Nature or nurture? It’s all about the message
Were Albert Einstein and Leonardo da Vinci born brilliant or did they acquire their intelligence through effort?
No one knows for sure, but telling people the latter – that hard work trumps genes – causes instant changes in the brain and may make them more willing to strive for success, indicates a new study from Michigan State University.
The findings suggest the human brain is more receptive to the message that intelligence comes from the environment, regardless of whether it’s true. And this simple message, said lead investigator Hans Schroder, may ultimately prompt us to work harder.
“Giving people messages that encourage learning and motivation may promote more efficient performance,” said Schroder, a doctoral student in clinical psychology whose work is funded by the National Science Foundation. “In contrast, telling people that intelligence is genetically fixed may inadvertently hamper learning.”
In past research by Stanford University psychologist Carol Dweck, elementary students performing a task were either praised for their intelligence (“You’re so smart!”) or for their effort (“You worked really hard!”) after correct responses. As the task became harder, children in the first group performed worse after their mistakes compared to the group that had heard effort was important.
The MSU study, which appears online in the journal Biological Psychology, offers what could be the first physiological evidence to support those findings, in the form of a positive brain response. “These subtle messages seem to have a big impact, and now we can see they have an immediate impact on how the brain handles information about performance,” Schroder said.
For the study, two groups of participants read different articles. One article reported that intelligence is largely genetic, while the other said the brilliance of da Vinci and Einstein was “probably due to a challenging environment. Their genius had little to do with genetic structure.”
Participants were instructed to remember the main points of the article and completed a simple computer task while their brain activity was recorded. The findings, in a nutshell:
- The group that read intelligence was primarily genetic paid more attention to their responses, as if they were more concerned with their performance. This extra attention, however, did not relate to performance on trials after errors, suggesting a disconnect between brain and behavior.
- In contrast, those who had read that intelligence was due to a challenging environment showed a more efficient brain response after they made a mistake, possibly because they believed they could do better on the next trial. The more attention these participants paid to mistakes, the faster their responses were on the next trial.
The study does not weigh in on the age-old “nature vs. nurture” debate, Schroder noted. Rather, it investigates the messages about the nature of abilities people are exposed to on a regular basis, from a teacher comforting a student (“It’s OK, not everyone can be a math person.”) to the sports announcer commenting on a player’s skill (“Wow, what a natural!”). These messages are thought to contribute to the attitudes or “mindsets” people hold about their intelligence and abilities.
The research started as part of Schroder’s honors thesis as an undergraduate at MSU working in the Clinical Psychophysiology Lab directed by Jason Moser, MSU assistant professor. Moser co-authored the study along with Tim Moran, an MSU graduate student in cognitive psychology, and Brent Donnellan, a former MSU professor who now works at Texas A&M University.
As an undergraduate and graduate student, Schroder has already co-written nine papers that have appeared in academic journals, including five as lead author. His work is supported by a three-year grant from the NSF’s Graduate Research Fellowship Program.







![Early cerebellum injury hinders neural development, possible root of autism, theory suggests
A brain region largely known for coordinating motor control has a largely overlooked role in childhood development that could reveal information crucial to understanding the onset of autism, according to Princeton University researchers.
The cerebellum — an area located in the lower rear of the brain — is known to process external and internal information such as sensory cues that influence the development of other brain regions, the researchers report in the journal Neuron. Based on a review of existing research, the researchers offer a new theory that an injury to the cerebellum during early life potentially disrupts this process and leads to what they call “developmental diaschisis,” which is when a loss of function in one part of the brain leads to problems in another region.
The researchers specifically apply their theory to autism, though they note that it could help understand other childhood neurological conditions. Conditions within the autism spectrum present “longstanding puzzles” related to cognitive and behavioral disruptions that their ideas could help resolve, they wrote. Under their theory, cerebellar injury causes disruptions in how other areas of the brain develop an ability to interpret external stimuli and organize internal processes, explained first author Sam Wang, an associate professor of molecular biology and the Princeton Neuroscience Institute (PNI).
"It is well known that the cerebellum is an information processor. Our neocortex [the largest part of the brain, responsible for much higher processing] does not receive information unfiltered. There are critical steps that have to happen between when external information is detected by our brain and when it reaches the neural cortex," said Wang, who worked with doctoral student Alexander Kloth and postdoctoral research associate Aleksandra Badura, both in PNI.
"At some point, you learn that smiling is nice because Mom smiles at you. We have all these associations we make in early life because we don’t arrive knowing that a smile is nice," Wang said. "In autism, something in that process goes wrong and one thing could be that sensory information is not processed correctly in the cerebellum."
Mustafa Sahin, a neurologist at Boston’s Children Hospital and associate professor of neurology at Harvard Medical School, said that Wang and his co-authors build upon known links between cerebellar damage and autism to suggest that the cerebellum is essential to healthy neural development. Numerous studies — including from his own lab — support their theory, said Sahin, who is familiar with the work but was not involved in it.
"The association between cerebellar deficits and autism has been around for a while," Sahin said. "What Sam Wang and colleagues do in this perspective article is to synthesize these two themes and hypothesize that in a critical period of development, cerebellar dysfunction may disrupt the maturation of distant neocortical circuits, leading to cognitive and behavioral symptoms including autism."
Traditionally, the cerebellum has been studied in relation to motor movement and coordination in adults. Recent studies, however, strongly suggest that it also influences childhood cognition, Wang said. Several studies also have found a correlation between cerebellar injury and the development of a disorder in the autism spectrum, the researchers report. For instance, the researchers cite a 2007 paper in the journal Pediatrics that found that individuals who experienced cerebellum damage at birth were 40 times more likely to score highly on autism screening tests. They also reference studies in 2004 and 2005 that found that the cerebellum is the most frequently disrupted brain region in people with autism.
"What we realized from looking at the literature is that these two problems — autism and cerebellar injury — might be related to each other" via the cerebellum’s influence on wider neural development, Wang said. "We hope to get people and scientists thinking differently about the cerebellum or about autism so that the whole field can move forward."
The researchers conclude by suggesting methods for testing their theory. First, by inactivating brain-cell electrical activity, it should be possible to pinpoint the developmental stage in which injury to one part of the brain affects the maturation of another. A second, more advanced method is to reconstruct the neural connections between the cerebellum and other brain regions; the federal BRAIN Initiative announced in 2013 aims to map the activity of all the brain’s neurons. Finally, mouse brains can be used to disable and restore brain-region function to observe the “upstream” effect in other areas.](http://40.media.tumblr.com/af3e898055f15645d00eb91715335762/tumblr_nbbmmhzo6S1rog5d1o1_400.jpg)


