Re: ACT and IQ Improvemnt in Children [1 Attachment]

[Guest guest]

Another lost battle for the gene brigade.

Book : Intelligence and How to Get It: Why Schools and Cultures Count by Nisbett.

Review:

From Publishers Weekly

Whether intelligence is largely determined by genetics or environment has long been hotly contested. Nisbett, a University of Michigan psychology professor, weighs in forcefully and articulately, claiming that environmental conditions almost completely overwhelm the impact of genes. He comes to this conclusion through a careful statistical analysis of a large number of studies and also demonstrates how environment can influence not only IQ measures but actual achievement of both students and adults. (People often overachieve when appropriate incentives are in place, Nisbett argues.) Nisbett builds a very strong case that measured IQ differences across racial, cultural and socioeconomic boundaries can easily be explained without resorting to hereditary factors. The result is a very positive message: schools, parents and government programs can have a huge impact if they take the right, which are not necessarily the most expensive, steps. Without those steps, he says, the current role of socioeconomic factors is frightening, with economically disadvantaged children largely condemned to failure. Although Nisbett relies heavily on statistics to document his claims, he does so in a manner accessible to general readers and uses a thoroughly appealing style to engage them throughout.

A devastating and persuasive refutation of all those who believe intellectual ability is fixed at birth. Few Americans have done as much to deepen our understanding of what it means to be human. (Malcolm Gladwell, author of The Tipping Point and Blink)http://www.amazon.com/Intelligence-How-Get-Schools-Cultures/dp/0393065057

Kv

> >> >> **> >>> >>> >> I put out some stuff about the work of Professor Reuven Feuerstein last> >> year about how his work with brain damaged and traumatised children can> >> significanly increase their IQ back to normal, or even much higher when> >> given the right encouragement. Now I find that ACT (or rather Relational> >> Frame Theory) can do pretty much the same thing with children who might be> >> struggling at school, but also with chidren who are not. This is such> >> exciting news. Wow! I think ACT is the bees knees.> >>> >> At shcool I was hopeless until I was about 9 years old when I read Alice> >> In Wonderland because it was so good. My grades then went from -E and F to> >> grade B's after that. In secondary school I was in the top class getting> >> good results until the sciences went very mathematical afterwhich I> >> floundered. But in my early twenties I became fascinated by maths and I> >> enrolled for a National Diploma in mathematics and computers and got> >> virtually 100% in all my exams (I was most certainly a perfectionist but I> >> was amazed at the maths I seemed to be doing).> >>> >> After that I did the Higher National Diploma in the same subject but> >> getting 9 Distinctions and 5 Merits. I'm not boasting at all and I am> >> naturally modest, but I am just amazed at how I went from someone in infant> >> and and junior school who had to leave my class and go to special maths and> >> English lessons because I was so slow, but later in life I was able to do> >> advanced mathematics. When I was in my twenties I realised that my previous> >> poor performance must have been due to my traumatic childhood. I also found> >> out that my Mum was a grammer shcool student herself who was also good at> >> maths.> >>> >> *Extract:*> >> The Real Possibility of Raising Human Intelligence Using Behavioral> >> Interventions based on Relational Frame Theory *Recent Research From This> >> Laboratory Suggests Something Remarkable - That Intelligence Quotients Can> >> Be Substantially Improved Using Relational Frame Interventions to improve> >> the underlying Derived Relational Responding Skills.*> >>> >> *A forthcoming paper in The Psychological Record, describes research by> >> Dr. Roche, NUIM, his former doctoral student Dr. Cassidy, and> >> colleague Professor C. (University of Nevada, Reno, USA) which> >> has led to the development of a computer-based intervention that has been> >> shown to significantly raise the intelligence quotients (IQ) of a small> >> group of normally developing and educationally challenged children. In the> >> soon to be published study, the authors report rises in IQ for a sample of> >> 12 children (4 normally developing and 8 educationally challenged), that> >> were significantly larger than those previously thought possible by> >> psychologists.*> >>> >> *This is typical of normally developing children. Nevertheless, this> >> average IQ was raised to over 130, which is called high functioning and> >> bordering on what psychologists define as genius. The lowest IQ> >> following the intervention was 128 and the highest was 137. This means that> >> these children's intellectual ability was moved from normal to within the> >> top 2% of the population.*> >>> >> http://psychology.nuim.ie/Interventions_to_Raise_IQ.shtml> >>> >> The work of Professor Reuven Feuerstein:> >>> >> http://www.aish.com/jw/id/48914587.html> >>> >> > > >>