Intelligence is said to be a genetic trait, therefore it is determined even at conception. However, one might ask how this could be true when the human brain is still developing inside the womb and continues to develop in the early stages of life. If we believe that intelligence is genetic, then it is hereditary, that is a couple who have above average intelligence would naturally have three above average offspring and one average offspring. Nevertheless, through experience and observation, this is always not the case. Some parents with above average IQ can have a mentally retarded child or a genius. Moreover, some average couples are blessed with a genius child. Having said this, it might be possible that intelligence can be harnessed and developed given the right environment and resources. However, the child must first have normal brain functioning, does not have any diseases or disorders that would hamper the development of intelligence. By providing a stimulating environment, by giving the right kind of nutrition, learning materials, toys, parental support and education, then intelligence can be optimized (Diamond & Hopson, 1998). The nature-nurture debate on intelligence remains to be popular, but acceptance of the fact that both nature and nurture can influence the development of intelligence has been rising.

On the other hand, the issue of fairness in intelligence testing remains to be advocated by most educators, parents, and advocacy groups who believes that intelligence testing is nothing but a means of categorizing and classifying children and individuals based on a highly varied ability such as intelligence. Moreover, intelligence tests had been developed based on a predefined concept of intelligence which still needs to be validated and continuously researched (Frey & Detterman, 2003). At the moment, intelligence testing is an inexact science but our society has become the largest consumer of intelligence tests and other psychological tests.  Fairness in intelligence testing means that the results of the test should not be used as an indicator of withholding services or opportunities (Sternberg, 2000). For example, a child who may have test anxiety or is bilingual may not answer all the items in the test hence lowering his/her score, but whether that score reflect his/her intelligence level cannot be known. But people who use the test scores have no qualms in placing that child in a lower ability class.

References

Diamond, M., & Hopson, J. (1998). Magic trees of the mind: how to nurture your child’s

intelligence, creativity, and healthy emotions from birth through adolescence. New York: Dutton.

Frey, M., ; Detterman, D. (2003). Scholastic assessment or g? The relationship between the

scholastic assessment test and general cognitive ability. Psychological Science, 15(6): 373–378.

Sternberg, R. (2000). Implicit theories of intelligence as exemplar stories of success: Why

intelligence test validity is in the eye of the beholder. Psychology, Public Policy, and Law, 6, 159-167

;