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Intelligence
Intelligence and the childMythsGeneticsStudy of intelligenceNature of giftednessCreativityFAQIdentificationPsychology testsIQ scoreIdentifying talentscharacteristicsExceptional qualitiesObservationsLists and limitationNurture
Protegy and childhoodSecret of successGenius factoryObjectionsAssembly lineGrowthCultivating talentsProblemsPlay and explorationSelf conceptFamily relationshipKindergartenUnderachieversPre-schoolPrenatal developmentInfanthoodStimulation|
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| Some answered questions |
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| The following are the general concensus to matters of interest from various sources. Opinion will obviously change from time to time as discoveries are made. Is high IQ desirable? IQ largely determines how much we can understand and learn and thus how far we go in the education system. Society, by and large, pays the most money for and gives most status to jobs that require the most education and intelligence, though there are exceptions, such as film acting or modeling. There is probably an optimum IQ score between 130 and 150. One is bright enough to understand the world and finding work easy, but those scoring beyond 150 are apt to have problems with their fellows. A vulnerability hypothesis once postulated that children with high IQ are at higher risk for delinquent behavior because of their exceptional sensitivity to family and personal stress. In addition, the special frustration that highly intelligent youth experience in school programs which do not meet their educational needs might provoke rejection of social rules and conventions. Reviewers in gifted education generally concluded that the available empirical evidence does not support this hypothesis. Outside of the field of gifted education, delinquency researchers usually conclude that high intelligence serves a protective function which decreases the risk of delinquency. It is well known that delinquent youths as a group tend to be of below-average intelligence, even after controlling for potentially confounding variables such as socioeconomic status or race. The highly intelligent delinquent might have a history of prior family conflict, often accompanied by psychological and/or physical abuse, as well as escalating problems in school and community. A mismatch in verbal and performance IQ is also a significant factor. Can intelligence be raised? Intelligence does not remain stable throughout life and to certain extent can be raised (or lowered!). Lots of people want to improve intelligence. Until 1984, Venezuela actually had a minister of intelligence, whose mission was to raise the average intelligence level of the entire population. Other governments have tried to improve intelligence with projects like USA's Project Head Start (hot housing for the mentally retarded) or through the entire education system. As well there are many books, programs and courses that promise immense gains; some even recommend starting before a child is born. Many worried parents have been encouraged to buy vitamin supplements, personal computers, encyclopedia sets, and educational toys to improve their children's ability. Some research has indicated that, for example, the average intelligence of the Japanese has steadily risen since the beginning of this century. This is at least partly due to its particular cultural background and the improved nutritional status, enabling a more fully expressed genetic endowment responsible for intelligent behavior. What are IQ tests? There are two types of intelligence quotient (IQ) tests - group and individual. Group tests are most commonly used in schools because they're comparatively simple to carry out and interpret. Traditionally, they have been given in Years 4 and 6 to groups of children. Sometimes individual tests are given. These tests are considered more accurate. The Stanford-Binet Intelligence Scale is sometimes used. It was developed to test general intellectual ability including vocabulary and understanding of language, memory evaluation, conceptual and abstract thinking, reasoning ability, manual dexterity and social maturity and judgment - all in 60 to 90 minutes. It was never based on an exact definition of intelligence but rather on relative performance. Many human traits such as adult male or female height and extroversion seem to be distributed according to a frequency termed the 'normal distribution', which is bell-shaped with a peak in the middle (with an arbitrary average value of 100) and a steadily declining frequency as values get more extreme. Most psychologists assume that intelligence is too, though a few say it is not. But the assumption is so ingrained that IQ tests are constructed to give normal distributions of score. Like most similar tests, the Stanford-Binet gives the result as an IQ. This is worked out by dividing mental age - as discovered on the test - by chronological age, times one hundred. Average IQ is standardized at 100, with roughly half of the population falling between 90 and 110 IQ (see Appendix). It is merely a ranking of a certain human characteristic. A score of 160 does not signify twice as much intelligence as a score of 80. Another common IQ test sometimes used in schools is the WISC-R (Weschler Intelligence Scale for Children - Revised). Despite recent questioning of the validity of IQ tests as the sole indicator of intelligence, they can still be useful. However, they should not be the only identification device used. Isn't giftedness only inherited? There are many factors governing intellectual development; numerous random factors encountered during growth and development (termed 'developmental noise') being one of them. We now understand that heredity's influence is much less significant than previously thought. Environmental factors' interaction with heredity is to such an extent that except in exceptional cases, altering the environment at the appropriate time and directions will bring about much more significant realization of the inherent potentials governed partly by genetics. That is not to say that genetic differences between people never have an influence on their abilities, and it is not to deny the possibility that genetic factors might conceivably impose limits on performance at certain intellectual feats, just as they undoubtedly affect performance at some physical accomplishments. The idea however that genetic factors severely limit the success of individuals at many intellectual skills is FALSE. Until this view is firmly quashed, many young people will continue to be prevented or discouraged from undertaking plans or pursuing ambitions that are in actuality quite realizable, so long as enough opportunities are made available and sufficient support and encouragement are forthcoming. What will make a child gifted? Any child is potentially already a gifted child. In general, current research findings give us every reason to suppose that the vast majority of ordinary young children, if they are given sufficient support and encouragement, are capable of reaching standards of achievement at ANY valued intellectual ability that is far enough ahead of current average levels of performance to be considered quite exceptional. It is worth emphasizing once again that, however widely it is believed, the view that outstanding abilities are beyond the reach of any child who does not have some special genetic advantage is one for which empirical research has FAILED to produce firm supporting evidence. It has even been demonstrated that, given sufficient time and patience, many average adults are able to gain perceptual skills that are remarkable enough to have been cited in the past as forming proof that the person seen doing them must have had special innate aptitudes (such as memory feats and proficiency in gambling). The vast majority of children in Hong Kong do not have access to opportunities or other forms of support that nurture development of exceptional abilities. Consequently, they never achieve the goals or master the exceptional skills they might otherwise have reached or acquired. Of course, not every child would take full advantage of them even if rich opportunities are available, but those whose families can provide an interesting, stimulating and meaningful environment, with ample encouragement to gain the skills and knowledge (even without Hot House techniques) that allows a child to make good sense of the world, are far more likely to grow up to become exceptional individuals who are by current standards unusually competent in one or more valued areas of expertise. On the other hand, being gifted is to a certain extent a true handicap in the present restrictive educational environment. Is it harmful for children to read and write early? No! Many children are 'spontaneous' readers and writers and this can be delightful for both you and your child. The spontaneity, by the way, is probably the result of the child's own ability together with the impetus you have provided by showing him or her books, by reading and by answering questions when the child is still very young. Preventing children from reading at an early age is as bad as trying to force them to read before they are ready or capable. About 50 per cent of talented children can read before they go into kindergarten. If your child can read, tell the school when you enroll your child. This will alert teachers that reading readiness activities will not be necessary, and that reading basic books will be of little use and may bore your child. A child who makes 'educated guesses' at unknown words, predicts what might come next or self-corrects is probably reading in a sense. Reading, of course, means understanding, not merely sounding out words. Both you and your child's teacher should ensure that the child understands what he or she is reading. Is television detrimental or beneficial to a talented child's intellectual development? For many years television was considered of little benefit to bright children. It was thought that it stifled conversation and took away imagination and innocence. This might be true, but these drawbacks might be over-rated. Talented children do come from homes where there is no television , and those whose viewing is strictly controlled by the parents. At the other extreme, there are those very talented children who are allowed to watch what they like. Some talented children use television as a learning experience. Apart from intellectual attributes, a talented child's future success also rely on a broad database of general knowledge. Television can provide a growing child a much wider scope and deeper perspective of our world which is otherwise unavailable. A vast amount of useful information is effortlessly amassed and assimilated. Due to his sensitivity, a child's imagination may actually be stimulated by certain programs. Many pre-school readers have the multiple elements of written language, oral language and image to help them read. 'Sesame Street' is a good example of this. Talented children soon become discriminating television viewers. They will either watch programs for information or else use the medium to help them relax. (Hence some bright children will watch what we adults consider to be absolute rubbish.) Be wary of the child who simply sits in front of television and watches anything and everything just because it is on. Actively discourage this, and encourage children to make choices. Should we invest in a computer at home if our child is so inclined? Any deep, long-standing interest should be encouraged. A home PC is something the whole family can use and enjoy. One should encourage the child to use the computer for more practical activities as well as for recreational use. However, be careful not to let the computer become the be-all and end-all of the child's life to the exclusion of all other interests and activities. Computers can become very addictive! Fields of interest can be widened via the computer. Reading can be encouraged by giving access to magazines and books about computers. Not only material on the use of computers, but information on the history and development of computers and mathematics could also be made available. Stories written on a word processor can help improve literacy skills. Family finances and the child's personal finances can be kept on a database. There are obvious links between computers and extending the mathematical skills of a talented child. Joining the computer club at school or a community computer users' group or tapping into Electronic Bulletin Boards will bring the child into contact with people of similar interests. Responsibility can be encouraged if the young computer whiz has to save up and buy his/her own disks or other software, although Mum and Dad might subsidize such activities. Currently (1999) there are programs written for those at one and a half years old or younger and the software market in this and other edutainment sectors are booming. It's probably better safe than sorry since although precocious kids can probably handle what is written for the average baby/child, the long-term effects of these activities remain untested and uncertain. Should my child be told he is talented? Most talented children know they are different and take it in their stride. Others may feel inferior. Generally, they are, at least inwardly, pleased. Real difficulty arises only if a child gets big headed. In this case, wise counseling may be necessary to point out that we are all individuals with strengths and weaknesses. Is there a danger of putting too much pressure on a talented child too soon? Yes! Allow the talented child to follow his/her own interests. Do not subject them to adult imposed pressures. If they enjoy something, some talented children will put pressure upon themselves which, if controlled, will be enjoyable and challenging and produce the satisfaction of a job well done. What can I do if my child feels lonely or isolated? Everyone has times when they feel lonely and isolated. A feeling of self-confidence helps to overcome this. All children need to feel comfortable about themselves and develop self-esteem. A warm family environment, a circle of family friends and perhaps taking part in clubs or hobby groups will all lessen the isolation. If the child's isolation seems extreme, a school counselor may be able to help him/her find ways to deal with particular problems. How can I encourage a talented child without hurting the other children? Encourage, enjoy and develop the individual strengths of each child in your family. Do not emphasize the achievements of one against the lesser achievements of the others. Don't make comparisons within the family as this invites competition and rivalry. Give each child a fair share of love and attention so that all your children feel that they are of value as individuals. Why do some children fear failure? Some people will have a go at just about anything while others are afraid of trying something new in case they fail. It's all a matter of the way people think. If your child is worried about failure, discuss it. Talk about your own failures. Learn to laugh about such mistakes. Stress that having tried something once, it becomes easier and can end up being quite enjoyable. Is it bad for a child to daydream? No! In fact, it is a common and rather endearing characteristic of the talented, a little like the eccentricity some of them show. He is simply 'just thinking'. Take care, however, that he does not daydream in potentially dangerous situations. What can I do about my child's gullibility? This is a characteristic often found in sensitive people. They tend to accept people at face value. The only solution is to gently make them aware that the world is not always as it seems and there may be many unpleasant people about and that dangers may exist, say, with strangers. Should my child's social, emotional and physical development keep pace with his/her intellectual ability? Yes, if possible. Sometimes a child's skills develop at different rates but they are all as important as intellectual development. On the other hand, no matter how talented, a child is still a child. Children with reasoning ability well beyond their years, can still have nightmares after watching a monster on television. In fact their sensitivity can make this more likely for them than for an 'average' child. How can I help with homework? Homework helps talented children master the skills of independent, unsupervised study. It helps consolidate the day's learning and can give practice at skills which might be difficult to master in a crowded classroom. By supervising homework regularly, parents can keep in touch with the work the child is doing at school and, at the same time, show they are interested in their children's work. As far as possible, parents should provide a regular time and place for homework. Don't nag, however. Parents can lighten the burden of homework by encouraging the child to play when getting home from school. Watching television, listening to the radio or to music for a while won't hurt either, as children need time to relax. Sometimes parents may feel inadequate to help a child with homework - this is quite common for parents of all children, for example with new mathematics. The common local solution is to hire help. One must be on the lookout for the over-enthusiastic private tutor, who, being only a student himself, might deliver an incompatible brand of instinctive tuition, or overload the child with superfluous work (normal children often learn by small steps while jumps are often more suited to the gifted's learning style). Will a child maintain his/her talent? Ability must be encouraged for it to flourish and enrich the life of the child. Talent does not disappear, although it may decline in a sterile environment. Why is there sometimes hostility towards gifted people? There is a tendency in human nature to 'cut down tall poppies'. Sometimes people feel suspicious of or threatened by something that is different or not understood. On the other hand, since people relate more easily to others with similar interests and abilities, talented people may find it hard to understand how average people behave and think. Encouraging tolerance on both sides seems a sensible solution. |
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