2. 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

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

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

5. The problem with “intelligence”: II Which inter-individual differences are we talking about? g VQSMothers IQ ≈ IQ ≈ GENERAL Domain general More heritable Psychometrically unitary Physiologically distributed NARROW

6. The problem “intelligence”: II Which inter-individual differences are we talking about? g VQSMothers IQ ≈ IQ ≈ GENERAL Domain general More heritable Psychometrically unitary Physiologically distributed NARROW General proficiency at: Learning Reasoning Abstract thinking Solving novel problems =

7. Global phenotype differences (e.g., typical learning needs by IQ level) 70 80 90 100 110 120 130 IQ MRMG Slow, simple, concrete, one-on- one instruction Very explicit, structured, hands-on Mastery learning, hands-on Written materials & experience Learns well in college format Can gather, infer information on own Military trainability thresholds 10th15th30th Equalization Democratization

8. Correlated life consequences 70 80 90 100 110 120 130 IQ MRMG Military trainability thresholds 10th15th30th Assembler Food service Nurse’s aide No jobs centered here Typical IQ range of workers Clerk, teller Police officer Machinist, sales Manager Teacher Accountant Attorney Chemist Executive

9. Black-white disproportions 70 80 90 100 110 120 130 IQ MRMG Slow, simple, concrete, one-on- one instruction Very explicit, structured, hands-on Mastery learning, hands-on Written materials & experience Learns well in college format Can gather, infer information on own WhiteBlack Military trainability thresholds 10th15th30th

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

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

12. Species-typical influences on brain

13. Evolutionarily novel influences on brain

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

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

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

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

19. Disrupted attention

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

21. Seeking the competitive edge

22. g - Basic information processing (G F ) Basic cultural Knowledge (G C ) Suppose a physiological maximum and: —myriad cognitive disturbances —threats to system integrity fluctuation g f maximum (average person) fragility

23. g - Basic information processing (G F ) Basic cultural Knowledge (G C ) Opportunities g f maximum (average person) Protect brain growth Minimize brain decline and atrophy Work closer to capacity

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

25. 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

26. Closing thought Need more precise, theoretically appropriate measurement Intelligence School Work Health Life chances Inequality X gfgf Domain - specific achievements

27. Thank you.