Reframing Reality: Uncomfortable Truths About Human Nature
Psychological research has revealed fascinating insights into human behaviour, cognition, and perception, often challenging our intuitions and cultural beliefs. Some of these findings, however, can be particularly disappointing because they debunk popular myths or reveal uncomfortable truths about human nature. This essay explores several such findings, focusing on the lack of sensory compensation following sensory loss, the correlation between physical attractiveness and intelligence, the limited impact of educational interventions on IQ, and the persistence of implicit biases despite conscious efforts to eliminate them. Each of these findings underscores the complexity of the human mind and the importance of evidence-based understanding in psychology.
Sensory Compensation: The Myth of Heightened Senses
A widely held belief is that losing one sense, such as hearing or sight, leads to the enhancement of the remaining senses. This idea is deeply ingrained in popular culture and is often depicted in literature and film. However, research suggests that the reality is more nuanced and less dramatic.
A study by Gougoux et al. (2004) examined whether blind individuals had superior auditory abilities compared to sighted individuals. The results showed that while there were some enhancements in specific auditory tasks, these improvements were not as widespread or profound as commonly believed. Another study by Bavelier and Neville (2002) reviewed evidence on sensory compensation and found that the brain's plasticity allows for some degree of compensation, but the extent is limited and varies significantly among individuals.
These findings highlight that the brain's ability to compensate for sensory loss is not as powerful or universal as the myth suggests. Instead, any enhancements are often task-specific and depend on extensive training and experience.
Attractiveness and Intelligence: The Uncomfortable Correlation
Another disappointing finding in psychological research is the correlation between physical attractiveness and intelligence. While it might seem superficial, numerous studies have documented this relationship, revealing that more attractive individuals tend to score higher on measures of intelligence.
Kanazawa and Kovar (2004) analyzed data from the National Longitudinal Study of Adolescent Health and found a positive correlation between physical attractiveness and intelligence. They suggested that this relationship could be due to evolutionary factors, where both traits are markers of good genes. Langlois et al. (2000) conducted a meta-analysis and confirmed that physically attractive individuals are often perceived more favorably and, in turn, may receive more opportunities for cognitive and social development.
This correlation challenges the ideal of meritocracy and suggests that societal biases based on physical appearance can have real, measurable impacts on life outcomes.
The Limited Impact of Educational Interventions on IQ
Intelligence is often viewed as a malleable trait that can be significantly enhanced through education and targeted interventions. However, research indicates that the impact of such interventions is generally modest and often temporary.
A comprehensive meta-analysis by Protzko, Aronson, and Blair (2013) evaluated the effectiveness of various early childhood interventions on IQ. The results showed that while some interventions, such as early education programs and nutritional supplements, had positive effects, these gains were typically small and diminished over time. Another study by Bailey et al. (2017) examined the long-term effects of early childhood education and found that the initial IQ gains often fade by the time children reach adolescence.
These findings suggest that while educational interventions can provide some benefits, they are not the panacea for improving intelligence that many hope for. The stability of IQ over time and its significant genetic component pose challenges to efforts aimed at substantially altering cognitive abilities through environmental means alone.
The Persistence of Implicit Biases
Implicit biases are unconscious attitudes or stereotypes that affect our understanding, actions, and decisions. Despite widespread awareness and efforts to reduce these biases, research shows that they are remarkably persistent and resistant to change.
A study by Lai et al. (2016) tested the effectiveness of various interventions designed to reduce implicit racial biases. The researchers found that while some interventions led to short-term reductions in bias, none had lasting effects. Similarly, a longitudinal study by Devine et al. (2012) found that while individuals can be trained to recognize and counteract their biases, the effects require continuous reinforcement and are prone to relapse.
These findings underscore the deep-rooted nature of implicit biases and the challenges in achieving long-term change. They highlight the need for ongoing efforts and systemic approaches to address the pervasive impact of these unconscious attitudes.
Simply Put
The disappointing psychological findings discussed in this essay reveal the complexities and limitations of human cognition and behaviour. The lack of profound sensory compensation following sensory loss, the correlation between attractiveness and intelligence, the limited impact of educational interventions on IQ, and the persistence of implicit biases all challenge common beliefs and underscore the importance of evidence-based understanding.
By acknowledging and critically examining these findings, we can foster a more realistic and nuanced view of human psychology. This awareness can inform policies, interventions, and societal attitudes, ultimately contributing to a more informed and equitable world.
References
Bailey D, Duncan GJ, Odgers CL, Yu W. Persistence and Fadeout in the Impacts of Child and Adolescent Interventions. J Res Educ Eff. 2017;10(1):7-39. doi: 10.1080/19345747.2016.1232459. Epub 2016 Nov 14. PMID: 29371909; PMCID: PMC5779101. Persistence and Fadeout in the Impacts of Child and Adolescent Interventions - PMC (nih.gov)
Bavelier, D., & Neville, H. J. (2002). Cross-modal plasticity: Where and how?. Nature Reviews Neuroscience, 3(6), 443-452. Cross-modal plasticity: where and how? - PubMed (nih.gov)
Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. L. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48(6), 1267-1278. Long-term reduction in implicit race bias: A prejudice habit-breaking intervention - PMC (nih.gov)
Gougoux, F., Zatorre, R. J., Lassonde, M., Voss, P., & Lepore, F. (2004). A functional neuroimaging study of sound localization: Visual cortex activity in early-blind individuals with exceptional auditory skills. PLoS Biology, 2(6), e22. A functional neuroimaging study of sound localization: visual cortex activity predicts performance in early-blind individuals - PubMed (nih.gov)
Kanazawa, S., & Kovar, J. L. (2004). Why beautiful people are more intelligent. Intelligence, 32(3), 227-243. Why beautiful people are more intelligent. (apa.org)
Lai, C. K., Marini, M., Lehr, S. A., Cerruti, C., Shin, J. L., Joy-Gaba, J. A., ... & Nosek, B. A. (2016). Reducing implicit racial preferences: I. A comparative investigation of 17 interventions. Journal of Experimental Psychology: General, 145(11), 1300-1324. Reducing implicit racial preferences: I. A comparative investigation of 17 interventions - PubMed (nih.gov)
Langlois, J. H., Kalakanis, L., Rubenstein, A. J., Larson, A., Hallam, M., & Smoot, M. (2000). Maxims or myths of beauty? A meta-analytic and theoretical review. Psychological Bulletin, 126(3), 390-423. Maxims or myths of beauty? A meta-analytic and theoretical review. (apa.org)
Protzko, J., Aronson, J., & Blair, C. (2013). How to make a young child smarter: Evidence from the database of raising intelligence. Perspectives on Psychological Science, 8(1), 25-40. How to Make a Young Child Smarter: Evidence From the Database of Raising Intelligence - PubMed (nih.gov)
