If we can see how some of the basic assumptions that we bring to the development of computing technologies lead us away from improvement in our ability to solve problems collectively, we can reexamine those assumptions and chart a different course.

The ARPA community was about, "Hey, we're in deep trouble and we're getting in deeper trouble. We need to get more enlightened and we need to do what Doug Engelbart called... we need to not just augment human beings, augment human intellect, but we have to augment the collective IQ of groups." Because most important things are done by groups of people. And so we have to think about what it means to have a group that's smarter than any member rather than a group that is less than the stupidest members.

In another respect, too, inequality has been retreating. Thespread o f IQ scores has been shrinking steadily - because thelow scores have been catching up with the high ones. Thisexplains the steady, progressive and ubiquitous improvementin the average IQ scores people achieve at a given age - at a rateo f 3 per cent per decade. In two Spanish studies, IQ proved to be9.7 points higher after thirty years, m ost o f it am ong the leastintelligent half o f the group. Known as the Flynn effect, afterJam es Flynn who first drew attention to it

Duckworth and Seligman, 2005;

Continual engagement with the mental rigors of modern life coincided in many parts of the world with improving nutrition, rising living conditions and reduced exposure to pathogens. These factors produced a century-long climb in average I.Q. scores — a phenomenon known as the Flynn effect, after James Flynn, the political philosopher who identified it.

In GAD patients, high IQ was associated with a greater degree of worry (r = 0.46; p = 0.016). In healthy volunteers, high IQ was associated with a relatively lower degree of worry (r = −0.60; p = 0.009). The correlation between IQ and worry was significant in both the GAD group and the healthy control group. However, in the former, the correlation was positive and in the latter, the correlation was negative (see Figure ​Figure2).2)

Patients with GAD reported significantly more worry, exhibited higher IQ scores, and showed reduced concentrations of choline-containing compounds in the subcortical white matter voxels (see Table ​Table11).

Others have suggested a positive correlation between intelligence and pathological anxiety based on the hypothesis that gifted children are prone to disharmonious development, which may result in the development of personality disorders, obsessional behavior, and anxiety disorders.

individuals exhibiting low intelligence are unable to make responses that lead to success, which in turn results in the development of anxiety (Phillips et al., 1960).

According to Cattell's psychometrically-based theory, general intelligence (g) is subdivided into gf and gc.

Fluid intelligence refers to the ability to reason and think flexibly. Crystallized intelligence refers to the accumulation of knowledge, facts, and skills that are acquired throughout life.

tress exposure facilitates ventral striatal dopamine release [22, 23, 56], and Robinson et al. [14] recently observed increased ventral striatal PE signaling (model-free) of negative errors of reward prediction (i.e. when received outcome is smaller than expected) during acute stress. Additionally, Otto et al. [16] reported that acute stress exposure reduces the amount of model-based learning in subjects with low working memory capacity (a measure closely related to fluid intelligence and general cognitive ability), while model-free learning was unaffected and thus shifts the balance from goal-directed (model-based) toward more habitual (model-free) learning strategies during decision making

Recently, we reported that individual differences in fluid IQ are associated with VS BOLD PE signals, with stronger VS BOLD PE correlates in subjects with higher IQ [13]. At the same time, there is recent evidence that acute stress increases BOLD responses elicited by aversive PE signals in the VS [14]. Furthermore, fluid IQ and stress are well known to interact, with stress having a strong moderating influence on cognitive abilities [15, 16], reward learning [17, 18], risk taking [19], reward responsivity [20], and decision-making speed [19]. Also, stress due to social exclusion situations impairs cognitive speed and accuracy [21]. However, despite strong evidence for an impact of stress on cognition and decision-making processes, little is known about the specific patterns and moderating trait components underlying these changes on a behavioral and neuronal level. Interestingly, it has recently been observed that (on a behavioral level) acute stress does not impair so-called model-free reward learning, while more cognitively demanding model-based reward learning is more affected by acute stress when working memory capacity is lower [16].

Th ough cautions are oft en expressed [e.g., Plomin, DeFries, McClearn, & Rutter, 1997], the fact that reported biological mothers-adopted children correlations are higher than adoptive mothers-adopted children correlations has had a big impact in psychology and on theories of development. Most usually, the correlations have been computed into heritability

The average IQs of adopted children in lower and higher socioeconomic status (SES) families were 85 (SD = 17) and 98 (SD = 14.6), respectively, at adolescence (mean age = 13.5 years)

Curiosity Is as Important as Intelligence

Although IQ is hard to coach, EQ and CQ can be developed.

This means that it is actually easier to measure intelligence than many other psychological constructs. Indeed, some individuals trying to measure other constructs have inadvertently created intelligence tests

Minnesota Transracial Adoption Study

the Stanford-Binet intelligence test

To make matters worse, "intelligence" itself is weaponized by the status quo against people of color and white women. That's especially evident in the continuing battles over the interpretation of IQ test results.

Why there’s no such thing as a gifted child