Intelligence – Neural Correlates

Intelligence – Neural Correlates

By Dr. Megan Jorgensen

Intelligence is a significantly broad topic, and can thus be approached from different angles. On the one hand, Lefebvre (2011) maintains that innovation constitutes an ecological measure of intelligence in the wild. Along these lines, behavioral flexibility would allow animals to cope with their environments. However, the author also proposes that cognition should be viewed in general terms, rather than in modular, despite some components definitely being domain-specific. Interestingly, tool use may correlate with brain size. For example the New Caledonian crow, the non-human most apt at using tools, has a proportionately larger brain than its avian close relatives.

On the other hand, Geake (2011) centers on educational neuroscience and proclaims, “our brains did not evolve to go to school” (44). Interestingly, the researcher suggests that analogy making is central to acumen. Although the author introduces a distinction, since in creative thinking, fluid analogizing takes center stage. Therefore, more than one right answer is possible. Further, the experimenter found a correlation between the process and verbal IQ. IQ scores, despite being disputed as an absolute representation of sharpness, are a good predictor of academic performance. Again, the writer stresses that several brain areas are involved in higher cognitive processes, even though the frontal and parietal lobes have consistently been implicated. Further, Brodmann areas have similarly been indicated in the literature as candidates for explaining differences in astuteness between persons (Deary et al., 2010).

One could easily argue that today’s computers are intelligent. Digital fantasy art: Young woman rider on purple and green magic lion. Image: Copyright © Megan Jorgensen (Elena)

Finally, one must also keep in mind that the capability may be subdivided into several components, such as vocabulary, processing speed, memory, spatial ability and reasoning. However, general intelligence or ‘g’, means that those who perform well in one domain usually perform well across the board. Such a situation renders difficult defining neural correlates of intelligence, since even on domain specific tasks, level of g is important; g may compensate for any lack of ability – consequently – it’s hard to separate the parts from the whole.

To conclude, the idea that intelligence is highly heritable (genetically programmed) started with Galton’s paper in the 19th century. Also, national IQs have risen over time, at least in Western societies in the 20th century, a phenomenon dubbed the Flynn effect. Lastly, another significant theory on the topic (Multiple Intelligences) comes from Gardner, but lies outside the scope of the present short essay.

References:

• Deary, I. J., Penke, L. & Johnson, W. (2010). The neuroscience of human intelligence differences. Nature Reviews: Neuroscience, 11: 201-11.
• Geake, J. (2011). Position statement on motivations, methodologies, and practical implications of educational neuroscience research: FMRI studies of the neural correlates of creative intelligence. Educational Philosophy and Theory, 43 (1): 43-7.
• Lefebvre, L. (2011). Opinion piece: Taxonomic counts of cognition in the wild. Biology Letters: Animal Behaviour, 7: 631-3.