The Genius in All of Us: New Insights Into Genetics, Talent, and IQ by David Shenk Read Free Book Online Page B

“criminal genes,” and so on.
    It languishes still. Meanwhile, in classrooms and baby nurseries everywhere, the oppressive reign of the gene-gift paradigm continues.

CHAPTER 2:
INTELLIGENCE IS A PROCESS, NOT A THING
    PRIMARY SOURCES
    American Psychological Association. “Intelligence: Knowns and Unknowns. Report of a Task Force Established by the Board of Scientific Affairs of the American Psychological Association.” Released August 7, 1995.
    Ceci, S. J. On Intelligence: A Bio-ecological Treatise on Intellectual Development . Harvard University Press, 1996.
    Cravens, H. “A scientific project locked in time: the Terman Genetic Studies of Genius.” American Psychologist 47, no. 2 (February 1992): 183– 89.
    Dickens, William T., and James R. Flynn. “Heritability estimates versus large environmental effects: the IQ paradox resolved.” Psychological Review 108, no. 2 (2001): 346–69.
    Dodge, Kenneth A. “The nature-nurture debate and public policy.” Merrill-Palmer Quarterly 50, no. 4 (2004): 418–27.
    Flynn, J. R. “Beyond the Flynn Effect: Solution to All Outstanding Problems Except Enhancing Wisdom.” Lecture at the Psychometrics Centre, Cambridge Assessment Group, University of Cambridge, December 16, 2006.
    Locurto, Charles. Sense and Nonsense about IQ . Praeger, 1991.
    Risley, Todd R., and Betty Hart. Meaningful Differences in the Everyday Experience of Young American Children . Paul H. Brookes Publishing, 1995.
    Schönemann, Peter H. “On models and muddles of heritability.” Genetica 99, no. 2/3 (March 1997): 97–108.
    Sternberg, Robert J. “Intelligence, Competence, and Expertise.” In Handbook of Competence and Motivation , edited by A. J. Elliot and C. S. Dweck. Guilford Publications, 2005.
    Sternberg, Robert J., and Janet E. Davidson. Conceptions of Giftedness . 1st ed. Cambridge University Press, 1986.
    Sternberg, Robert J., and Elena Grigorenko. “The predictive value of IQ.” Merrill-Palmer Quarterly 47, no. 1 (2001): 1–41.
    CHAPTER NOTES
         [Some] assert that an individual’s intelligence is a fixed quantity .
    Longer version: “[Some] assert that an individual’s intelligence is a fixed quantity which cannot be increased. We must protest and react against this brutal pessimism … With practice, training, and above all method, we manage to increase our attention, our memory, our judgment, and literally to become moreintelligent than we were before.” (Binet, Les idées modernes sur les enfants ; this work has been reprinted in Elliot and Dweck, eds., Handbook of Competence and Motivation; see p. 124.)
         The good news is that, once learned, The Knowledge becomes literally embedded in the taxi driver’s brain .
    Eleanor Maguire writes:
    Our finding that the posterior hippocampus increases in volume when there is occupational dependence on spatial navigation is evidence for functional differentiation within the hippocampus. In humans, as in other animals, the posterior hippocampus seems to be preferentially involved when previously learned spatial information is used, whereas the anterior hippocampal region may be more involved (in combination with the posterior hippocampus) during the encoding of new environmental layouts.
    A basic spatial representation of London is established in the taxi drivers by the time The Knowledge is complete. This representation of the city is much more extensive in taxi drivers than in the control subjects. Among the taxi drivers, there is, over time and with experience, a further fine-tuning of the spatial representation of London, permitting increasing understanding of how routes and places relate to each other. Our results suggest that the “mental map” of the city is stored in the posterior hippocampus and is accommodated by an increase in tissue volume. (Maguire et al., “Navigation-related structural change in the hippocampi of taxi drivers,” pp. 4398–403.)
         Further, her conclusion was perfectly consistent with what