The Brain and Intelligence

It is our general tendency to associate "brain" and "intelligence." This happens not only in general conversations, but also in research. This relationship does not look as simple as that.

We have to know that intelligence is not correlated with the weight or size of the brain. There is evidence, however to suggest that brain chemistry may be important to intellectual development. For example, the accidental destruction of a large portion of an infant's brain will cause permanent intellectual loss but that a similar injury in later life may not affect intelligence.

Heredity plays an important role in intelligence. Studies have shown that members of the same families have shown correlations in intelligence scores. Resemblance in intelligence remained higher in identical twins than in fraternal twins. Parent-child resemblances are great with blood parents than with foster parents. In the light of these observations, one may conclude that heredity plays a potential role which may or may not be developed by environment.

One of the studies found that a retarded child reared in an impoverished environment was found to decrease in his intelligence score. At the same time, a similar child who was reared in an enriched environment with special training programs increased his intelligence score. Studies conducted in underdeveloped countries lead to the conclusion that talent is not the exclusive commodity of a section of the world or of any ethnic group.

Motivation is an important aspect in enhancing intelligence. Hard work and a strong desire to master intellectual problems, along with persistence when faced with difficult tasks tend to raise the intelligence levels. Laziness and failure to use one's abilities has shown decreasing levels in intelligence scores.

Parents who provide appropriate conditions for new experiences, who emphasize and reward intellectual accomplishments, who encourage independent problem solving and who provide a model of intellectual achievement for the child may well see a gain in his intelligence over a period of time. It is quite possible to see the opposite in the case of a child who grows up in a climate uncongenial to his potential talents. We normally meet with people who are normal or near normal in intelligence. But we find some 'extreme cases' also among us.

Mentally retarded falls in one of these categories. What the intelligence test measures should not cast a permanent shadow on classifications. Let us, therefore talk in terms of ranges of mental age. The mildly retarded ranges between eight and twelve years of mental age; the moderately retarded, between six and eight years. The severely retarded has a mental age from about three to six years. The profoundly retarded will remain like a three year old all his life. The severely retarded even as an adult, acts like a child barely able to talk and acquire simple skills. Those who are moderately or mildly retarded may finish four to six grades of school and may be able to read and write.

At the top of the intelligence group are the superior and the gifted or 'genius'. As children, the gifted normally excel in school, show a wide range of interests, and develop more hobbies than the average children. They play a variety of games and read more books. They tend to be popular with their fellows. The gifted are better adjusted emotionally than the average.

There is also, the large middle range of intelligence that we sometimes tend to forget. Success in occupations depends more on other factors than intelligence. Personality, motivation, handicaps, special activities and opportunities may all contribute more here.