Origins of Childhood Prodigies

PRODIGY 1

Origins of Child Prodigies

David Oguns

Rochester Institute of Technology

Running head: PRODIGIES PRODIGY 2

ABSTRACT

This paper will explore the origins of child prodigies through factors that affect intelligence. Though the concept of intelligence is vague, there is a widely known metric that describes it called an IQ. The characteristics that affect IQ scores are likely the same that affect the likelihood of child prodigies being developed or born. Research on intelligence, especially with prodigies, has just begun and there are a number of factors that are definitely related but none are strong enough. If stronger characteristics are found, then prodigies can be better discovered and properly facilitated to ensure they live normal or above normal adult lives and reduce the chance of social failure. PRODIGY 3 Origins of Child Prodigies

If by the age of 11, a child exhibits mastery in a field normally practiced by adults they are considered to be a prodigy (Marshall, 2003). The exact genetic, social, or biological causes of the early cognitive development in prodigies have not been found yet. One difficulty in pinpointing factors that cause prodigies to develop or to be born is that it is based on a concept that most psychologists only believe exists, but do not agree on a concrete definition for. That concept is intelligence (Cole, Cole, & Lightfoot, 2005).

Intelligence is a psychological trait, and as with most psychological traits it is undeniable that early elevated levels of intelligence is a product of both nature and nurture. There have been studies done showing that intelligence is certainly an inheritable trait, and there is also evidence that the upbringings of a child play a large factor in the facilitation, growth, and sometimes discovery of a prodigy. These implications can have a significant effect on the adult future for child prodigy. It should come as a surprise to know that studies do not show a relationship between child prodigies and future adult success, because if at such an early age, a child has already mastered a field to the level of adults, their potential to do more should excel beyond adults as they complete more education.

Child prodigies are also likely to encounter many social difficulties as they develop. It is very important to obtain a solid understanding of the characteristics of prodigies, and how to facilitate their future growth to benefit society.

One of the most widely known metrics for intelligence is called an IQ, or intelligence quotient. IQ is a simple ratio between a person’s mental age and chronological age. Experiments based on the scores from this test show significant evidence that both factors affect intelligence. Based on a number of studies done relating PRODIGY 4 to genetics and intelligence, the results showed that identical twins had a strongest correlation of IQ test scores followed by fraternal twins, biological siblings, parent and child, and adopted children living together last (Ridley, 1999, p.83). There is definitely a correlation between the level of shared genetic makeup and the correlation of IQ scores between two people. The strongest correlation in IQ scores came from identical

(monozygotic) twins with the same genetic makeup, and last with adopted children living together who do not share any genetic makeup. Although this evidence seems to support the idea of nature being a strong factor in determining level of intelligence, it does not establish causation. The reasons for the correlation may be caused by other unknown factors linked to genetics. The same results also identified the pairs which were raised together versus apart. They indicated that even if some of the genetic makeup was shared between two people, the correlation between IQ scores was weaker if they were raised apart instead of together. This suggests that there is a significant level of environmental characteristics that will affect IQ scores.

One of the most profound statistics that suggest environmental factors affect IQ was discovered by a political scientist, James Flynn in the 1980s (Nature vs Nurture,

2005). He noticed that IQs were increasing in many countries and as a result IQ tests were rescaled (Nature, 2005). Further research was done after the discovery of the Flynn effect and the same pattern showed up in other types of intelligence tests (Heylighen,

2000). There are many possible environment factors that could cause the increase in IQ.

“One researcher, Ulrich Neisser suggests that the Flynn effect is due to the way we are being saturated with sophisticated visual images: ads, posters, videogame and TV graphics etc – rather than written messages” (Nature, 2005). Various other studies point PRODIGY 5 to certain environmental factors increasing IQ. Parents are one of these factors. When children show great achievement people usually look to the parent’s involvement first for an explanation. This is a very logical place to start as Lucie Renaud (2000) believes that there is a clear connection between parental involvement and a child’s accomplishments.

Parents can either be the driving force behind the child’s accomplishments or merely facilitate the child’s own drive. Most of the time one or the other is necessary for a prodigy to be discovered and achievements to be realized. In the latter case, the child needs to be provided with an environment to fully harness and realize their talents or the child’s ability may not even be discovered. In the previous case, the parents usually encourage some behavior or training in something which causes the child to achieve greatly in their field. This scenario can be damaging in some cases. Sometimes the parental control is so strong that it is tyrannical in the view of the children, and they develop a strong distaste for their parents. This pressure could also set up a prodigy to fall, especially during adolescence when other children begin to catch up to them in terms of ability (Schaffhausen, 2006).

Researchers are only beginning to take a look at prodigies to gain a better understanding of how prodigies come to be. The question of nature versus nurture is still far from being answered or well defined in terms of how they affect intelligence because there are many circumstances and attributes that have been shown to vary with intelligence. All of them do not support an environmental view or natural view. Child prodigies are most likely not completely products of nature or nurture. The occurrence is somewhere on the spectrum. It is important however that we learn where it is on that spectrum to better facilitate and anticipate them when they start to develop. PRODIGY 6 REFERENCES

Cole M., Cole S., & Lightfoot C., (2005). The development of children, (5th ed), New York: Worth Publishers

Heylighen, F., (2000). Increasing intelligence: the Flynn effect. Retrieved January 08, 2005 from http://pespmc1.vub.ac.be/FLYNNEFF.html

Marshall, A., (2003). Small wonders. Time Asia. Retrieved January 5, 2003 from http://www.time.com/time/asia/covers/501030217/story.html

(2005). Nature vs Nurture in intelligence. Retrieved February 6, 2006 from http://www.wilderdom.com/personality/L4-1IntelligenceNatureVsNurture.html

Ridley, M., (1999). Genome: The autobiography of a species in 23 chapters. London: Fourth Estate Ltd.

Renaud, L,. (2000) Child prodigies: a poisoned paradise? Retrieved January 08, 2005 from http://www.scena.org/lsm/sm6-2/poison-en.html

Schaffhausen, J., (2006). Child prodigies. Retrieved February 5, 2006 from http://www.brainconnection.com/topics/?main=fa/child-prodigies

Stolarz-Fantino S., (2005). Study guide for Cole, Cole, & Lightfoot’s the development of Children (5th ed), New York: Worth Publishers