We’ve written earlier about Anders Ericsson‘s research on talent, and we’ve blogged on the subject repeatedly. Ericsson’s thesis is that raw talent is overrated, and that experts in a given field (be it hockey or music) accomplish excellence primarily through “deliberate practice.” Nicholas Kristof wrote yesterday about a new book about I.Q., also reviewed here, by Richard Nisbett. He argues that I.Q. is only 50 percent heritable and that the controversial racial I.Q. gap is environmental rather than genetic. Nisbett offers some suggestions to parents to raise their kids’ I.Q.: “praise effort more than achievement, teach delayed gratification, limit reprimands, and use praise to stimulate curiosity.” He is also strongly in favor of the intensive early-childhood programs favored by our new education secretary. [%comments]
Practicing Your Way to a Higher I.Q.
TAGS: Education
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While President of the University of Chicago, Robert Hutchins had the University accept some students whose intellectual gifts precluded their being able to finish the course of study at UC. Yet their drop out rate was no different than that of the typically more gifted regular student body. Apparently, the right sort of environmental immersion works even on almost grown up young adults.
I find the following interesting and relevant to this discussion.
Some research shows that the differences between upper-SES students and lower-SES students in terms of academic achievement can be attributed to summer break. That is, if the two groups start at the same place in the fall and show the same improvements in the spring (at the end of a year of schooling), when they return the next fall, however, the lower-SES students have lost many of their gains. These summer losses then continue to compound each year.
The thought is that the higher-SES students continue to be stimulated educationally throughout the summer, while the lower-SES students lack that sustained stimulation.
my students tell me over and over again of their parent’s philosophy. Do your own thing, but think back-up. i.e., wanna be a singer- try (but keep a back-up)–become a teacher on the side. The trouble is- who can succeed at anything unless 100+ percent committed and then if you are a woman– and want a life as well? You need double time or help– I had a conversation with a dancer yesterday. She had a friend who wanted to be a professional dancer– but everyone tried to dissuade her because she did not have the body type of a dancer. She persisted and is a professional danser today- so what does this say for IQ– with persistence anyone can become a genius- what a thought!
I had IQ test score of 90. Took a second test, got 105…. I guess it is 50% inherited (the 90) and other is trained (105-90=15 within 1 hr)…. Is the training part also inherited (ability to learn within an hour to improve IQ 15)? I am confused. I think my true IQ must less than 90…
I treat confusion as the grounds of intelligence and hence the basis for increasing IQ and performance on such tests.
Commenter #1: In the column, Kristof actually makes a distinction between Head Start and the programs Duncan supports.