The environment in raising early intelligence: A meta-analysis of the fadeout effect

Protzko, John

doi:10.1016/j.intell.2015.10.006

Cited by 118 publications

(74 citation statements)

References 37 publications

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“…The pattern is clear by now and in agreement with this assumption: studies attempting to change general intelligence by training working memory, speed, or executive control did succeed with their chosen factor. However, they did not appreciably enhance g [Melby-Lervag, Redick, & Hulme, 2016;Sala & Gobet, 2017;Protzko, 2015;Shipstead, Redick, & Engle, 2012].…”

Section: Learning: Can Intelligence Be Increased?mentioning

confidence: 77%

“…Therefore, if there is any reality to this model, training second-or third-stratum abilities, such as processing speed or working memory, would not transfer to g-specific abilities, such as fluid intelligence or generalize to other abilities. However, training these g-specific abilities would transfer to second-or third-stratum abilities, such as working memory or attention control [Protzko, 2015]. There has been extensive research examining transfer effects along all directions.…”

Section: Learning: Can Intelligence Be Increased?mentioning

confidence: 99%

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Mapping the Dimensions of General Intelligence: An Integrated Differential-Developmental Theory

et al. 2018

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We present a theory of mental architecture and development focusing on general intelligence (g). The theory integrates psychometric and developmental theories of intelligence into an overarching framework. The paper first focuses on the composition of g. It is shown that g involves attention control, flexibility, working memory, cognizance of mental processes, and inference. We then present a model of intellectual development involving four cycles - episodic, realistic representation-based, rule-based, and principle-based thought - and summarize several studies showing how the processes involved in g interact in each cycle. We then present research aiming to increase intelligence. Finally, we discuss the implications of this theory for psychometric, cognitive, and developmental science and show how it solves long-standing theoretical and practical problems not solved by other theories, such as the decreasing likelihood of attaining high intelligence, the differentiation of abilities with development, and the training fade-out problem.

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Section: Learning: Can Intelligence Be Increased?mentioning

confidence: 77%

Section: Learning: Can Intelligence Be Increased?mentioning

confidence: 99%

Mapping the Dimensions of General Intelligence: An Integrated Differential-Developmental Theory

et al. 2018

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“…Although performance on any particular intelligence test can be improved through training, some have argued that these gains rarely transfer broadly to cognitive performance in different domains (Haier, 2014; te Nijenhuis, van Vianen, & van der Flier, 2007), and tend to fade quickly after the conclusion of the intervention (Protzko, 2015). The existence of broad transfer resulting from cognitive training remains contested (see Au et al, 2015; Melby-Lervåg, Redick, & Hulme, 2016; Miles et al, 2016; Roberts et al, 2016).…”

Section: Skill-building Modelsmentioning

confidence: 99%

Persistence and Fadeout in the Impacts of Child and Adolescent Interventions

Bailey

Duncan

Odgers

et al. 2016

Journal of Research on Educational Effectiveness

429

434

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Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foot-in-the-door and sustaining environments. We argue that skill-building interventions should target “trifecta” skills – ones that are malleable, fundamental, and would not have developed eventually in the absence of the intervention. Successful foot-in-the-door interventions equip a child with the right skills or capacities at the right time to avoid imminent risks (e.g., grade failure or teen drinking) or seize emerging opportunities (e.g., entry into honors classes). The sustaining environments perspective views high quality of environments subsequent to the completion of the intervention as crucial for sustaining early skill gains. These three perspectives generate both complementary and competing hypotheses regarding the nature, timing and targeting of interventions that generate enduring impacts.

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“…Intensive interventions can raise IQ substantially during childhood when the heritability of IQ is low. But despite some misleading claims about the success of early intervention programs, gains tend to dissolve by late adolescence or early adulthood (Baumeister & Bacharach, 2000;Lipsey, Farran, & Durkin, 2018;Protzko, 2015). Adoption by white familiesone of the most extreme interventions possiblehas virtually no effect on the IQ of black adoptees by adulthood.…”

Section: The Scientific Controversymentioning

confidence: 99%

Research on group differences in intelligence: A defense of free inquiry

Cofnas

2019

Philosophical Psychology

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In a very short time, it is likely that we will identify many of the genetic variants underlying individual differences in intelligence. We should be prepared for the possibility that these variants are not distributed identically among all geographic populations, and that this explains some of the phenotypic differences in measured intelligence among groups. However, some philosophers and scientists believe that we should refrain from conducting research that might demonstrate the (partly) genetic origin of group differences in IQ. Many scholars view academic interest in this topic as inherently morally suspect or even racist. The majority of philosophers and social scientists take it for granted that all population differences in intelligence are due to environmental factors. The present paper argues that the widespread practice of ignoring or rejecting research on intelligence differences can have unintended negative consequences. Social policies predicated on environmentalist theories of group differences may fail to achieve their aims. Large swaths of academic work in both the humanities and social sciences assume the truth of environmentalism and are vulnerable to being undermined. We have failed to work through the moral implications of group differences to prepare for the possibility that they will be shown to exist. ARTICLE HISTORY

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The environment in raising early intelligence: A meta-analysis of the fadeout effect

Cited by 118 publications

References 37 publications

Mapping the Dimensions of General Intelligence: An Integrated Differential-Developmental Theory

Mapping the Dimensions of General Intelligence: An Integrated Differential-Developmental Theory

Persistence and Fadeout in the Impacts of Child and Adolescent Interventions

Research on group differences in intelligence: A defense of free inquiry

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