The Genius in All of Us: New Insights Into Genetics, Talent, and IQ by David Shenk Page A
Authors: David Shenk
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Intelligence.” In Encyclopedia of Human Intelligence , edited by R. J. Sternberg. Macmillan, 1994, pp. 1045–49.
Lave, J. Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life . Cambridge University Press, 1988.
Along the way, a person is not developing a single intelligence, but many different types of intelligence. How many are there? Harvard’s Howard Gardner has famously suggested that there are eight different types of intelligence:
Linguistic: the spoken and written word
Logical/mathematical: numbers and reasoning
Musical: rhythm and melody
Spatial intelligence: the ability to form a picture or mental model (highly developed in sailors, engineers, surgeons, sculptors, and painters)
Bodily kinesthetic: intuition and control over one’s own body (dancers, athletes, surgeons, craftspeople)
Interpersonal: the ability to understand other people
Intrapersonal: the ability to understand oneself
Naturalist: appreciation and understanding of nature
“Intelligence,” writes Gardner, “is a biopsychological potential.” It’s not an entity, but a living thing. (Gardner, Intelligence Reframed , p 34.)
Or, as Alfred Binet said in 1909: “With practice, training, and above all method, we manage to increase our attention, our memory, our judgment, and literally to become more intelligent than we were before.” (Binet, Les idées modernes sur les enfants , pp. 105–6; this work has been reprinted in Elliot and Dweck, eds., Handbook of Competence and Motivation; see p. 124.)
“high academic achievers are not necessarily born ‘smarter’ ”: Csikszentmihályi, Rathunde, and Whalen, Talented Teenagers , p. 6.
How will that child measure up tomorrow?
“One moves along the continuum,” says Sternberg, “as one acquires a broader range of skills, a deeper level of the skills one already has, and increased efficiency in the utilization of these skills.”
Sternberg recalibrated it, in other words, from a thing to a process. The word “intelligence,” he realized, is only a crude symbol for a snapshot of theprocess in motion. Like any still photograph, it can capture some truth, but it fundamentally misses the ongoing procedure, which is driven, explains Sternberg, by five key elements: metacognitive skills (control of one’s own cognition), learning skills, thinking skills, knowledge, and motivation.
Intelligence is not how good you are at something. It’s how good you are on your way to becoming.
“At the center, driving the elements,” observed Sternberg, “is motivation.” (Sternberg, “Intelligence, Competence, and Expertise.”)
CHAPTER 3: THE END OF “GIFTEDNESS”
(AND THE TRUE SOURCE OF TALENT)
PRIMARY SOURCES
Eisenberg, Leon. “Nature, niche, and nurture: the role of social experience in transforming genotype into phenotype.” Academic Psychiatry 22 (December 1998): 213–22.
Ericsson, K. Anders. “Deliberate practice and the modifiability of body and mind: toward a science of the structure and acquisition of expert and elite performance.” International Journal of Sport Psychology 38 (2007): 4–34.
Ericsson, K. A., W. G. Chase, and S. Faloon. “Acquisition of a memory skill.” Science 208 (1980): 1181–82.
Howe, Michael J. A., J. W. Davidson, and J. A. Sloboda. “Innate talents: reality or myth.” Behavioural and Brain Sciences 21 (1998): 399–442.
Lehmann, A. C., and K. A. Ericsson. “The Historical Development of Domains of Expertise: Performance Standards and Innovations in Music.” In Genius and the Mind , edited by A. Steptoe. Oxford University Press, 1998, pp. 67–94.
Levitin, Daniel J. This Is Your Brain on Music: The Science of a Human Obsession . Dutton, 2006.
CHAPTER NOTES
explore the implications of chunking : Chase, Visual Information Processing , pp. 215–81.
Phone numbers, for example, are not stored in our brains as ten separate numbers but in three easy chunks :
Lave, J. Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life . Cambridge University Press, 1988.
Along the way, a person is not developing a single intelligence, but many different types of intelligence. How many are there? Harvard’s Howard Gardner has famously suggested that there are eight different types of intelligence:
Linguistic: the spoken and written word
Logical/mathematical: numbers and reasoning
Musical: rhythm and melody
Spatial intelligence: the ability to form a picture or mental model (highly developed in sailors, engineers, surgeons, sculptors, and painters)
Bodily kinesthetic: intuition and control over one’s own body (dancers, athletes, surgeons, craftspeople)
Interpersonal: the ability to understand other people
Intrapersonal: the ability to understand oneself
Naturalist: appreciation and understanding of nature
“Intelligence,” writes Gardner, “is a biopsychological potential.” It’s not an entity, but a living thing. (Gardner, Intelligence Reframed , p 34.)
Or, as Alfred Binet said in 1909: “With practice, training, and above all method, we manage to increase our attention, our memory, our judgment, and literally to become more intelligent than we were before.” (Binet, Les idées modernes sur les enfants , pp. 105–6; this work has been reprinted in Elliot and Dweck, eds., Handbook of Competence and Motivation; see p. 124.)
“high academic achievers are not necessarily born ‘smarter’ ”: Csikszentmihályi, Rathunde, and Whalen, Talented Teenagers , p. 6.
How will that child measure up tomorrow?
“One moves along the continuum,” says Sternberg, “as one acquires a broader range of skills, a deeper level of the skills one already has, and increased efficiency in the utilization of these skills.”
Sternberg recalibrated it, in other words, from a thing to a process. The word “intelligence,” he realized, is only a crude symbol for a snapshot of theprocess in motion. Like any still photograph, it can capture some truth, but it fundamentally misses the ongoing procedure, which is driven, explains Sternberg, by five key elements: metacognitive skills (control of one’s own cognition), learning skills, thinking skills, knowledge, and motivation.
Intelligence is not how good you are at something. It’s how good you are on your way to becoming.
“At the center, driving the elements,” observed Sternberg, “is motivation.” (Sternberg, “Intelligence, Competence, and Expertise.”)
CHAPTER 3: THE END OF “GIFTEDNESS”
(AND THE TRUE SOURCE OF TALENT)
PRIMARY SOURCES
Eisenberg, Leon. “Nature, niche, and nurture: the role of social experience in transforming genotype into phenotype.” Academic Psychiatry 22 (December 1998): 213–22.
Ericsson, K. Anders. “Deliberate practice and the modifiability of body and mind: toward a science of the structure and acquisition of expert and elite performance.” International Journal of Sport Psychology 38 (2007): 4–34.
Ericsson, K. A., W. G. Chase, and S. Faloon. “Acquisition of a memory skill.” Science 208 (1980): 1181–82.
Howe, Michael J. A., J. W. Davidson, and J. A. Sloboda. “Innate talents: reality or myth.” Behavioural and Brain Sciences 21 (1998): 399–442.
Lehmann, A. C., and K. A. Ericsson. “The Historical Development of Domains of Expertise: Performance Standards and Innovations in Music.” In Genius and the Mind , edited by A. Steptoe. Oxford University Press, 1998, pp. 67–94.
Levitin, Daniel J. This Is Your Brain on Music: The Science of a Human Obsession . Dutton, 2006.
CHAPTER NOTES
explore the implications of chunking : Chase, Visual Information Processing , pp. 215–81.
Phone numbers, for example, are not stored in our brains as ten separate numbers but in three easy chunks :
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