The influence of the firstborn They are also more likely than their younger siblings to have superior academic talents and intellect. These characteristics are thought to make firstborns more successful. Also, because they are usually the focus of attention during family gatherings, firstborn children tend to develop social skills earlier than later born children.
Studies have shown that firstborn children tend to be smarter than later born children, especially when it comes to intellectual tests. For example, one study conducted at Stanford University found that firstborn children score higher on measures of IQ, verbal ability, and perceptual organization. The study also showed that firstborn boys tend to outperform firstborn girls on some of the tests used in the study. However only two out of three firstborn children continue to enjoy these advantages as they get older. The study concluded that firstborn children have something called "the first-born effect," which means that they tend to develop skills at a faster rate than their later born peers.
There are several theories about why firstborns are more successful than their later born counterparts. One theory is called the "stature-physiology" theory. This theory states that firstborn children have an advantage because they can rely on their physical strength while growing up.
We tend to link first-born siblings with leadership and achievement, whereas "the baby of the family" is associated with rule-breaking and levity. While research does not generally support such notions, some experts have discovered that one's birth order can have a long-term influence on professional performance.
First babies are usually given more attention by their parents, especially their mother. This often leads to many first children becoming interested in learning about how things work and taking advantage of this interest by developing skills related to engineering, science, or math. They may also be given information or examples that help them understand why they should be respectful to others.
Second babies are usually told not to copy their brother or sister, but rather to follow their own path. This helps them develop their own identity and learn what it means to be independent.
Third and later babies are usually provided with less attention than their younger siblings. This can lead third babies to try to make up for lost time by being active and involved in playgroups or other activities where they can share their interests with other young people.
It is not surprising then that studies have shown that first-borns are most likely to reach the top of any profession with second-borns doing better than third-borns.
In general, men and women have similar genetic architectures for aptitude and skill. To a considerable degree, genetic factors contribute to variance in aptitude and skill across diverse realms of intellectual, artistic, and athletic talents. However only some individuals will express these traits due to environmental influences acting on the genome.
However, it is also important to note that experiences can change genes-or at least how they are expressed in individual cells-and thus influence talent development. For example, studies of musicians who suffer from polio as children have shown that their spinal cords grow thicker over time compared with those of non-musicians, suggesting that musical training can change how neurons connect with each other inside the brain. Other research has shown that learning a new language changes the structure of the brain's grammar center-a finding that suggests that linguistic ability may be genetically programmed but can be shaped by experience.
Thus, talents such as math ability, musical talent, and foreign language skills can be passed down through families, but they can also be developed through hard work and practice.
The good news is that IQ is simply one of several factors that influence success. According to researchers, IQ, or a person's intelligence quotient, accounts for just 20% of life achievement ("Is Intelligence the Most Important Factor for Success," Mario Seiglie). The other 80% is made up of other skills such as motivation, self-control, and effort.
Intelligence is also only one factor among many others that can lead to success. For example, financial stability, hard work, and luck are all factors that can contribute to someone becoming successful.
However, without intelligence, these other factors are useless. It is intelligence that allows us to understand why some people are more successful than others, and it is also intelligence that helps us learn new skills and overcome obstacles. Therefore, intelligence is necessary but not sufficient for success.
In conclusion, intelligence is one of many factors that can lead to success. However, without intelligence, it is impossible to know how to take advantage of other factors such as hard work, passion, and opportunity.
Acquired attributes, characteristics, or talents, as you might expect, are learnt or developed through time depending on your experiences. They are not intrinsic in the sense that they are not born with them, and they can change throughout time. Some people are naturally more athletic than others, but no one is born without any physical abilities.
There are several theories about how acquired traits work. One theory is called "neuroplasticity", which means that the brain is able to reorganize itself by learning new ways of performing tasks or exercising muscles. For example, when someone learns a new language, it adapts the brain's circuitry to use this new information. People who have practiced playing an instrument for a long time have been shown to have smaller brains than people who have never played an instrument at all; this may be due to increased neuroplasticity.
Another theory is called the "Bridging Hypothesis". This states that we all have a set number of attributes, which is known as our "attractor value". These attributes can vary for different people, but they can usually be categorized as either "social" or "non-social". Social attributes include skills such as self-control, motivation, and leadership ability. Non-social attributes include intelligence, creativity, and memory capacity.