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Evidence for genetic and environmental contributions to individual intelligence
Evidence for genetic and environmental contributions to individual intelligence
Evidence for genetic and environmental contributions to individual intelligence
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Rudy Huxtable is the youngest child of Cliff and Clair Huxtable in the comedic, family-oriented series The Cosby Show. Rudy has four other siblings named Denise, Theo, and Vanessa who have different personalities. The mass audience of the show watched Rudy develop from a small child without a care in the world into a teenager who was in the middle of discovering who she was as a person. Rudy Huxtable is a perfect candidate in describing physical, cognitive, and socio-emotional development because it is witnessed throughout the show. Some components of each areas of development would be puberty and motor skills, Piagetian stages of development and intelligence, and attachment and personality development. During the duration of the series, Rudy grows from a small child to a child who is in their late childhood. You see many physical changes throughout the show, one of which is her motor skills. Motor skills involve some
However, the best way to define it is the ability to solve problems and adapt and learn from experiences. Many experts, such as Howard Gardener, believe there are different forms of intelligence. Genetics and environmental aspects influences a person’s intelligence collectively. In childhood and adolescence, intelligence changes often and is mostly experience. When Rudy’s portrays what she knows, it is because of what her parents had influenced her to believe. Such as when she argues with her friend Kenny about how men are not superior and says clever comebacks to disprove every point he makes. She knows what to say because of how her parents raised her, proving there are environmental influences. Rudy also attended school so that she can follow the path of her two parents attending a university. Previously discussed was the areas of physical and cognitive development as well as their components. Lastly, a significant area of development is socio-emotional
At age 24, Victor married his lovely wife, Hollie Seymour-Terhune on June 19, 2004. A few years later, they both decided to start a family. They currently now have two children; both are boys. The oldest, Granten Robert, is eight years old. Granten is active in sports and plays baseball year round. In fact, Victor coached his son’s team this year, another way to spend more time with his son. Granten also loves to swim in the family pool. His younger brother, Benton is four years old. He loves to swim with Granten and wants to copy his big brother. Victor believes his children are smart and have the
Stephen Hawking reflects, “Intelligence is the ability to adapt to change.” Junior’s intelligence is marked by his flexibility and tendency to acclimate in a shifting world. His fearless character, ability to acclimate, and flexible persona characterize this defining
The second oldest daughter Denise Huxtable had the gift of a good sense of humor. She liked to test her parents with her rather eccentric dress and viewpoints on life. The only son Theo Huxtable was an extroverted and witty young man. He played out the typical teenage boy role of putting friends, cars, and girls before school. Vanessa Huxtable, the second youngest daughter was an intelligent girl, who often came off very air-headed in the show. Her focus during the show was to give off a b...
It was reported that Nathaniel Ayers has two sisters, Jennifer and Delsenia, and a brother whom the family called “Tony”. His mother was a beautician and his father ultimately left the family .It is reported that Nathaniel reflects his mother’s positive influence. It is reported that in Nathaniel’s teenage years he
Hector evidently performs well in courses such as pre-calculus and economics that involve computation and concrete or black-and-white operations. Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories.
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
How human children’s intelligence develops as they go through their adolescent stages in their early life has been a wonder to many researches and theorists. Jean Piaget is a stage theorists which means that he believes that there are a series of four main qualitatively different periods (or stages) that children go through in a certain and stable order and that any information or experiences that they gain in one stage is going to stay with them and prepare them for their next one. Piaget believes that children are active participants in their own development from stage to stage and that they construct their own mental structures through their interactions with their environments that begin just
Up until the 1960’s, it was believed that people were either born with or without intelligence. UC Berkeley professor Mark Rosenzweig, performed a series of experiments with rats demonstrating how environment influenced rat behavior. His findings changed society’s outlook of inherited intelligence. Rosenzweig's results presented the idea that all youth have the capability to succeed, although it depends on how the individual develops their own attitude or belief toward their personal intelligence. Carol Dweck, a psychologist from Stanford University interpreted Rosenzweig's experimental results and separated the issue into two outlooks of personal intelligence. “Some students start thinking of their intelligence as something fixed, as carved in stone” (Michelle Trudeau). Dweck perceived this as a fixed mindset of intelligence. “Others think intelligence is something you can develop your whole life” (Student’s View of Intelligence). She calls this the growth mindset of intelligence. Dweck wondered if a child’s belief about their own intelligence could contribute to their academic success. She conducted an experiment analyzing the correlation of these elements in 373 seventh grade students who struggled in math. The students were randomly assigned to attend a workshop. One seminar taught how to study well, while the other educated students on the expanding nature of intelligence of the brain. The second group discovered that “the brain actually formed new connections every time they learned something new, and that over time, made the individual smarter" (Student’s View of Intelligence). Those who attended the neuroscience seminar and believed that they could grow and advance in their cognitive development, saw a steady increase in academic performance by the end of the semester. They received better overall grades than the other group
Another psychologist named Sternberg had another theory and this theory I referred to as emotional and practical Intelligence. Sternberg argued that success requires academic success. He thinks those who are smarter have a better chance of succeeding in life which is considered practical intelligence. While emotional intelligence focuses on the ability to get along with someone and that connects with ones expressions, evaluations and the regulations of
Human intelligence is an eel-like subject: slippery, difficult to grasp, and almost impossible to get straight [3]. Many scientist and psychologist have made numerous attempts to come up with an explanation for the development of human intelligence. For many years, there has been much controversy over what intelligence is and whether it is hereditary or nurtured by the environment. Webster's dictionary defines intelligence as "the ability to acquire and apply knowledge; which includes a sensing an environment and reaching conclusions about the state of that environment [7]. In this paper I am going to examine the factors, which make up ones intelligence. I will be investigating whether or not intelligence is fostered by genetic heritance or nurtured by ones environment.
According to Merriam Webster Intelligence is "the ability to learn or understand things or to deal with new or difficult situations." Howard Gardener discovered the theory multiple intelligence they are musical, kinetic, linguistic, interpersonal, intrapersonal, spatial, logical, and existential intelligence. Unlike the normal school setting, Gardner’s theory helps with student’s learning abilities by focusing on their strengths. Gardner believes that understanding these multiple intelligent theories will help students strengthen their knowledge.
A number of aspects can influence one’s mind and its relationship with the world, and how it grows and flourishes. Both genetic and environmental traits have a contribution to the development of cognition and intelligence. Biologically, a person is born with the same number of brain cells they will ever possess, however, a person’s complete brain function capacity and strength will take years to solidify as neural networks grow more complex (Hank, 2014). Biological maturation will allow for such growth processes, and it enables orderly changes in behavior to take place. Cognitive development refers to how thought, intelligence, and language processes change as people mature (King, 2017). The development of thought processes, including memory, problem-solving, and decision-making, expand from childhood through adolescence to adulthood. Jean Piaget (1896-1980), proposed his theory on how children actively construct and seek to
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.
Robert Sternberg’s triarchic theory of intelligence argues intelligence is not just analytical but, a combination of three factors of human ability: analytical, creative, and practical. Analytical intelligence focuses on the ability to acquire knowledge allowing us to learn new processes, solve problems, and perform tasks. Creative intelligence focuses on gaining insight, developing and applying new ideas, adapting creatively to new tasks and, responding effectively in new situations. Practical intelligence focuses on the ability to develop solutions to practical and personal problems confronted in everyday life.
According to Cohen and Swerdlik, (2010), “Intelligence is a multifaceted capacity that manifests itself in different ways across the life span but in general included the abilities and capacities to acquire and apply knowledge to reason effectively and logically, to exhibit sound judgment, to be perceptive, intuitive, mentally alert, and able to find the right words and thoughts with facility, and to be able to cope with and adjust to new situations and new types of problems” (p. 277). This definition is very broad but inclusive. Professionals in psychology have different definitions and personal biases that make a standard definition difficult. Some professionals believe intelligence is observable but others believe life experiences influence and develop intelligence and form information to deal with future situations. Various psychologists, behavioral specialists and lay people have different definitions or ideas of what intelligence is. A widely accepted defini...