Intelligence is the ability to learn from experience, solve problems, and use our knowledge to

adapt to new situations. Researchers have noticed a wide variety of individual differences in
people's intellectual abilities. Some are more intelligent than others. The differences are so much
that some change the course of human civilization through their intellectual innovations, a few
others even find it difficult to master a problem simple addition. In this paper, we will discuss
five factors that influence intelligence.

The individual differences that exist among all of us are the products of two general and broad
factors: hereditary environmental. Hereditary factors are based on the genetic make-up of an
individual. It influences growth and development throughout life. The offspring inherits genetic
characteristics from his parents. The environmental factors include the influence of parents,
family, friends, schooling, society, culture, and all other experiences to which the child is
exposed right from the moment of conception (Plomin, et al., R (2007).

The nature-nurture controversy has philosophical roots. In the 1600s, Locke, English
philosopher, argued that the mind of a newborn is a blank: a tabula rasa on which the
environment writes his life history (Haworth, et al., 2010).

Heredity refers to genetically transmitted characteristics from generation to the next. We inherit
genetic code from parents. Because of genetic code, a fertilized human egg never grows into a
dog or a mouse or any other animal. Person's genetic heritage is called genotype. The genotype
expresses itself in observable appearance and behavior, which is called phenotype. The genotype
is now what determines and influences the intelligence of an individual (Plomin et al., R (2007).

A strategy to understand genotypes from phenotypes is to examine the similarities between the
intelligence level of children, and their parents and relatives. Francis Galton (1885) was of the
view that intelligence is largely inherited, and it runs in families. Researchers have found "that
parents with high IQs (intelligence quotient) tend to have children with high IQs, and parents
with low IQs have children with relatively low IQs. He also claimed that clear-cut genetic
differences are present in the average intelligence of races, nationalities, and social classes. He
stated that blacks have lower genetic intelligence than whites, and that is why they do not
perform as well as whites on intelligence tests (Haworth, et al., 2010).

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Environment starts showing its actions right from the moment of child conception. Both the
prenatal environment (when the baby/fetus is in mother’s womb), and the postnatal environment
(after the child is born) influence intellectual capabilities of the child. An environment also plays
an important role on individual differences in intelligence. Environment consists of a wide range
of stimulations that the child is subjected to. He lives and grows in his environment. It provides
him the necessary input and experiential base for intellectual development. Enrichment or
deficiency of the environment would obviously produce differences in his abilities (Haworth, et
al., 2010). .

Hence, the role of environment cannot be underestimated. Furthermore, we can change the
environment of the child and not his genetic make-up. Thus, irrespective of genetic make adults
should carefully monitor children's environment to help them perform at optimal efficiency level.

Another factor that largely influences intelligence is the socioeconomic status of individuals.
Children of the upper socioeconomic strata of the society are exposed to more intellectual
stimulation, get better social opportunities, and are nurtured with better nutrition. All these are
believed to influence their intellectual development in a positive direction. The index of
socioeconomic status is based on parental education, occupation, and income. The higher is the
socioeconomic status of the parents, the higher is the average intelligence of children (Shurkin, et
al., 1992).

Furthermore, other psychologists also found that children of high socioeconomic status (SES)
performed significantly better than children from low SES on a variety of intellectual tasks. Even
older children from low SES performed poorly than the younger children of high SES. For low
SES children, they observed progressive retardation in intellectual skills. Mackintosh (2011)
reported the adverse effects of social class on intellectual reasoning. These finding have been
supported by a number of studies conducted in the Indian subcontinent. Therefore, Parental
occupation is closely related to the IQ level of children.

There is some evidence to suggest that changes in intelligence quotient (IQs) are related to
general pattern of adjustment and personality. In a longitudinal study (5 Baker, and Nelson,
1958), 140 children were tested at intervals between 6 and 12 years of age. The 35 children,

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whose IQs increased remarkable found to have personality traits of assertiveness, independence,
self-in and competitiveness (Bouchard, 2103).

On the contrary the 35 children who showed a d trend were found to lack these traits. If the
personality traits were not acceptable, the advantages would be minimized. For example, child
show temper tantrums have been found to display drops in their IQs ( Bain and Allin, 2005).
Good intellectual functioning requires the ability to harness one's emotions and utilize them in a
constructive manner.

The physiological conditions such as nutrition, health, drugs, disease, and physical injury also
affect the cognitive competence of the child. Healthy body gives a healthy mind. The mental
development is associated with biochemical processes and hormones within the body. The
biological processes within the body provide a necessary but not sufficient condition for
intellectual development. (Bouchard, 2103)

Poor health and susceptibility to diseases would retard the growth of brain cells, and
consequently the intellectual skills. Physical injury to the brain during early childhood years is
likely to result in minimal brain damage thus seriously restricting the development of intellectual
faculty. Similarly, intoxicating drugs and alcohol consumption would adversely affect the
biological processes and the development of brain cells. Thus, the internal physiological
conditions are critical for the expression of intelligent behavior (Bain and Allin, 2005).

Parent-Child interaction can also influence children’s intelligence. Parents are the first teachers
for the child. The nature of mental behavioral transactions between the parents and the child has
a critical influence on his intellectual competence. Children's intellectual develops is faster when
parents provide emotional security, make the family environment more supportive, praise the
child's achievement, allow independence, support the intellectual achievement of children. On
the contrary, with stressful family conditions and protective parents encouraging dependence in
child the child's intellectual development suffers (Shurkin, et al., 1992).

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Both cultural and sex differences in intellectual abilities result from pare values and expectations
for children's achievement. A study by Ha Stevenson revealed that Chinese and Japanese
children in the United States show exceptional ability in mathematics, because their parents
emphasize achievement orientation in children during their early formative period development.

Parental expectations for boys and girls differ and are reflected in their achievements. Parents
consider mathematics more important for boys than girls. There are many studies to suggest that
girls outshine boy language skills, whereas boys show superior performance in mathematical and
spatial tests (Bain and Allin, 2005).

The mother is more important than the father in determining the intellectual level of the home
environment, because she spends more time with child When the mother is the better-educated
parent, the intellectual compete of the college going and university students is higher than those
having father as the better-educated parent.

In a study Kagan & Moss (1962), it was sir that high achievement in boys was associated with
high maternal reinforcement and encouragement during the first three years of life. It should,
however kept in mind that although parent-child interaction is an important determinant of
achievement in children, other factors such as social class, education social opportunities set
important limits on children's attainment.

In conclusion, the intelligence of an individual is multifactorial and is determined by a multitude

of factors. Nature and nature work together in determining human intelligence. Even though the
genetic susceptibility plays a crucial role on the intelligence of the individuals, various
modifiable environmental factors like education, premature birth, nutrition, pollution, drug and
alcohol abuse, mental illnesses, and diseases can also have an influence on an individual’s
intelligence. These modifiable factors can reinforce or weaken genetic susceptibility.

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