Can we really increase our intelligence? The answer is yes.
A renowned article published in the journal Nature by Price and her colleagues challenged this immutable view of intelligence. The study had 33 adolescents, who were 12 to 16-years-old when the study initiated. Price and her team gave them IQ tests, tracked them for four years, and then tested them again with the same measurement tools. The fluctuations in IQ were outstanding: not about a couple points, but 20-plus IQ points. These changes in IQ scores, according to the researchers, were not random — they tracked elegantly with structural and functional brain imaging. Thus, there is also an important group of scientists that maintain that many of the changes in IQ are correlated to changes in the environment, particularly schooling.
“It’s analogous to fitness. A teenager who is athletically fit at 14 could be less fit at 18 if they stopped exercising. Conversely, an unfit teenager can become much fitter with exercise.”
Furthermore, there is also a certain number of studies that have shown brain changes after several kinds of educational regimens. The study about Tokyo taxi drivers is a especially distinguished one. Scientists conducted memory, visual and spatial information tests and took brain scans using MRI of 79 male trainee Tokyo taxi drivers at the beginning of their training regimen. At the beginning of the study, no variance was found in their brain structure or memory. Three to four years later, however, scientists found a considerable increase in grey matter in the posterior hippocampi, among the 39 trains who performed as taxi drivers. Naturally, this change was not observed in the non-taxi drivers. Thus, this kind of studies suggest that the brain can change to accommodate new knowledge, so future programs for lifelong learning are possible.
What we immediately notice is a long list of enormous variations in the tested IQs of genetically indistinguishable European peoples across temporal, geographical, and political lines, variations so large as to raise severe doubts about the strongly genetic-deterministic model of IQ favored by white spermicide and perhaps also quietly held by many others.
Consider, for example, the results from Germany obtained prior to its 1991 reunification. Lynn and Vanhanen present four separate IQ studies from the former West Germany, all quite sizable, which indicate mean IQs in the range 99–107, with the oldest 1970 sample providing the low end of that range. Meanwhile, a 1967 sample of East German children produced a score of just 90, while two later East German studies in 1978 and 1984 came in at 97–99, much closer to the West German numbers.
These results seem anomalous from the perspective of strong genetic determinism for IQ. To a very good approximation, East Germans and West Germans are genetically indistinguishable, and an IQ gap as wide as 17 points between the two groups seems inexplicable, while the recorded rise in East German scores of 7–9 points in just half a generation seems even more difficult to explain.
To sum up, it is not fully clear What intelligence is, and hence How to directly increase it. Nonetheless, we can consider intelligence, for practical purposes, as a starting point in life. Naturally, we are born with certain capacities and particular features, but it is later in life when we discover and develop them, regardless of our individual genetic background. Thus, instead of frustratingly trying to increase your “G” factor (since we do not have a general consensus and determinant scientific evidence yet), what you can do is focus in your multiple crystallized intelligences: the ability to use skills, knowledge, and experience. If you are a scientist, observe and analyze information; if you are a philosopher, organize it and turn it into knowledge; if you are an artist, interpret it. Different areas of intelligence have different weights of importance in each person’s occupational life, and you can definitely get better at specific activities through practice and discipline.