Environment and Biological Effects on Intelligence and Achievement - Term Paper Example

Running Head: INTELLIGENCE AND ACHIEVEMENT Intelligence and achievement Psychological environment and biological effects on the intelligence and achievementIntelligence is an in born ability to plan, understand, reason and solve problems. It is observable in all living organisms and it is mostly driven or influenced by the immediate environment. For plants, factors such as haptonics, gravity and need for water and light stimulate the intelligence side of plants and other immovable living organisms because they have to adopt and survive in their immediate environment.

Likewise, human beings have to undergo several transformations and stages before shaping their ultimate destiny. As Charles Darwin stated the world, it is a place where only the fittest survive (Bosker & Van der Werf 2010 p. 102). Needless to say that without applying intelligence then competition may wilt living organisms down. This argument illustrates why intelligence is directly proportional to achievement. The modern world bases success on achievements. Where achievement can be defined as a personal accomplishment often weighted upon intelligent decision making.

On the other hand an environment is the immediate surrounding that influences the lives and behavior of living things. For instance, the environment where a parent brings up his or her kids is bound to have a lasting effect on the type of a person the child will grow up to become in future. This is because parents can never teach their children all the life lessons that they need, which means that some mannerisms and character are acquired from our environment. In addition to the environment biological factors also come into play when considering factors such as intelligence and achievement.

There are many reasons why some people fail to achieve while others find themselves achieving without much struggle.Biological factors such as genetic make-up of a person might an influencing factor in determining the Intelligence Quotient of a person. Different individuals not only differ on how they digest and understand complex ideologies but also on their reaction to the environment. It ranges from learning through experience, thinking and reasoning in such a way that one overcomes obstacles.

The main problem with intelligence is that it is never a constant and therefore results obtained from intelligence tests are substantial. The IQ of one person may vary depending on the evaluation criteria being used, domain or the occasion. The most commonly used technique for understanding intelligence is the use of a psychometric test. It is the most common especially in practical settings. There are some other modifications not meant to measure intelligence itself but other scholarly aptitudes (Jorgensen, 2006, p 35).

These tests are common in the military, educational settings and businesses especially when choosing suitable management personnel because they are the main determinants of a person’s behavior. Intelligence is also a major determinant of social outcomes such that people with low IQ are associated with things like divorces, over dependence on others, being incarcerated, and children before or out of marriage. On the contrary, people with high IQ are observed as the most learned in their societies, high income and higher job status.

This is equally symbolic of the relationship between achievement and intelligence.Another factor is the state of morality of a society. Morality can be grouped as an environmental phenomenon which determines the ability of a person to achieve and more so to be intelligent. There are certain moral mannerisms that are associated with intelligent people. The measure of a person’s intelligence in a morally upright society begins with shaping the way people are socialized. Socialization is an induction process that teaches the youths what is expected of them and puts emphasis on some behavior that will shape the youths into becoming intelligent or high achievers.

Morality goes hand in hand with cultures which is another determinant of the degree of intelligence and achievement. ReferencesBosker, R. & Van der Werf, M (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology. Jorgensen, G. (2006). Kohlberg and Gilligan: duet or duel? Journal of Moral Education.