How to Improve Your Child's IQ

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How to Improve Your Child's IQ

by David Engler

How to Improve Your Child's IQ

WE LIVE IN WHAT has been called the era of "mass man," a time when people are thought of as statistical averages and not as individuals.

Big government, big business, big organization in general, in dealing with vast numbers of people have come to rely more and more on mechanical methods.

Without doubt the result is greater over-all efficiency, but in the process the individual is digested by an electronic brain.

To a certain extent this same problem exists in our schools. Our society supports a system of mass public education; but we do not support it well.

In most communities the systems are overcrowded and understaffed. Unfortunately, these are conditions in which the individual tends to be forgotten while everyone is trying to cope with the overwhelming mass.

One of the things that has helped school administrators deal with some of the problems created by such large numbers of pupils is the I Q test. Its use in schools is part of the same trend of mechanically organizing "mass man."

Although the results of this often have negative effects upon the individual child, the schools have little choice in this matter, given the conditions imposed upon them.

Individual parents do have a choice, however, and it is the purpose of this book to make them aware of why and how they can exercise this choice.

All too many people believe that the I Q is a measure of innate intelligence that remains pretty much the same all through life. Originally the I Q was thought to be an absolute, unchanging measure of innate intelligence.

However, psychologists have greatly modified this conception over the years, and the public at large has not kept abreast of the modifications.

Because the I Q plays such an important role in a child's life in school and afterward, parents should know that:

—We do not have an adequate definition of intelligence; psychologists differ widely on what it is and where it comes from.

—Since it is uncertain what intelligence is, there is widespread disagreement over what intelligence tests measure.

—To a large extent the I Q is a measure of what a child has learned.

—Because of the way the IQ is used by schools, a few points more or less in a critical range can make a dramatic difference in the quality of education a child receives.

—The evidence shows that the I Q can be raised.

—The average parent has the ability to raise his child's I Q.

Since we cannot agree on what intelligence is; since we are not sure what intelligence tests measure; since an I Q score represents much that is learned; since the IQ may have such an important effect on a child's life; and since the I Q can be raised—there is nothing wrong with attempting to raise it.

If the I Q were not put to such important uses in the schools, parents could well ignore it, for it has no real importance otherwise.

But inasmuch as it affects the kind of education their children will get, parents have the right, the responsibility, and the opportunity to do something about it.

In this book find out what you can do to dramatically increase your child's IQ to make her excel in school and all her aspirations in her adult life.

CONTENTS

Introduction 1
PART ONE: THE I Q—ITS USE AND MEANING
I. The I Q and Your Child 7
II. Why an I Q? 10
III. The Chicken and the Egg 15
IV. What Is the I Q? 19
V. What Is Intelligence? 26
VI. Nature vs. Nurture 30
VII. The Effect of Environment on the I Q 34
VIII. What Is an Intelligence Test? 42
IX. Whose IQ Can Be Raised? 54
PART TWO: RAISING YOUR CHILD'S IQ
X. What Is a Better Environment? 61
XI. Play and Intelligence 70
XII. Verbal Environment 80
XIII. How to Use the Exercises 94
PART THREE: EXERCISES 103
Notes 143
Bibliography and Beading List 147
Answers 151

Book Excerpts:

PERHAPS NEVER in our country's history have we been so aware of our schools, so well informed about the problems our schools face, and so deeply concerned with raising the quality of public-school education.

Yet in spite of our general information and concern, one of the key factors in the education of our own children continues to be a blind spot, a shibboleth, an old wives' tale.

One has only to mention the words "IQ" among parents of school-age children to produce a number of immediate, revealing, and poorly informed responses :

"I Q? My Bobby must have a pretty high IQ. He's bright as a button, always asking questions, and I'm sure he'll make out all right."

"I Q? I guess Joey's going to have to study harder. Wish I could help him, but I'm not a teacher and there's nothing I can do."

"I Q? Well, I Q isn't so important with girls, you know. And Marsha's such a pretty little thing she's bound to get married."

"I Q? I don't care about Jimmy's I Q. I love him just the way he is."

Of course it's admirable to have confidence in your child, to want to help your child, to be realistic about your child's future, and to love your child just as he is; but, these reactions are not enough.

For a child's I Q is no matter for pride or ineffectual worrying or contented ignorance. Its importance must not be underestimated, though it certainly should not be overemphasized, especially in the presence of the child.

The IQ should be treated for what it is—a not too reliable statistic that has a continuing and often unfortunate effect on the child's life.

For example:
Bobby, who is as bright as a button with an I Q of 89, is placed in a slower class and will follow a watered-down curriculum, while Jimmy, whose I Q is just one point higher, is placed in a brighter class and will follow a normal curriculum.

At the end of two years, when they are tested again, the chances are that Bobby's I Q will be somewhat lower and Jimmy's somewhat higher as a result of the different education each has had.

Tests will continue to reflect the discrepancy in their education throughout their school years.

Marsha, the pretty little thing who is bound to get married, has an IQ score of 128 but will be denied admittance to a Special Progress class because her score is two points below the minimum 130.

Thus this bright youngster will miss the opportunity of working in the stimulating atmosphere of the children and curriculum that make up this kind of class. She will also lose the chance of doing three years' work in two years.

And Joey will be denied admittance to the college of his choice because he lacked an adequate background in mathematics and science.

He did not have it because his program advisor in high school thought that his 93 I Q indicated that he was not equipped to handle these subjects successfully.
The pattern may persist in the use made of the IQ by the military services.

Bobby's I Q (or AGCT as it is called in the armed forces) is three points below the fixed minimum for this specialty, and so he will be rejected for training as a radar technician.

Jimmy will not be eligible for officers training because his AGCT score is a few points below the required minimum of 110.

And in private industry, Marsha, still unmarried, will not get the research position she applied for because her I Q is two points below what the company considers the minimum for this job.

And Joey will fail to win a place in his company's training program because he lacked a few points of the minimum aptitude-test (a form of I Q) requirement.

These I Q scores played a limiting role over a period of time, and a relatively small increase in them would have opened up many new opportunities for each individual. And these examples are neither farfetched nor uncommon.

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