Introduction
Human intelligence is determined by both genetic and environmental factors, whose influence can vary in different life cycles. Operational and formal-operational periods are two critical stages of intellectual development in which genetics and environmental factors play various roles. Let us analyze these two periods and examples of their differences, as well as the role of genetic and environmental factors in each.
Discussion
The operational period is the first stage of intellectual development. It starts in the early years of life and lasts until preschool. Children usually acquire skills and knowledge during this period, which later affects their intellectual abilities. In this period, the role of genetics in intelligence is vital – heredity determines the brain’s primary functions and mental abilities. In addition, the factors of the environment are essential (Łowicki et al., 2019). This can be a need for developing children’s skills, such as arithmetic or language, as well as interactive games and classes.
The formal-operational period is the second stage of intellectual development. It starts around the age of five and ends around the age of twelve. During this period, children begin to develop higher brain functions, such as analytical and abstract thought. Genetics is still essential at this stage, but environmental factors also play an important role (Oogarah-Pratap et al., 2020). During this period, the child begins to do more assignments, attend additional classes such as math, physics, and chemistry, and communicate with other children and adults interactively (Łowicki et al., 2019). All this helps to develop the intelligence and intellectual abilities of the child.
The difference between the operational and formal operational periods is that in the first case, the role of genetics in intelligence is more important than environmental factors, and in the second – environmental factors become more critical. For example, in the operational period, the child is influenced by inborn talents and abilities. In the formal-operational period, the influence of the environment, particularly classes, becomes more noticeable.
In both cases, it is essential to understand that genetic and environmental factors have a significant influence on the development of intelligence. Genes are the building blocks of the human body and play a significant role in intelligence (Łowicki et al., 2019). For example, certain genetic variations can influence the development of a person’s mental abilities. Recent studies have identified specific genetic mutations that are associated with higher intelligence. Chromosomal Abnormalities: Chromosomal abnormalities can also have an impact on intelligence. For instance, Down syndrome, caused by an extra copy of chromosome 21, is associated with intellectual disability.
On the other hand, several environmental factors are crucial in a child’s development. Nutrition is an important environmental factor that can influence intelligence. Poor nutrition, such as lacking essential nutrients, can lead to poor mental development (Oogarah-Pratap et al., 2020). Conversely, eating a healthy, balanced diet can help improve mental abilities. Parental Education and Income Level: Parental education and income can influence intelligence. Studies have found that children of higher-educated and higher-income parents tend to perform better on IQ tests than those of lower-educated and lower-income parents (Oogarah-Pratap et al., 2020). Genetic and environmental factors have an equal influence on the development of intelligence.
Conclusion
In conclusion, the concrete-operational and formal-operational periods are two distinct stages of cognitive development that occur during childhood and adolescence. During the concrete-operational period, children develop concrete logical thinking and problem-solving skills, while adolescents develop abstract logical thinking and problem-solving skills during the formal-operational period. The role of genetics and environment in these two periods of development is significant, as genetics determines the initial level of cognitive development, and the environment provides the opportunity to learn and practice cognitive skills.
References
Oogarah-Pratap, B., Bholoa, A., & Ramma, Y. (2020). Stage Theory of Cognitive Development—Jean Piaget. Springer Texts in Education, 133–148. Web.
Łowicki, P., Zajenkowski, M., & van der Linden, D. (2019). The Interplay Between Cognitive Intelligence, Ability Emotional Intelligence, and Religiosity. Journal of Religion and Health. Web.