| . |
Children
&
Families
North Shore
| the online and print forum promoting the development of children, families and the parents who care for them |
 | |  | |  | |  | |  | |  | |  |
© Copyright 2007-2009, North Shore Ink, All Rights Reserved
| Think IQ is Most Important? Think Again! by Michael F. Mascolo, Ph.D. |
Many people assume that intelligence – IQ – is the most important quality that predicts future success in life. Intelligence tests
measure cognitive skills. To be sure, scores on intelligence tests predict success in school, career and life. However, Heckman has
drawn on a large body of evidence that shows that while IQ is important, is not the only important variable in predicting success in life.
In fact, it might not even be the most important predictor.
In their forthcoming book, Inequality in America: What Role for Human Capital Policies? (MIT Press), Dr. James J. Heckman, a Nobel Prize
winner in Economics from the University of Chicago, and co-author Alan Krueger review scores of studies that suggest that non-
cognitive skills – persistence, hard work, dependability, stability – are more important than IQ in predicting socio-economic success.
Heckman’s work is consistent with research completed over the past twenty years on “social intelligence” and “emotional intelligence”.
This growing body of work suggests that how we relate to people, how hard we work, and how motivated we are plays an enormous role
in our success in life. In additional to cognitive skills, it is important that we teach our children how to regulate their emotions, how to
persevere during hardship, how to resolve conflicts successfully, and how to work well with others.
The bottom line is that social and emotional intelligence is just as important as cognitive intelligence. In fact, socio-emotional
intelligence may fuel the development of cognitive skills.
Evidence to support this idea comes from the performance of children in many Asian countries. As is well known, children from Asian
nations such as China and Japan outperform American students in most areas of mathematics and science at virtually all grade
levels. The learning gap begins as early as 4 years of age.
Why is this so? One reason is the enormous value that Asian parents place on hard work and perseverance. Whereas many people in
the United States believe that cognitive “intelligence” is a fixed thing, many people from Asian cultures believe that intelligence and
abilities are malleable. Everyone is capable of learning as long as they work hard in order to learn. Failure does not mean a lack of
ability; it means that it is necessary to re-double my efforts in order to learn. As early as 4 years-of-age, for example, many Chinese
believe that learning requires effort, motivation and concentration.
As parents and teachers, it is important that we nurture our children’s emotional, motivational and social skills as much as we work to
promote cognitive skills. A child who learns that hard work is the path to achievement is already well on the road to a successful life.
measure cognitive skills. To be sure, scores on intelligence tests predict success in school, career and life. However, Heckman has
drawn on a large body of evidence that shows that while IQ is important, is not the only important variable in predicting success in life.
In fact, it might not even be the most important predictor.
In their forthcoming book, Inequality in America: What Role for Human Capital Policies? (MIT Press), Dr. James J. Heckman, a Nobel Prize
winner in Economics from the University of Chicago, and co-author Alan Krueger review scores of studies that suggest that non-
cognitive skills – persistence, hard work, dependability, stability – are more important than IQ in predicting socio-economic success.
Heckman’s work is consistent with research completed over the past twenty years on “social intelligence” and “emotional intelligence”.
This growing body of work suggests that how we relate to people, how hard we work, and how motivated we are plays an enormous role
in our success in life. In additional to cognitive skills, it is important that we teach our children how to regulate their emotions, how to
persevere during hardship, how to resolve conflicts successfully, and how to work well with others.
The bottom line is that social and emotional intelligence is just as important as cognitive intelligence. In fact, socio-emotional
intelligence may fuel the development of cognitive skills.
Evidence to support this idea comes from the performance of children in many Asian countries. As is well known, children from Asian
nations such as China and Japan outperform American students in most areas of mathematics and science at virtually all grade
levels. The learning gap begins as early as 4 years of age.
Why is this so? One reason is the enormous value that Asian parents place on hard work and perseverance. Whereas many people in
the United States believe that cognitive “intelligence” is a fixed thing, many people from Asian cultures believe that intelligence and
abilities are malleable. Everyone is capable of learning as long as they work hard in order to learn. Failure does not mean a lack of
ability; it means that it is necessary to re-double my efforts in order to learn. As early as 4 years-of-age, for example, many Chinese
believe that learning requires effort, motivation and concentration.
As parents and teachers, it is important that we nurture our children’s emotional, motivational and social skills as much as we work to
promote cognitive skills. A child who learns that hard work is the path to achievement is already well on the road to a successful life.