Impact of IQ and Intelligence in Human Life
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Impact of IQ and Intelligence in Human Life
Herrnstein and Murray in their book, The Bell Curve, argue that there is reality about the IQ, in that, it continues to matters as much as a society develops into a more technological and equitable status. In this respect, “Herrnstein and Murray present what they consider to be the consensus of scholars working in the field of intelligence” (Miele, 1995). The duo authors believe that IQ ranges between 40 percent and 80 percent heritable hence relates to performance in academics, jobs, crime, income, and illegitimacy, and therefore can never be ignored in any decision-making process at American future. Miele affirms the heritability of IQ by suggesting, that, “almost every psychologist believes there is some heritability of IQ” (Miele, 1995). The most explosive argument about The Bell Curve has been that some of the mean IQ scores’ difference between the United States white European population and African-American population is possibly attributable to the genetic factors. However, the big question has been over why such difference exists and certainly how and whether the difference can ever be reduced.
Considering intelligence and social class structure, there is diversity of ways where there exist distinctions amongst different intelligence types that are valuable, including the difference between visual, verbal, and the spatial intelligence. There are different ways in which such different types of intelligence lead to individual success in occupation (Murray,1995). Even though there is a dispute about the multiple intelligences, there is a need to understand that there are huge domains of individual talent encompassed in intelligence. Besides, there are a couple of different points over intelligence. For instance, according to Murray (1995), the shared mental factor (g), which has been very robust. This aspect means by taking all types of diverse ways of creating the intelligence factors, the end result is always mental factor (g) (Gazzaniga et al., 2005). This aspect means “there is general factor in the kinds of tests that psychometricians use” (Miele, 1995). This condition is based on the fact that there is a basic general factor, which is g but this g does not show that the mental factor blocks out all human talents.
Further, while looking at how intelligence influence human life, it is important to recognize that there are diverse talents that are independent. For instance, with specific talents such as kinesthetic talent, which seems quite physical, they are independent. However, when it comes to the interpersonal skills set against verbal skills, there is a need to come up with clear measures of such talents to demonstrate that they independent (Murray, 1995). Of the entirely different kinds of intelligence that can be treated as coequals, only general mental ability is different from other factors. Additionally, the common understanding of intelligence heritability often does not show that heritability can be calculated within an array of environments, at a specific time, for a particular population (Murray, 1995). Hence heritability can never be the similar in all populations. Since there is an extensive variation in population over space and time, the value obtained for heritability usually depends on certain population, at a given time and place (Gazzaniga et al., 2005). However, the main misunderstanding tends to relate with the role of both environment and teachability. Hence, considering to the role of teachability, even when heritability seems fairly high, that aspect does not mean intelligence can never be modified.
On the question about race variations in IQ, nearly any difference is caused by some interaction between environment and heredity. For instance, regarding the “Anxious Class,” “contrary to some theorists human destinies do not reside in their genes since studies have shown that skills can be learned” (Murray, 1995). This means the GNP of country can never be “simply a matter of DNA” (Murray, 1995). Most humans are on a living in poor conditions not due to their genetic deficiencies but due to lack of learnable skills to help them thrive in the economy that is convulsant with continuous change. Again, if there has never been any inheritability to intelligence, without racial differences, it would still be possible for people to decide in favor of terminating the welfare kit. Murray (1995) further argues that since IQ and intelligence can be increased through acquiring skills, “the is a need more redistribution programs, not less, because these people cannot help themselves” (Murray,1995). Hence, it is important for everyone to be given the necessary opportunity to move as far as the individual intelligence can take one. This consideration is due to the fact that the critical factor is not to come up with a peaceful society as equal outcomes, but profusion of opportunity.
Ultimately, the core burden of proof needs to remain with the psychologists who claim that it is possible to raise the IQ and intelligence. This is because it has been very challenging to maintain individual IQ and intelligence. This situation is because when the environment is perceived as an important factor in developing intelligence, and people are put in a certainly a good program and their IQ raised, then later taken out of this program and put back in a poor environment where they started, thee are high chances of losing a huge beneficial effect.
References
Gazzaniga, M., Heatherton, T., & Halpern, D. (2005). Psychological Science. Armed Editorial.
Miele, F. (1995). Skeptic magazine interview with Robert Sternberg on the Bell curve. Skeptic, 3(3).
Murray, C. (1995). IQ, Intelligence., Race, & Class. For Whom the Bell Curve Tolls. Skeptic, 3(2).