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Origins of Child Prodigies
David Oguns
Rochester Institute of Technology
Running head: PRODIGIES
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ABSTRACT
This paper will explore the origins of child prodigies through factors that affect
intelligence. Though the concept of intelligence is vague, there is a widely known metric
that describes it called an IQ. The characteristics that affect IQ scores are likely the same
that affect the likelihood of child prodigies being developed or born. Research on
intelligence, especially with prodigies, has just begun and there are a number of factors
that are definitely related but none are strong enough. If stronger characteristics are
found, then prodigies can be better discovered and properly facilitated to ensure they live
normal or above normal adult lives and reduce the chance of social failure.
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Origins of Child Prodigies
If by the age of 11, a child exhibits mastery in a field normally practiced by adults
they are considered to be a prodigy (Marshall, 2003). The exact genetic, social, or
biological causes of the early cognitive development in prodigies have not been found
yet. One difficulty in pinpointing factors that cause prodigies to develop or to be born is
that it is based on a concept that most psychologists only believe exists, but do not agree
on a concrete definition for. That concept is intelligence (Cole, Cole, & Lightfoot, 2005).
Intelligence is a psychological trait, and as with most psychological traits it is undeniable
that early elevated levels of intelligence is a product of both nature and nurture. There
have been studies done showing that intelligence is certainly an inheritable trait, and there
is also evidence that the upbringings of a child play a large factor in the facilitation,
growth, and sometimes discovery of a prodigy. These implications can have a significant
effect on the adult future for child prodigy. It should come as a surprise to know that
studies do not show a relationship between child prodigies and future adult success,
because if at such an early age, a child has already mastered a field to the level of adults,
their potential to do more should excel beyond adults as they complete more education.
Child prodigies are also likely to encounter many social difficulties as they develop. It is
very important to obtain a solid understanding of the characteristics of prodigies, and how
to facilitate their future growth to benefit society.
One of the most widely known metrics for intelligence is called an IQ, or
intelligence quotient. IQ is a simple ratio between a person’s mental age and
chronological age. Experiments based on the scores from this test show significant
evidence that both factors affect intelligence. Based on a number of studies done relating
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to genetics and intelligence, the results showed that identical twins had a strongest
correlation of IQ test scores followed by fraternal twins, biological siblings, parent and
child, and adopted children living together last (Ridley, 1999, p.83). There is definitely a
correlation between the level of shared genetic makeup and the correlation of IQ scores
between two people. The strongest correlation in IQ scores came from identical
(monozygotic) twins with the same genetic makeup, and last with adopted children living
together who do not share any genetic makeup. Although this evidence seems to support
the idea of nature being a strong factor in determining level of intelligence, it does not
establish causation. The reasons for the correlation may be caused by other unknown
factors linked to genetics. The same results also identified the pairs which were raised
together versus apart. They indicated that even if some of the genetic makeup was shared
between two people, the correlation between IQ scores was weaker if they were raised
apart instead of together. This suggests that there is a significant level of environmental
characteristics that will affect IQ scores.
One of the most profound statistics that suggest environmental factors affect IQ
was discovered by a political scientist, James Flynn in the 1980s (Nature vs Nurture,
2005). He noticed that IQs were increasing in many countries and as a result IQ tests
were rescaled (Nature, 2005). Further research was done after the discovery of the Flynn
effect and the same pattern showed up in other types of intelligence tests (Heylighen,
2000). There are many possible environment factors that could cause the increase in IQ.
“One researcher, Ulrich Neisser suggests that the Flynn effect is due to the way we are
being saturated with sophisticated visual images: ads, posters, videogame and TV
graphics etc – rather than written messages” (Nature, 2005). Various other studies point
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to certain environmental factors increasing IQ. Parents are one of these factors. When
children show great achievement people usually look to the parent’s involvement first for
an explanation. This is a very logical place to start as Lucie Renaud (2000) believes that
there is a clear connection between parental involvement and a child’s accomplishments.
Parents can either be the driving force behind the child’s accomplishments or merely
facilitate the child’s own drive. Most of the time one or the other is necessary for a
prodigy to be discovered and achievements to be realized. In the latter case, the child
needs to be provided with an environment to fully harness and realize their talents or the
child’s ability may not even be discovered. In the previous case, the parents usually
encourage some behavior or training in something which causes the child to achieve
greatly in their field. This scenario can be damaging in some cases. Sometimes the
parental control is so strong that it is tyrannical in the view of the children, and they
develop a strong distaste for their parents. This pressure could also set up a prodigy to
fall, especially during adolescence when other children begin to catch up to them in terms
of ability (Schaffhausen, 2006).
Researchers are only beginning to take a look at prodigies to gain a better
understanding of how prodigies come to be. The question of nature versus nurture is still
far from being answered or well defined in terms of how they affect intelligence because
there are many circumstances and attributes that have been shown to vary with
intelligence. All of them do not support an environmental view or natural view. Child
prodigies are most likely not completely products of nature or nurture. The occurrence is
somewhere on the spectrum. It is important however that we learn where it is on that
spectrum to better facilitate and anticipate them when they start to develop.
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REFERENCES
Cole M., Cole S., & Lightfoot C., (2005). The development of children, (5th ed), New
York: Worth Publishers
Heylighen, F., (2000). Increasing intelligence: the Flynn effect. Retrieved January 08,
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Marshall, A., (2003). Small wonders. Time Asia. Retrieved January 5, 2003 from
http://www.time.com/time/asia/covers/501030217/story.html
(2005). Nature vs Nurture in intelligence. Retrieved February 6, 2006 from
http://www.wilderdom.com/personality/L4-1IntelligenceNatureVsNurture.html
Ridley, M., (1999). Genome: The autobiography of a species in 23 chapters. London:
Fourth Estate Ltd.
Renaud, L,. (2000) Child prodigies: a poisoned paradise? Retrieved January 08, 2005
from http://www.scena.org/lsm/sm6-2/poison-en.html
Schaffhausen, J., (2006). Child prodigies. Retrieved February 5, 2006 from
http://www.brainconnection.com/topics/?main=fa/child-prodigies
Stolarz-Fantino S., (2005). Study guide for Cole, Cole, & Lightfoot’s the development of
Children (5th ed), New York: Worth Publishers