligence and is expressed in a number.

A person’s IQ can be calculated by having the person take an intelligence test.
The average IQ is 100.
If you achieve a score higher than 100, you are smarter than the average person, and a lower score means you are (somewhat) less smart. geniuses geniuses geniuses

Official IQ tests such as the WAIS-IV claim to measure individual differences in an underlying ‘ level of cognitive ability given by a single number – your IQ or intelligence quotient. But is it true that there is a single underlying mental ability that we differ in and that explains what makes us different in our cognitive abilities?

If Someone is,

Good at maths, are they also likely to be good at language comprehension, reasoning, thinking analogically, learning languages, and general knowledge, due to their underlying ‘intelligence level’, as this theory implies?

Or are there ‘multiple intelligences’ underlying out abilities – perhaps dozens or even hundreds of them -each independent from each other, and measured by different types of tests. If you have an ability in mathematics, is this ability completely unrelated to your ability in learning languages or play general knowledge games like trivial pursuit?

If This is,

The case is the idea of having a single IQ score quite meaningless? Or alternatively, are there a small number of underlying cognitive abilities (perhaps two or three) that we differ in, which are relatively independent of each other–and which together explain most the differences in our cognitive abilities?

Here are The Three Main Theories of Intelligence:

1. General Intelligence Theory:

A Good Theory:

A long-standing and influential theory for our cognitive abilities states that underlying all our cognitive abilities (math, language comprehension, general knowledge) is a single factor – called general intelligence (also known as unitary intelligence, general cognitive ability, or simply ‘g’ ) that individuals differ on and which explains those differences.

Spearman (1923)

Proposed that, underlying all cognitive abilities a ‘general ability’ factor (g) that all the abilities draw on. Individuals differ in g according to a bell curve distribution on this theory. g can be thought of in terms of information processing power.

Some people,

Those with higher g – can process more information, more efficiently than others. Using a computer analogy, they have more RAM. The more RAM a computer has, the more complex and information-intensive the programs that can be run on it.

If you have an IQ of,

160 like Quentin Tarantino has, you have lots of RAM, large ‘bandwidth’ for processing information.
78 like Muhammad Ali as a young man (whose IQ was measured by the army), then you have less RAM.
Muhammad Ali had many talents, but according to the unitary intelligence theory, intelligence wasn’t one of them.

The evidence for this theory is,

The same evidence that allows us to reject the theory of multiple intelligences. All standardized tests of cognitive ability (and there are dozens of them, measuring a wide range of different abilities) are positively correlated–not perfectly, but to a large degree.

This means that if someone scores higher than average on one of those tests, they are likely to score higher than average on all the other tests – even ones that appear totally unrelated. Scoring higher in an arithmetic test means you will probably also score higher in a vocabulary test.

This remains true,

Even when you take other factors like educational background or family socioeconomic status into account. This is compelling evidence that there is a single underlying level of cognitive ability that is applied to each of the tests and that performance on one test is not independent of performance on another as the multiple intelligence theory claims.

Spearman (1904)

Argued that the variance (the person to person variation) of performance between individuals on ANY cognitive task can be attributed to just two underlying factors: g (general intelligence) and s – the skill unique to that particular task.

A person could invest relatively more time into developing a specific skill such as arithmetic, and this will raise their score on an arithmetic test relative to another test such as vocabulary that they didn’t train or practice on, but their general intelligence g will still account for most of their performance on the arithmetic test.

G is still the most important factor in explaining levels of performance, whatever the test.

2. Multiple Intelligence Theory:

A Bad Theory:

Spearman’s ‘g’ theory is the opposite of the theory of multiple intelligences. The theory of multiple intelligence is an appealing one because it gives some room for everyone to have their own unique strengths in ‘intelligence’.

But as we have seen it turns out that our cognitive strengths and weaknesses are best explained by how much time and effort is we have invested into particular skills or types of knowledge.

If I take up a technical trade and become good at it, and find that I am struggling with reading fiction, this doesn’t necessarily mean that I have a special ‘intelligence’ for technical thinking and have no ability for reading or language.

The Fact,

I struggle with fiction is better explained by the fact that I have invested my intelligence into building up this particular type of expertise and thus see more of a return on that investment in technical modes of cognition. If I had spent as much time reading fiction as I have applied myself to technical problems, chances are I’d be good at that.

3. Fluid Intelligence Theory (GF) And Crystallized Intelligence (GC):

Another Good Theory:

This theory builds on the general intelligence theory and was originally proposed by the psychologist Raymond Cattell back in 1943. It holds that G is meaningful – that we each have a different general intelligence level – but contributing to G are two different types of intelligence:

Fluid intelligence (GF) and,
Crystallized intelligence (GC ).

Fluid G is the ability to reason and problem-solve with novel tasks or in unfamiliar contexts (measured reasoning tasks),
While crystallized g is defined as acquired knowledge and is measured using tests of general knowledge, mathematics, and vocabulary.

This dual way of understanding intelligence allows for knowledge that you have built up in particular areas to compensate for limitations in overall reasoning and problem-solving ability – our ‘raw intelligence’. You may succeed due to knowledge about a task or domain (crystallized g), or due to sheer mental ‘horsepower’ (fluid g).

Where the idea of ‘multiple intelligences’ makes sense: as crystallized intelligence that we invest in.

Our crystallized intelligence allows for ‘multiple intelligences’.

You could have a high level of crystallized intelligence in graphic design, for example, while having only an average level of fluid intelligence. But you will only be able to use your crystallized intelligence for graphic design in situations in which you are familiar and have built up expertise.

Unless you have a high level of fluid intelligence when you are confronted with an unfamiliar problem in graphic design- something ‘out of context’, requiring some difficult figuring out-then you are likely to have difficulties.

On the flip side,

if you have a high level of fluid intelligence, it will take you less time to pick up graphic design (or whatever) skills as you learn your basic skill set.

Your learning will be more efficient, and you will find it easier. In general, the more fluid intelligence you have the more you will be able to ‘invest’ it into crystallized intelligence skills and knowledge – the more ‘multiple intelligences’ you will be able to develop if you so wish.

In the context of work,

the more gF you have the more quickly and efficiently you can be trained. One study showed that it took people in the 110 to 130 IQ range about 1 to 2 years to catch up with the super-charged performance of those with IQs of 130+ who had only 3 months’ experience on the job.

Summary

Looking at all the evidence, both the general intelligence (g) theory and the fluid intelligence (GF) and crystallized intelligence (GC) are well supported and useful in explaining how we differ in our cognitive abilities.

In my view, the fluid and crystallized theory are more insightful and useful. It helps me understand intelligence-and how we can improve it better. For instance, research shows that you can do a specific type of ‘working memory’ brain training to increase your fluid intelligence level substantially–but this training does not directly affect your crystallized intelligence. geniuses geniuses

IQ Scores And Ratings:

Lewis Terman,

Decided to use Binet’s test in the US and found out that the Paris developed age norms did not work well for Californian school children. So he revised the test by adapting some items, adding other ones and establishing new age norms.

This became the Stanford-Binet revision (1916), in which the Intelligence Quotient (IQ) first appeared. To determine IQ, he used the following formula developed in Germany by Wilhelm Stern:

What Is A,

Good IQ score?
High IQ score?
Low IQ score?

These are common questions, particularly after someone finds out their score on an IQ test. Lewis Terman (1916) developed the original notion of IQ and proposed this scale for classifying IQ scores:

Over 140 – Genius or near genius.
120 – 140 – Very superior intelligence.
110 – 119 – Superior intelligence.
90 – 109 – Normal or average intelligence.
80 – 89 – Dullness.
70 – 79 – Borderline deficiency.
Under 70 – Definite feeble-mindedness.

A. Normal Distribution And IQ Scores:

The properties of the normal distribution apply to IQ scores:

50% of IQ scores fall between 90 and 110.
70% of IQ scores fall between 85 and 115.
95% of IQ scores fall between 70 and 130.
99.5% of IQ scores fall between 60 and 140.

B. Low IQ And Mental Retardation:

5% of people have an IQ under 70 and this is generally considered as the benchmark for “mental retardation”, a condition of limited mental ability in that it produces difficulty in adapting to the demands of life. geniuses geniuses

The severity of mental retardation can be broken into 4 levels:

50-70 – mild mental retardation (85%).
35-50 – Moderate mental retardation (10%)
20-35 – Severe mental retardation (4%).
IQ < 20 – Profound mental retardation (1%).

C. High IQ And Genius IQ:

Genius IQ is generally considered to begin around 140 to 145, representing ~.25% of the population (1 in 400).

Here’s a rough guide:

115-124 – Above average (e.g., university students).
125-134 – Gifted (e.g., post-graduate students).
135-144 – Highly gifted (e.g., intellectuals).
145-154 – Genius (e.g., professors).
155-164 – Genius (e.g., Nobel Prize winners).
165-179 – High genius.
180-200 – Highest genius.
>200 – “Unmeasurable genius”.

So, Are Geniuses Made Or Born?

The main problem with the idea that we are a product of our genes and nothing else is that we are not born and kept in isolation in a bubble for the rest of our lives. As human beings, we arrive with a survival kit, but we grow and develop in a process of constant interaction with our environment. geniuses

1. Is it Nature Or Nurture That Predicts Our Future?

For the record, all the current indications are that it is just too simple to say we are born with what we get and that’s the end of the story.

2. What Would Be,

The outcome of our brain development if we didn’t have any social contact from the time we were born?

Cases of children who have been discovered to have been raised with very little social interaction showed that brain development within these children, including speech and language, were severely impaired.

Providing children with a nurturing, supportive, and socially interactive environment is not just good for their self-esteem, emotional development, and overall well being, it is especially important for their cognitive brain function and intellectual development. geniuses geniuses

3. Is Nature or Nurture The Determinant of Genius?

The environment cannot be ignored in human development for the fact that the genes we inherit are finite, whereas the brain’s ability to develop billions of new connections between the cells it is born with is infinite. Education, knowledge, learning, and experiences – all of these will greatly influence the number of new connections each of our brains will make over our lifetime.

4. In The Past,

We were told that we are born with a certain number of brain cells and if you do not use your gray cells, you will lose them. What scientists discovered recently is that our brain grows new cells or neurons all the time and as with our existing brain cells.

The trick is to stimulate them to prevent them from dying off. This may not seem like a great discovery but in reality, it has huge implications. It changes everything. What we are born with matters, but what we do with it matters even more.

5. Are the brains of geniuses different from everybody else?

The problem with this question is that we don’t know if there is such a thing as a typical genius brain. This is because there is a lack of genius brains for scientists to tinker with. Another problem is that the chances of a person being recognized as one are increased by the number of years they have been dead.

Einstein’s Brain:

Einstein left his brain to science and one of the most notable things about Einstein’s brain is its dense network of connectivity in relation to the brains of other people his age. In other words, his brain was very well wired up. geniuses

But, and this is a big but, whether Einstein’s brain was born like this, or whether it developed to become like this over time, via his interaction with his environment, a life filled with research and learning, is something no one knows for certain. This is because no one knows what his brain looked like when he was born.

The Bottom Line:

When you remove all the hype and mystery surrounding a genius, you are left with a simple fact. All known genius began their journey in the world just like any other baby. They arrived in a safe environment with a brain and a body hungry for development.

If you don’t know if your child is a genius or not, you can make the odds in his favor by adopting early childhood development and training. Such training takes mere minutes a day and the effects last a lifetime.

Yes,

Your baby can read much earlier and learn math much faster if you employ the proper tools without the stress of both mother and child. Such skills will enhance the child’s learning ability and will last a lifetime.

If you find this article useful, don’t forget to share it with your friends and family, as you might help someone in need. Thanks.

Disclaimer: “Nothing in this article makes any claim to offer cures or treatment for any disease or illness. If you are sick please consult with your doctor.”

References

http://www.mccc.edu – https://www.pulib.sk/web/kniznica/ http://www.psy.cmu.edu/