ENVIRONMENTAL AND BIOLOGICAL EFFECTS ON INTELLIGENCE AND ACHIEVEMENT

 

Intelligence tests are controversial, partly because they sometimes determine important aspects of people’s lives. For example, intelligence test scores have factored into determining school placement, identifying giftedness, and diagnosing mental retardation and learning disabilities. Even when an intelligence test shows that a child has normal intelligence, there might be speculation of a learning disability due to him or her falling behind in academic achievement. A child’s biology and environment influences his or her academic achievement, as well. Children from different cultures and socioeconomic status have diverse experiences, beliefs, and attitudes that affect their academic achievement. There are also differences in skills that caregivers emphasize during a child’s development that contribute to a child’s school readiness, which influences intelligence and academic achievement.

Intelligence and academic achievement are often used to determine many aspects of a person’s life, including the diagnosis of a learning disability. Most identifiers of learning disabilities are seen within the realm of intelligence and achievement. The Individuals with Disabilities Education Improvement Act of 2004 is an example of a federal mandate that allows for identification of indicators of learning disabilities, such as limited response to intervention or a meaningful discrepancy between a student’s intelligence and achievement scores. When diagnosing a learning disability in determining a child’s intelligence, a combination of indicators is more accurate than a single test score.

For this Discussion, you will explore the differences between intelligence and academic achievement (as opposed to other types of achievement). You also will examine environmental and/or biological influences on intelligence and academic achievement.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

 

Review this week’s Learning Resources related to intelligence and academic achievement and consider environmental and biological influences.
Select two influences: environmental and/or biological (you can select two of either category or one of each) that have been associated with intelligence and academic achievement.

Post an explanation of the difference between intelligence and academic achievement. Then, briefly describe the two environmental and/or biological influences you selected. Explain the effects of each influence on intelligence and academic achievement. Be specific and provide examples from your Learning Resources. Use proper APA format and citations.

 

Sample Solution

The primary difference between intelligence and academic achievement is that intelligence is the innate ability to think, understand, reason, and solve problems while academic achievement measures a student’s progress in school-related activities (Lubinski & Thompson, 2011). Intelligence refers to an individual’s potential for success while academic achievement reflects their actual performance. The two environmental and biological influences I selected are parenting styles and genetics.

Parenting styles have been found to play a role in both intelligence and academic achievement as they can influence how children view themselves leading them to either underperform or strive towards greater successes (Baumrind et al., 1984). Authoritative parenting which involves setting expectations but also allowing room for negotiation has been linked with higher cognitive functioning resulting in better grades when compared to more strict parenting approaches such as authoritarian style (Grolnick et al., 1991).

Genetics is another factor believed to affect one’s intellectual capabilities and learning capabilities. Studies have suggested that genetic makeup may account for up to 80% of IQ variance whilst other studies suggest genetic factors explain 15-30% of the variability in educational attainment across individuals (Thompson & Detterman, 2004). Furthermore, research has indicated that heritability of educational attainment increases over time thus highlighting its significance throughout life span development (Haworth et al., 2013).

In conclusion, although there are differences between intelligence and academic achievement both are affected by environmental factors such as parental involvement as well as biological influences like genetics. Parenting styles can shape how children perceive themselves leading them to either underperform or excel at school tasks whereas genetic makeup appears likely affects one’s intellectual potential influencing outcomes later on throughout life span development.

detainees of war, they should do it for the right goal and for a noble motivation, relative to the damage done to them. This is upheld by Vittola: ‘not generally legitimate to execute all warriors… we should consider… size of the injury incurred by the foe.’ This is additionally upheld by Frowe approach, which is much more upright than Vittola’s view yet infers similar plans: ‘can’t be rebuffed just for battling.’ This implies one can’t just rebuff another in light of the fact that they have been a soldier. They should be treated as compassionately as could be expected. Nonetheless, the circumstance is heightened on the off chance that killing them can prompt harmony and security, inside the interests, everything being equal. Generally, jus in bello proposes in wars, mischief must be utilized against soldiers, never against the blameless. However, eventually, the point is to lay out harmony and security inside the district. As Vittola’s decision: ‘the quest for equity for which he battles and the protection of his country’ is the thing countries ought to be battling for in wars (Begby et al (2006b), Page 332). Subsequently, albeit the present world has created, we can see not entirely different from the pioneer accounts on fighting and the traditionists, giving one more part of the hypothesis of the simply war. By and by, we can in any case presume that there can’t be one conclusive hypothesis of the simply war hypothesis in light of its normativity.

Jus post bellum
At last, jus post bellum recommends that the moves we ought to make after a conflict (Frowe (2010), Page 208). Right off the bat, Vittola contends after a conflict, it is the obligation of the pioneer to judge how to manage the foe (Begby et al (2006b), Page 332).. Once more, proportionality is underscored. For instance, the Versailles deal forced after WWI is tentatively excessively unforgiving, as it was not all Germany’s problem for the conflict. This is upheld by Frowe, who communicates two perspectives in jus post bellum: Moderation and Maximalism, which are very varying perspectives. Minimalists recommend a more merciful methodology while maximalist, supporting the above model, gives a crueler methodology, rebuffing the foe both financially and strategically (Frowe (2010), Page 208). At the last occasion, nonetheless, the point of war is to lay out harmony security, so whatever should be done can be ethically legitimate, assuming it observes the guidelines of jus promotion bellum. All in all, simply war hypothesis is truly contestable and can contend in various ways. Notwithstanding, the foundation of an equitable harmony is vital, making all war type circumstance to have various approaches to drawing closer (Frowe (2010), Page 227). By and by, the simply war hypothesis contains jus promotion bellum, jus in bello and jus post bellum, and it very well may be either ethically disputable or legitimate contingent upon the proportionality of the situation. Subsequently, there can’t be one conclusive hypothesis of the simply war yet just a hypothetical manual for show how wars ought to be battled, showing normativity in its record, which responds to the inquiry to what a conflict hypothesis is.

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