水电暖设计工程师:人的语言和非语言智力在年轻时是可以改变的Verbal and non-verbal intelligence changes in the teenage brain

人的语言和非语言智力在年轻时是可以改变的

智商(IQ)是一个人的智力标准化测量工具，涉及人广泛的认知技能。在人的整个寿命里，IQ通常被认为是稳定的，用一个时间点的成绩来预测后期的教育成就和就业前景。神经影像可为我们测试不可预料的纵向波动智商与脑部的发育是否有关。在此我们发现在人十几岁的时候，语言和非语言的智商可以上升或下降，这些变化的是因为他们与局部大脑结构的变化性能密切相关。结构和功能的组合图像显示出演讲可激活语言智商的灰色区域，而手指动作可激活非语言之上的灰色区域。利用纵向评估相同的个体，我们避免了横向研究所带来的混乱，也就是大脑结构的不同所造成的混乱。这使我们能够分离标志着这两种类型的智商的神经，这两种类型的智商和显示，并且显示出一般的语言能力和非语言能力是同学习的感觉能力密切相关。总的来说，我们的结果强调的是在十几岁的时候，个人的智商能力在同龄人中是有减少或增加的可能性。这将鼓励那些有提高智力潜能的人，且是一个警告，警告那些早期有所成就的人可能会在晚年智力消退。

Verbal and non-verbal intelligence changes in the teenage brain

Nature

 Intelligence quotient (IQ) is a standardized measure of human intellectual capacity that takes into account a wide range of cognitive skills. IQ is generally considered to be stable across the lifespan, with scores at one time point used to predict educational achievement and employment prospects in later years. Neuroimaging allows us to test whether unexpected longitudinal fluctuations in measured IQ are related to brain development. Here we show that verbal and non-verbal IQ can rise or fall in the teenage years, with these changes in performance validated by their close correlation with changes in local brain structure. A combination of structural and functional imaging showed that verbal IQ changed with grey matter in a region that was activated by speech, whereas non-verbal IQ changed with grey matter in a region that was activated by finger movements. By using longitudinal assessments of the same individuals, we obviated the many sources of variation in brain structure that confound cross-sectional studies. This allowed us to dissociate neural markers for the two types of IQ and to show that general verbal and non-verbal abilities are closely linked to the sensorimotor skills involved in learning. More generally, our results emphasize the possibility that an individual’s intellectual capacity relative to their peers can decrease or increase in the teenage years. This would be encouraging to those whose intellectual potential may improve, and would be a warning that early achievers may not maintain their potential.