Intelligence and academic achievement are two concepts that are often intertwined when applied in an academic context. The difference between intelligence and academic achievement is that the later can be easily measured while the former cannot be explicitly determined. For instance, academic achievement can be evaluated using tests and examinations, but there is no definite measure for intelligence. This means that achievement can be assessed using what an individual can accomplish based on acquired skills, while intelligence is dependent on an individual's ability to learn and develop new skills, which is immeasurable. Also, intelligence is described as the ability to solve problems, reason, plan, and think abstractly on how to execute complex ideas (Nisbett, Aronson, et al., 2012). It involves the ability to comprehend situations and solve complex problems. However, academic achievement can be described as academic skills that enable an individual to take tests or examinations for academic excellence.
Biological and Environmental Influences of Intelligence and Achievement
Breastfeeding is arguably one of the most significant biological factors that influence intelligence and achievement. Studies indicate that breast milk can boost intelligence by almost 6 points, which is a considerable impact on an individual's intelligence and achievement. Research shows that breast milk contains fatty acids that prevent neurological deficits hence boosting the intelligence of an infant (Nisbett, Aronson, et al., 2012). The ability of an individual to regulate fatty acids determines the effectiveness of breast milk in improving intelligence. Majority of the population have the ability; hence, breast milk has a significant impact on intelligence and achievement of most people.
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Childhood lead exposure is a significant environmental factor that influences intelligence and achievement. Studies indicate that lead exposure reduces cognitive development and intelligence quotient in children (Liu, Li, Wang, Yan, & Liu, 2013). Exposed children aged between 6-10 years showed reduced academic performance and intelligence. Other similar studies have also demonstrated a strong link between blood lead concentrations and levels of intelligence and academic achievement in children. These studies strongly suggest that environmental factors such as exposure to toxins like lead may have a significant adverse effect on intelligence and academic achievement.
References
Liu, J., Li, L., Wang, Y., Yan, C., & Liu, X. (2013). Impact of low blood lead concentrations on IQ and school performance in Chinese children. PLoS One, 8(5), e65230.
Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: new findings and theoretical developments. American psychologist, 67(2), 130.
