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The of Maximal Performance

Fragility. The of Maximal Performance. Linda S. Gottfredson School of Education University of Delaware September 16, 2008 Conference: “How can we improve our brains?” Banbury Center, Cold Spring Harbor, New York. How can we improve our brains?. School Work Health. Life chances.

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The of Maximal Performance

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  1. Fragility Theof Maximal Performance Linda S. Gottfredson School of Education University of Delaware September 16, 2008 Conference: “How can we improve our brains?” Banbury Center, Cold Spring Harbor, New York

  2. How can we improve our brains? • School • Work • Health Life chances Intelligence Inequality

  3. The problem with “intelligence”: IHuman norm, or variations on it? (E.g., developmental change, or inter-individual differences?)

  4. The problem with “intelligence”: IIWhich inter-individual differences are we talking about? PHYSICIAL EMOTIONAL • GENERAL • Domain general • More heritable • Psychometrically unitary • Physiologically distributed g IQ≈ V Q S M others NARROW

  5. The problem “intelligence”: IIWhich inter-individual differences are we talking about? • GENERAL • Domain general • More heritable • Psychometrically unitary • Physiologically distributed • General proficiency at: • Learning • Reasoning • Abstract thinking • Solving novel problems g IQ≈ = V Q S M others NARROW

  6. Global phenotype differences(e.g., typical learning needs by IQlevel) Military trainability thresholds 10th 15th 30th Written materials & experience Mastery learning, hands-on Learns well in college format Very explicit, structured, hands-on Can gather, infer information on own Slow, simple, concrete, one-on- one instruction Equalization 70 80 90 100 110 120 130 Democratization MR IQ MG

  7. Correlated life consequences Typical IQ range of workers Military trainability thresholds 10th 15th 30th Clerk, teller Police officer Machinist, sales Assembler Food service Nurse’s aide Manager Teacher Accountant No jobs centered here Attorney Chemist Executive 70 80 90 100 110 120 130 MR IQ MG

  8. Black-white disproportions Military trainability thresholds Written materials & experience 10th 15th 30th Mastery learning, hands-on Learns well in college format Very explicit, structured, hands-on Can gather, infer information on own Slow, simple, concrete, one-on- one instruction Black White 70 80 90 100 110 120 130 MR IQ MG

  9. My focus: How can we better use and protect our brains? • School • Work • Health Life chances Intelligence 1. Measured at maximum Inequality 2. Rarely function at maximum 3. Vulnerable to chronic disruption 4. Preventable

  10. My focus: How can we better use and protect our brains? • School • Work • Health Life chances Intelligence Inequality Intra-individual fluctuation Inter-individual differences

  11. Species-typical influences on brain

  12. Evolutionarily novel influences on brain

  13. Effects of Aging on Brain (Reaction Time) Better

  14. Monitor on Psychology, September, 2008, p. 23 Behavior that increases brain’s vulnerability to aging

  15. New York Times, 9/13/08, p. A19 Accumulation of preventable injuries

  16. Wall Street Journal, 9/12/08, p. A1 Fatigue,sleepiness

  17. Disrupted attention

  18. Monitor on Psychology, September, 2008, p. 32 Cognitive enhancers (doping?) • “It’s a brave new world” • Before— • caffeine • ephedrine-based drugs • Now— • Ritalin • Adderall • Modafinil

  19. Seeking the competitive edge

  20. Suppose a physiological maximum and: —myriad cognitive disturbances —threats to system integrity gf maximum (average person) Basic cultural Knowledge (GC) fluctuation fragility g - Basic information processing (GF)

  21. Opportunities gf maximum (average person) Basic cultural Knowledge (GC) Work closer to capacity g - Basic information processing (GF) Minimize brain decline and atrophy Protect brain growth

  22. Behavioral influences Brain enhancers (“smart drugs”) Caffeine Nicotine Rest periods Peak time Pacing Synergy Alcohol Drugs Medication Hunger Fatigue Pain Anxiety Distraction Disinterest Healthy diet Exercise Prevent/manage chronic diseases Prevent/manage injuries Effort boosters Cognitive drains Brain protectors

  23. Environmental drains • Constant interruptions (visitors, phone, meetings) • Many distractions (email, noise) • Disrupted sleep cycles (jet lag, shift work, artificial light, schools start too early) • Insufficient sleep (noisy dorms, soldiers, parents) • Poor scheduling/pacing of work (airlines) • Over-medication of elderly • Other • Lower g and age increase vulnerability • All are manipulable

  24. Closing thoughtNeed more precise, theoretically appropriate measurement • School • Work • Health Life chances Intelligence Domain -specific achievements X gf Inequality

  25. Thank you.

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