The of Maximal Performance
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Transcript of The of Maximal Performance
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The of Maximal Performance
Linda S. GottfredsonSchool of Education
University of Delaware
September 16, 2008Conference: “How can we improve our brains?”Banbury Center, Cold Spring Harbor, New York
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How can we improve our brains?
Intelligence • School• Work• Health
Life chances
Inequality
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The problem with “intelligence”: IHuman norm, or variations on it?
(E.g., developmental change, or inter-individual differences?)
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The problem with “intelligence”: IIWhich inter-individual differences are we
talking about?
g
VV QQ SS MM othersothers
IQIQ ≈≈
GENERAL• Domain general• More heritable• Psychometrically unitary• Physiologically distributed
NARROW
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The problem “intelligence”: IIWhich inter-individual differences are we
talking about?
g
VV QQ SS MM othersothers
IQIQ ≈≈
GENERAL• Domain general• More heritable• Psychometrically unitary• Physiologically distributed
NARROW
General proficiency at:• Learning• Reasoning• Abstract thinking• Solving novel problems
==
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Global phenotype differences(e.g., typical learning needs by IQ level)
70 80 90 100 110 120 130
IQMR MG
Slow, simple,concrete, one-on-
one instruction
Very explicit,structured,hands-on
Mastery learning,hands-on
Written materials& experience
Learns well incollege format
Can gather, infer information on own
Military trainability thresholds
10th 15th 30th
Equalization
Democratization
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Correlated life consequences
70 80 90 100 110 120 130
IQMR MG
Military trainability thresholds
10th 15th 30th
AssemblerFood serviceNurse’s aide
No jobs centered here
Typical IQ range of workers
Clerk, tellerPolice officerMachinist, sales
ManagerTeacherAccountant
AttorneyChemistExecutive
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Black-white disproportions
70 80 90 100 110 120 130
IQMR MG
Slow, simple,concrete, one-on-
one instruction
Very explicit,structured,hands-on
Mastery learning,hands-on
Written materials& experience
Learns well incollege format
Can gather, infer information on own
WhiteBlack
Military trainability thresholds
10th 15th 30th
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My focus: How can we better use and protect our brains?
Intelligence • School• Work• Health
Life chances
Inequality3. Vulnerable to chronic disruption
1. Measured at maximum
2. Rarely function at maximum
4. Preventable
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My focus: How can we better use and protect our brains?
Intelligence • School• Work• Health
Life chances
Inequality
Intra-individual fluctuation
Inter-individual differences
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Species-typical influences on brain
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Evolutionarily novel influences on brain
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Effects of Aging on Brain (Reaction Time)
Better
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Monitor on Psychology, September, 2008, p. 23
Behavior that increases brain’s vulnerability to aging
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New York Times, 9/13/08, p. A19
Accumulation of preventable injuries
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Wall Street Journal, 9/12/08, p. A1
Fatigue,sleepiness
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Disrupted attention
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Monitor on Psychology, September, 2008, p. 32
“It’s a brave new world”
Before—• caffeine• ephedrine-based drugs
Now—• Ritalin• Adderall• Modafinil
Cognitive enhancers (doping?)
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Seeking the competitive edge
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g - Basic information processing(GF)
Basiccultural Knowledge(GC)
Suppose a physiological maximum and: —myriad cognitive disturbances —threats to system integrity
fluctuation
gf maximum (average person)
fragility
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g - Basic information processing(GF)
Basiccultural Knowledge(GC)
Opportunities
gf maximum (average person)
Protect brain growth
Minimize brain decline and atrophy
Work closer to capacity
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Behavioral influences
Brain enhancers(“smart drugs”)
Healthy dietExercisePrevent/manage chronic diseasesPrevent/manage injuries
CaffeineNicotineRest periodsPeak timePacingSynergy
Brain protectorsCognitive drains
AlcoholDrugsMedicationHungerFatiguePainAnxietyDistractionDisinterest
Effort boosters
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Environmental drains
• Constant interruptions (visitors, phone, meetings)• Many distractions (email, noise)• Disrupted sleep cycles (jet lag, shift work, artificial
light, schools start too early)• Insufficient sleep (noisy dorms, soldiers, parents)• Poor scheduling/pacing of work (airlines)• Over-medication of elderly• Other
• Lower g and age increase vulnerability• All are manipulable
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Closing thoughtNeed more precise, theoretically appropriate
measurement
Intelligence • School• Work• Health
Life chances
Inequality
X
gf
Domain -specific achievements
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Thank you.