“Smart Babies”: Can you make one?

Parenting

The short answer to this would be yes…and no. Experts now agree that, on average, roughly half of a person’s intelligence is determined by genes and half by others factors, such as nutrition, infections and other harmful events and of course experiences growing up. Here we are talking about the kind of intelligence that is measured by standard IQ tests.

There are other kinds of intelligence, such as interpersonal intelligence (for example, the ability to understand others and be a good listener), athletic intelligence and musical intelligence. These, too, almost certainly depend on both genes and experience.

A person’s genes provide a rough blueprint for the brain; the details of the brains structure are filled in by experience. Genes direct nerve cells to move to the different areas of the brain and determine the main pathways that link different brain regions together. Experience and learning influence how the individual nerve cells connect with one another to form the mini-circuits that underlie actual thinking.

For example, when a child learns to speak English, certain brain connections in the language areas of the brain grow stronger. At the same time, connections that are unique to other languages (Chinese, say) disappear from want of use.

Genes influence how easily or quickly a person can pick up certain types of knowledge or skills. In this way, genes may point an individual’s talents in a particular direction (being a “numbers person” or a “people person”, for example). Genes also set limits on what a child can reasonably be expected to achieve. For example, in a full year of little league, I never once managed to hit the ball. (Many of my patients have heard this story; I think it amuses them and also reassures them that you don’t have to be good at everything to be successful in life). Could I have learned to hit, with enough practice and coaching? Maybe, but it would have taken a huge effort to transform me into a fair hitter, and I doubt I would ever have been really good.

The experiences a child has (batting practice, for instance) affect the brain’s wiring, but the brain plays a large role in determining what experiences a child seeks and enjoys. Wise parents help their children discover and nurture their talents an also recognize that everyone has limitations that need to be respected, as well.

Learning brings about physical changes in the brain. But that does not mean that we can (or should) try to create super babies by relentless stimulation and education. The best learning occurs when an infant is happy, relaxed, attentive, and actively involved, not when she is being oppressed with cold, unwanted, and unnatural facts. Flash cards really have no place at all in an infant’s education.

The best experiences for infants are those that they inherently enjoy. To be beneficial, an experience has to make sense to your baby. You can tell that an experience is making sense when your baby smiles, laughs, coos, or gazes with bright, sparkly eyes. Little babies don’t understand the words their parents are saying, but being talked to certainly makes sense to them!

Many products are marketed with the claim that they are “scientifically proven” to make babies smarter. These claims are all exaggerations, if not outright lies.

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