"The advantages of higher intelligence operate like a tailwind in virtually all life domains, weak in some but strong in others. It is a strictly cognitive trait, not affective, social, or physical. Data on test, school, and job performance all tell the same story: having higher g gives individuals a bigger edge in performing tasks well when the tasks (a) are instrumental (getting something done, correctly), (b) require more complex information processing, and (c) must be carried out independently. Conversely, low levels of g can create severe disadvantages for individuals, a stiff headwind, as they attempt to navigate our highly complex, bureaucratic, technological modern world."
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"Intelligence is a maximal trait – what a person can do when circumstances are favorable. That is what IQ tests are intended to measure, one’s best. Developing intelligence can refer to raising one’s maximum, working to one’s maximum to develop specific skills and knowledge, or protecting it from preventable decline (Gottfredson, 2008). I see no compelling evidence that any educational, brain training, nutritional, or pharmacological intervention has yet been able to raise a person’s maximal level of intelligence (g), either absolutely or relative to others their age. The apparent increases produced by education and training programs either do not generalize or they fade away. Nutritional interventions have produced mental and physical growth, but only among individuals with a nutritional (e.g., vitamin) deficiency; it is termed 'catch-up growth.' "
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