Smart people should thank their mothers because, according to researchers, their mothers are mainly responsible for transmitting intelligence genes.Cognitive learning theory in the classroom thus, gender stereotypes that have survived for centuries are perhaps about to disappear. Single women who want an intelligent child don’t need to look for a nobel prize at the nearest sperm bank and it is likely that men will begin to see the intelligence of women as an important part of their attraction.Cognitive learning theory in the classroom

At the basis of this idea are found what are known as “conditioned genes”, that behave differently depending on their origin. Basically, these genes have a kind of biochemical tag which allows their origin to be traced and even reveals if they are active or not within the descendant cells.Cognitive learning theory in the classroom interestingly, some of these conditioned genes work only if they come from the mother. If that same gene is inherited from the father, it is deactivated.Cognitive learning theory in the classroom obviously, other genes work the opposite and are activated only if they come from the father. Mother’s genes go directly to the cerebral cortex, those of the father to the limbic system

cognitive learning theory in the classroom

One of the first studies in this area was conducted in 1984 at the university of cambridge, followed by many others over the years. In these studies the co-evolution of the brain and the conditioning of the genome was analyzed, leading to the conclusion that maternal genes contribute most to the development of the thought centers in the brain.Cognitive learning theory in the classroom

During the first experiment, researchers created embryos of rats that only had genes of the mother or of the father. But when it came time to transfer them to the uterus of an adult rat, the embryos died.Cognitive learning theory in the classroom so it was discovered that there are conditioned genes which are activated only when inherited from the mother and that are vital to the proper development of the embryo.Cognitive learning theory in the classroom on the other hand, the genetic heritage of the father is essential for the growth of the tissue that will form the placenta.

At that time, the researchers hypothesized that if these genes were important for the development of the embryo, it was also likely that they could play a major role in lives of animals and people, maybe they could even result in some brain functions.Cognitive learning theory in the classroom the problem was how to prove this idea, because embryos with genes from only one parent died quickly.

In practice, during the first days of embryonic development, any cell can appear anywhere in the brain, but as the embryos mature and grow, cells that had paternal genes accumulate in some of the emotional centers of the brain: the hypothalamus, amygdala, the preoptic area and the septum.Cognitive learning theory in the classroom these areas are part of the limbic system, which is responsible for ensuring our survival and is involved in functions such as sex, food and aggression.Cognitive learning theory in the classroom however, researchers have not found any paternal cells in the cerebral cortex, which is where are developed the most advanced cognitive functions, such as intelligence, thought, language and planning.Cognitive learning theory in the classroom new studies, new lights

But perhaps one of the most interesting results in this sense comes from a longitudinal analysis conducted by the medical research council social and public health sciences unit in glasgow, scotland.Cognitive learning theory in the classroom in this study, 12,686 young people aged between 14 and 22 years were interviewed every year since 1994. The researchers took into account several factors, from skin-color and education to socio-economic status.Cognitive learning theory in the classroom they found that the best predictor of intelligence was the IQ of the mother. In fact, the young people’s IQ varied only an average of 15 points from that of their mothers.Cognitive learning theory in the classroom

The importance of the emotional relationship for the development of the brain has been demonstrated by researchers at the university of washington, who revealed for the first time that a secure bond and the love of the mother are crucial for the growth of some parts of the brain.Cognitive learning theory in the classroom for seven years, these researchers analyzed the way mothers relate with their children. They found that when the mothers were emotionally supportive and adequately fulfilled their children’s intellectual and emotional needs, the hippocampus of the kids at age 13 was 10% greater than that of children of mothers who were emotionally distant.Cognitive learning theory in the classroom it is worth mentioning that the hippocampus is an area of ​​the brain associated with memory, learning and stress response.

It is estimated that between 40-60% of intelligence is hereditary.Cognitive learning theory in the classroom this means that the remaining percentage depends on environment, stimulation and personal characteristics. In fact, what we call intelligence is nothing more than the ability to solve problems.Cognitive learning theory in the classroom but the curious fact is that to solve problems, even a simple mathematical or physical one, the limbic system also comes in to play, because our brain works as a whole.Cognitive learning theory in the classroom thus, even if intelligence is closely linked to the rational thinking function, it is also influenced by intuition and emotions, that genetically speaking, are influenced by the contribution of the father.Cognitive learning theory in the classroom

Yes, kids can inherit intelligence from their parents! It can be in specific areas as well. Both my husband and I were very good in math, all of my kids are excellent in math!Cognitive learning theory in the classroom the biggest thing I believe in is reading to your kids while in utero and after they are born! We read to ours kids while in utero and many years after but up until 5 yrs old is the key!Cognitive learning theory in the classroom our two oldest went on to graduate from high school under the international baccalaureate program and were members of the national society for high school scholars.Cognitive learning theory in the classroom our youngest had ADHD but didn't struggle as most kids with ADHD did since she had medication to help her concentrate, encouragement from us and those first years of reading to her!!Cognitive learning theory in the classroom she also had higher classes in high school such as college prep! Our oldest went on to college and graduated while a member of the national society of collegiate scholars!Cognitive learning theory in the classroom all my kids were excellent as students! I was a very good student when growing up as well, math being my favorite subject and I had college prep classes.Cognitive learning theory in the classroom my husband had struggles because he had ADHD and dyslexia as well!! He was not given any help with his struggles!! So, it doesn't just take inheritance of your parents intelligence but nourishing your kids knowledge and getting them help if needed so they don't fall behind!!Cognitive learning theory in the classroom

For those people saying "oh yeah, in MY family my child is ____" etc. You are confusing anecdotal evidence with scientific peer reviewed research.Cognitive learning theory in the classroom there will always be anecdotal evidence that will conflict with outcomes but they are not statistically significant. If we were to review your anecdotal evidence, we might find there was a lack of educational opportunities, creative encouragement, socio-economic factors, gender biases etc present in that child's upbringing that influenced how their intelligence developed (or didn't develop).Cognitive learning theory in the classroom so bringing up your anecdotal evidence is fairly pointless to anyone familiar with scientific research.

I take great exception to the conclusion "in fact, it is no coincidence that the mental illness is 30% more common in males." intelligence has not been proven to cause mental illness and it does affect men and women of all walks of life.Cognitive learning theory in the classroom if we go with the idea that intelligence is inherited from the mother and therefore impacts the likelihood of mental illness, we have to remember the sons would inherit intelligence as well as the daughters.Cognitive learning theory in the classroom ergo, their risk for mental illness is the same for boys and girls. I think it's a huge disservice to the understanding of mental illness to correlate it with a lack of intelligence.Cognitive learning theory in the classroom unless of course you have published research and evidence showing a strong correlation between lower intelligence and higher incidences of mental illness.Cognitive learning theory in the classroom

Looking at the distribution of intelligence throughout the entire population of the world, women clump up around the mean of the IQ scale while men are generally below or above the average.Cognitive learning theory in the classroom this is just a fact. For anyone saying that oppression hides how intelligent women are, these IQ scores are gathered independently of traditional SAT / ACT / or MENSA testing.Cognitive learning theory in the classroom IQ is measured via brain functionality or memory, speed, conceptualization, etc. So, to make a long story short, even though 60% of graduates are female and men continue failing at schools…the averages of IQ are the same regardless of scholastic achievement, so there's much more involved and hardwired in regards to intelligence than education.Cognitive learning theory in the classroom

As such, more men are either geniuses or less intelligent while women are more frequently average. This goes without saying, but I'm not at all suggesting there aren't women geniuses or men that are of average intelligence, so please, spare the hyperbolic comments about how your child is a girl genius.Cognitive learning theory in the classroom that's awesome if she is, but we're talking about averages here for the entire population not specific individuals. That's the only way conclusions can be made in science so please forgive the blanket statements.Cognitive learning theory in the classroom

Now, contrary to some comments above, most genetic material does not come from the mother. In fact, research finds that the genes / DNA that ends up becoming activated in a child actually comes from the father due the overwhelming majority of genetic mutations from male chromosomes.Cognitive learning theory in the classroom extending an olive branch here, chromosomes related to intelligence may be more likely to be passed on via the x chromosome (and there is always the sex recessive vs.Cognitive learning theory in the classroom dominant gene variability) so the study mentioned is still useful but it wasn't understood and reported in a broader context of what the study is about.Cognitive learning theory in the classroom many studies sensationalize their results with headlines in order to get more interest and funding for research, so it's important to peel away at what the study is actually saying.Cognitive learning theory in the classroom so yes, while the baseline of genetic traits for intelligence may have a higher probability of coming from women, it's mutations from males that doom a child to low IQ or skyrocket them to genius status.Cognitive learning theory in the classroom again, there are always caveats. There will be instances where some males don't pass on as many mutations and the genetic baseline of a women's genetic material is of genius level and is passed on.Cognitive learning theory in the classroom again, we're talking about averages and generality here though!

All that being said, it's equally dangerous to aggrandize gender politics via studies because it doesn't tackle actionable solutions…it just pats one gender on the back over the other.Cognitive learning theory in the classroom the mother and father are equally integral to the development in a child both genetically and developmentally. As some people mentioned, being born with low or high IQ doesn't doom you to that fate.Cognitive learning theory in the classroom as such, a far more actionable discussion of IQ is in looking at the difference of intelligence development in children from single vs. Two parent households.Cognitive learning theory in the classroom again you will find that mother and father are equally crucial. So please stop with the whole "re-evaluate the intelligence of mothers" and the whole female superiority complex.Cognitive learning theory in the classroom mother's aren't the end all be all of everything children despite what people like to think and neither is intelligence. High IQ can be just as damning as low IQ in many ways i.E.Cognitive learning theory in the classroom weirdness, fitting in, fewer mating prospects, so being of average intelligence is better in a lot of ways (better chance of survival and passing on genes over the millennia) but being at extremes can sometimes have it's advantages (lower IQ people are generally happier on average / ignorance is bliss and cursed geniuses change the world…oftentimes not respected until after they've died.Cognitive learning theory in the classroom

Well, intelligence is not necessarily related to academic achievement, now is it? It's simply related to intellectual capacity. You, who were categorized as a "genius" in the second grade (btw there is no intelligence test that has "genius" as a category – I'm a psychologist and I give those tests for a living, so no, that's incorrect) and yet you chose to marry someone who had low academic achievement.Cognitive learning theory in the classroom this means that she may be truly intelligent but she was, for whatever reason, unable to finish school. I would wager a guess that she was very intelligent but had at least one horrible, demeaning parent or unhappy family situation that made it impossible for her to finish high school.Cognitive learning theory in the classroom plucky as she was, she got a GED (which suggests that she chose to obtain that test – she certainly didn't have to) and then she married some smart guy who was as emotionally demeaning and treated her like the other assholes she grew up with.Cognitive learning theory in the classroom the asshole, being you. So, hopefully, your daughter will sort this out and fly to her mother who by now, may have had some kind of realization that there are a variety of ways to be intelligent.Cognitive learning theory in the classroom you, on the other hand, might want to go read about narcissism.

"Intelligence is a highly heritable complex trait, for which it is hypothesized that many genes of small effect size contribute to its variability [mcclearn et al., 1997; plomin, 1999].Cognitive learning theory in the classroom almost a decade after the completion of a rough draft of the human genome sequence, major efforts have been undertaken to identify common variations related to inter-individual differences in intelligence.Cognitive learning theory in the classroom plomin and coworkers [plomin, 1999; plomin et al., 2001, 2004; butcher et al., 2005, 2008] conducted several genome wide association (GWA) studies and showed significant association of a functional polymorphism in ALDH5A1 (aldehyde dehydrogenase 5 family) (MIM: 610045) on chromosome 6p with intelligence.Cognitive learning theory in the classroom whole genome linkage scans for intelligence [posthuma et al., 2005; buyske et al., 2006; dick et al., 2006; luciano et al., 2006] reported two areas of genome-wide significant linkage for general intelligence on the long arm of chromosome 2 (2q24.1-31.1) and the short arm of chromosome 6 (6p25-21.2), and several areas of suggestive linkage (4p, 7q, 14q, 20p, 21p), following lander and kruglyak guidelines [1995].Cognitive learning theory in the classroom the region on chromosome 6 (6p25-21.2) overlaps with the locus (6p24.1) identified in the genome-wide association study performed by butcher et al. [2008].Cognitive learning theory in the classroom converging evidence from these whole genome studies provides support for the involvement of six different chromosomal regions, 2q24.1-31.1, 2q31.3, 6p25-21.2, 7q32.1, 14q11.2-12, and 16p13.3, in human intelligence (see table I)."