Gymi: «Social background often counts more than intelligence»

Mrs Stern, what do you mean by intelligence?

The ability to think precisely and deductively. Intelligence enables us to understand complex ideas and solve problems, to learn through instruction and to learn from experience. It is a stable characteristic that we generally retain from youth to old age.

To what extent do genes determine our intelligence?

They play a major role. There is no such thing as an intelligence gene per se, rather a whole orchestra of gene variations determines our mental abilities. All people have such genes, practically everyone can reason - how well depends on the genetic variations. We assume that 50 to 80 per cent of differences in intelligence are hereditary. However, this statement is often misunderstood.

In what way?

If a child scores 100 points in an IQ test, would a heritability of 50 per cent mean that half of these points are due to their genes? Exactly not. The misunderstanding arises when we apply this heritability coefficient to an individual.

What does it say instead?

It is not the intelligence of an individual that is 50 to 80 per cent hereditary, it is differences in intelligence within a group that can be traced back to this extent to genetic variations - these have the greatest influence where many people benefit from equally good development opportunities.

Intelligence is not an isolated talent. It also serves us in social interaction.

It is the same with height: in adults who grew up in Switzerland, almost 100 per cent of height differences are due to genetic variations because these people had enough to eat during the growth phase. In developing countries, the hereditary factor is considerably smaller because some people were not adequately nourished in childhood and adolescence.

Genes therefore determine our intelligence potential. What role does the environment play?

It has to be right for this potential to be realised. This requires parents who are emotionally attached to the child, respond to their interests and give them plenty of linguistic attention right from the start. At the same time, parents should use correct language themselves, as children are dependent on this.

To what extent can intelligence be compensated for by discipline?

We can achieve a lot at school and at work through motivation, perseverance and discipline, but also self-confidence and social skills. Overall, however, these factors are not as powerful as intelligence.

Which alone is not important for a happy life?

That's right. Intelligence concerns our mental potential and is therefore one of many building blocks that characterise human competence. However, it bothers me when intelligence is portrayed as a kind of insular talent that, as people like to emphasise, plays no role at all «in the social sphere». The idea that intelligence and social skills are two completely independent characteristics is wrong. Intelligence requires mental flexibility, which also serves us in our dealings with one another.

The traditional view of intelligence also has its critics. They doubt that our mental capacity can be measured by IQ tests alone.

IQ tests are not perfect. They only measure our cognitive abilities, but they do this fairly well. From this perspective, cognitive intelligence is the personality trait that can be measured most reliably by far. There are many other important abilities such as emotional control or social skills. But how do you measure them?

If the most intelligent children were at grammar school, their minimum IQ would have to be 112. However, around a third do not have this IQ.

We would describe a person who is quick to strike up a conversation with people as socially competent. But would this person also be the right person to support someone in grief? How do we define socially competent? But I do know that books in which the importance of cognitive intelligence is relativised or disputed are very popular.

Why?

Measuring intelligence sounds threatening to many people. Perhaps because they think they don't have enough intelligence themselves, or perhaps they assume that the particularly intelligent are entitled to dominance. It is therefore hardly surprising that works such as those by US psychologist Howard Gardner are so popular. Gardner's theory of multiple intelligences is based on eight different intelligences, including the ability to interpret weather phenomena or the ability to categorise one's own feelings - in other words, there is something for everyone. In contrast, cognitive abilities become a minor matter.

You say that IQ tests - in addition to examinations - could also be helpful when transferring to grammar school.

Yes, in individual cases, but not across the board. I'm thinking primarily of children who have the cognitive potential for grammar school but would have difficulties in the entrance exam because German is not their mother tongue.

Too many unsuitable people go to university, drop out or fail.

Her research suggests that there is a not insignificant number of children in Switzerland who have the cognitive skills for grammar school but are not to be found there.

Indeed. The Matura quota in force in Switzerland stipulates that no more than 20 per cent of all children should go to grammar school - which would sensibly be the most intelligent 20 per cent of each age group. If we orientate ourselves on them, the minimum IQ for grammar school should be 112 points. However, our studies show that up to 45 per cent of Swiss grammar school pupils do not have this IQ.

Why is this problematic?

Because too many unsuitable people attend university, lower their standards or fail. Or they get through by the skin of their teeth and later end up in professional positions that they are not intellectually suited to. Unfortunately, social background plays an increasingly important role in the transition to grammar school. Well-off families finance expensive exam preparation courses and later tutoring. However, there are also intelligent children in socially disadvantaged families - they are left to fend for themselves. This is one of the reasons why we should also take a more differentiated approach to the discussion about promoting gifted children.

What do you mean?

There is a tendency to focus primarily on the two per cent of gifted children. However, we would do well to also focus on the considerably larger group of children with significantly above-average intelligence, who make up 15 to 20 per cent of the school population. Efforts to promote potential should also focus on them.