Born This Smart?
by Susan Corwith, PhD, Associate Director, Center for Talent Development at Northwestern University
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“Do genes make the genius? Or is it really true that practice is what puts people in Carnegie Hall?"
The quote above comes from a recent piece in the Huffington Post where two experts continue the debate around intelligence and the influences of nature and nurture.
Scott Barry Kaufman, PhD, a cognitive psychologist specializing in the development of intelligence, creativity, and personality, in his blog entry supports the argument that environment and development have more impact than heredity when it comes to some human characteristics including intelligence. Children are not “born this way” (with all due respect to Lady Gaga) but rather traits and talents are developed over time, and people differ at the rate at which certain abilities are developed. He writes, you can't take the heritability estimate of a trait at face value. What's more, you can't make inferences about an individual based on heritability calculations.”
Zach Hambrick, PhD, an associate professor of psychology at Michigan State University, takes a different approach, acknowledging that while deliberate practice and nurturing has a significant impact, general intelligence is also key. He explains, “Experts are born because people come into the world differing in ways that turn out to matter for real-world achievement. But experts are made because there is no getting around the necessity of a long period of practice and training for reaching a high level of performance.”
The research presented on both sides is fascinating. And, the debate goes on. You can add your vote to this interactive discussion online at http://www.huffingtonpost.com/2012/03/13/geniuses-born-or-made_n_1342487.html.
So, what are your thoughts on this age-old question?
Susan Corwith, Ph.D. is an associate director at Center for Talent Development at Northwestern University and oversees the Summer Program and Civic Education Project. She holds a Ph.D in Educational Leadership and Policy Analysis, an MS in Curriculum and Instruction, and a BS in Secondary Education, all from the University of Wisconsin.
“Do genes make the genius? Or is it really true that practice is what puts people in Carnegie Hall?"
The quote above comes from a recent piece in the Huffington Post where two experts continue the debate around intelligence and the influences of nature and nurture.
Scott Barry Kaufman, PhD, a cognitive psychologist specializing in the development of intelligence, creativity, and personality, in his blog entry supports the argument that environment and development have more impact than heredity when it comes to some human characteristics including intelligence. Children are not “born this way” (with all due respect to Lady Gaga) but rather traits and talents are developed over time, and people differ at the rate at which certain abilities are developed. He writes, you can't take the heritability estimate of a trait at face value. What's more, you can't make inferences about an individual based on heritability calculations.”
Zach Hambrick, PhD, an associate professor of psychology at Michigan State University, takes a different approach, acknowledging that while deliberate practice and nurturing has a significant impact, general intelligence is also key. He explains, “Experts are born because people come into the world differing in ways that turn out to matter for real-world achievement. But experts are made because there is no getting around the necessity of a long period of practice and training for reaching a high level of performance.”
The research presented on both sides is fascinating. And, the debate goes on. You can add your vote to this interactive discussion online at http://www.huffingtonpost.com/2012/03/13/geniuses-born-or-made_n_1342487.html.
So, what are your thoughts on this age-old question?
Susan Corwith, Ph.D. is an associate director at Center for Talent Development at Northwestern University and oversees the Summer Program and Civic Education Project. She holds a Ph.D in Educational Leadership and Policy Analysis, an MS in Curriculum and Instruction, and a BS in Secondary Education, all from the University of Wisconsin.