The notion of "becoming" gifted, a zebra, or HPI (High Intellectual Potential) might seem ridiculous, right? Especially since gaining 10 IQ points seems within everyone's reach, maybe even more. However, approaching this question raises many questions about the nature of intelligence and intellectual potential, as well as the relevance of IQ and its score, particularly when we consider that it is the only value recognized by institutions to categorize children and "acknowledge" their specificities.

So, let’s have a little fun, and let me show you how one can become gifted!

Traditionally, being gifted is perceived as an innate characteristic, often determined by IQ tests that place an individual in the highest percentiles of the population. However, the question of whether one can develop traits associated with giftedness is more nuanced. Practically, yes; in terms of functioning, I wouldn’t go that far.

The Genetic and Environmental Basis of HPI
High cognitive abilities result from a complex interaction between genetic and environmental factors. Robert Plomin (2018), a behavioral geneticist, has shown that intelligence has a significant genetic component, often estimated at around 50-70% according to studies. This innate component partly determines an individual’s intellectual potential. However, Eric Turkheimer (2003) demonstrated that the impact of genes on intelligence is modulated by the environment, emphasizing that in socio-economically advantaged environments, genetics play a more dominant role, while in disadvantaged environments, it is the environment that plays a key role.

Additionally, the work of Richard Nisbett (2011) and James Flynn (2007) has illustrated how environmental factors such as education, nutrition, and cognitive stimulation can significantly influence the expression of intellectual abilities, even in those who do not have a high genetic potential. For example, the "Flynn effect," which refers to the increase in IQ scores from one generation to the next, further explores the environmental impact on intelligence.

Social psychology also sheds light on how intelligence is shaped by external factors. Claude Steele (1997) introduced the concept of stereotype threat, showing that intellectual performance can be influenced by social expectations and stereotypes related to intelligence. Moreover, the research of Carol Dweck (2006) on the "growth mindset" has revealed that believing in the possibility of developing one’s intelligence through effort and learning can indeed lead to significant improvements in cognitive abilities.

In sum, while the genetic basis lays the foundation of intelligence, the environment and psychosocial factors play a crucial role in the expression and development of this potential, demonstrating that intelligence is a dynamic and evolving trait.

The Impact of Education, Development, and Training
The educational environment plays a crucial role in the development of cognitive abilities. James R. Flynn (1987), through the phenomenon known as the "Flynn effect," observed that IQ scores increase from generation to generation due to improved living conditions and access to education. This effect suggests that intelligence is not static and can be influenced by exposure to environments rich in cognitive stimuli.

It is also possible to train specifically to improve IQ test scores. Since these tests are based on fairly academic tasks involving skills such as solving mathematical problems, verbal comprehension, and working memory, targeted training can indeed lead to gains in IQ points. Mackintosh (2011) demonstrated that through rigorous training and the development of associated cognitive skills, it is possible to gain between 5 and 10 IQ points. This training process can include practicing IQ tests, regularly solving cognitive puzzles, and exercises aimed at improving information processing speed and memory.

Research by Heckman et al. (2006) also highlighted the importance of early educational interventions. These researchers showed that intensive educational programs for young children, especially in disadvantaged environments, can have a lasting impact on cognitive and emotional development. These interventions, combined with supportive environments, can improve long-term academic and professional outcomes, illustrating how education can modulate intelligence.

Neuroplasticity and Learning
Neuroplasticity, or brain plasticity, is the brain's ability to reorganize itself by forming new neural connections throughout life. Lutz Jäncke (2009), a Swiss neuroscientist, showed that intensive practice in specific domains can modify the structure and function of the brain, improving certain cognitive abilities. For example, professional musicians show an increased density of gray matter in brain areas associated with fine motor skills and hearing. This suggests that, even in adults, it is possible to develop complex skills through deliberate and intensive practice.

Other studies, such as those by Merzenich et al. (2014), have explored how cognitive training programs can enhance brain capacities in adults, including those who are not initially considered to have high potential. This demonstrates that the brain remains malleable throughout life, allowing the development of skills similar to those associated with high-potential individuals.

The Role of Life Experiences
Life experiences also play a key role in intellectual development. Richard Nisbett (2011) demonstrated that enriching experiences, such as exposure to different cultures, solving complex problems, and interacting with people from diverse backgrounds, can stimulate intelligence. These experiences foster the development of critical thinking, creativity, and cognitive flexibility—traits often observed in gifted individuals.

Research in social psychology also emphasizes the importance of social interactions in the development of intelligence. Vygotsky (1978), a pioneer in this field, with his theory of proximal development, highlighted that learning often occurs in a social context, where interactions with more experienced individuals can guide cognitive development. This approach is supported by modern studies showing that collaborative environments and stimulating social experiences can accelerate intellectual development, even in adulthood.

So, Can You "Become" Gifted?
Yes, if we are strictly talking about IQ, as it is proven that an individual can significantly increase their IQ by 5 or 10 points. This means that any individual with an IQ around 120 could reach 130, without considering the conditions of the test administration and their effects.

But it is also possible to develop skills and traits often associated with the gifted or HPI, such as critical thinking, creativity, empathy, and the ability to solve complex problems. In this sense, although one cannot "become" gifted in the full sense of all associated components and characteristics, one can certainly acquire traits similar to those of some HPI through sustained personal development, tailored education, and targeted training.

How to Develop Traits Associated with HPI?

For those who wish to develop the abilities and traits often associated with HPI, here are some practical strategies:

1. Cultivate Critical Thinking, Lucidity, and Curiosity

• Stimulate Critical Thinking: Regularly engage in activities that require reflection, such as solving mathematical problems, reading philosophical texts, or analyzing complex situations. These exercises help strengthen analytical and logical reasoning skills.
• Encourage Curiosity: Constantly ask yourself how things work. Explore new areas of knowledge, even outside your usual competencies. This constant curiosity is a trait often observed in gifted individuals.

2. Develop Emotional Intelligence

• Practice Mindfulness: Meditation and mindfulness exercises can help develop better emotional regulation and increased awareness of others. Emotional intelligence, which includes recognizing and managing emotions, is a key trait in HPI.
• Engage in Deep Conversations: Have meaningful discussions with your friends that push you to understand different perspectives. This improves empathy and understanding of complex interpersonal dynamics. Be aware of all the issues the other person may face.

3. Stimulate Creativity

• Involve Divergent Thinking: Participate in creative activities such as art, music, or writing. These activities encourage divergent thinking, which is the ability to generate new and original ideas.
• Solve Problems Innovatively: Look for all possible solutions and then find unconventional solutions to problems you encounter in everyday life. The ability to think outside the box is often associated with gifted individuals.

4. Surround Yourself with a Stimulating Environment

• Create a Rich Learning Environment: Surround yourself with books, learning tools, and people who inspire you. A rich and stimulating environment is crucial for developing intellectual abilities.
• Seek Mentors and Role Models: Find people who can guide and inspire you in your quest for personal development. Mentors can offer valuable perspectives and intellectual challenges.

5. Engage in Continuous Personal Development

• Continuous Education: Never stop learning. Whether through formal courses, workshops, or self-study, continue to develop your knowledge and skills. Question everything and all the time. Be open and constantly re-evaluate your beliefs.
• Take Care of Your Mental and Physical Health: Overall well-being plays an important role in the ability to think clearly and creatively. Good mental and physical health is essential for optimal intellectual development.

Conclusion

While one cannot literally "become" gifted or HPI in the sense of a drastic IQ increase of more than 20 points, it is entirely possible to develop abilities and traits associated with gifted individuals. Through continuous learning, curiosity, creativity, lucidity, questioning, and personal development, anyone can cultivate high intellectual and emotional potential. Intelligence, beyond IQ, is an evolving and dynamic concept that can be enriched throughout life.

References

1. Plomin, R. (2018). Blueprint: How DNA Makes Us Who We Are. MIT Press.
2. Turkheimer, E. (2003). Socioeconomic Status Modifies Heritability of IQ in Young Children. Psychological Science, 14(6), 623-628.
3. Nisbett, R. E. (2011). Intelligence and How to Get It: Why Schools and Cultures Count. W. W. Norton & Company.
4. Flynn, J. R. (1987). Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101(2), 171-191.
5. Heckman, J. J., et al. (2006). The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior. Journal of Labor Economics, 24(3), 411-482.
6. Jäncke, L. (2009). The plastic human brain. Restorative Neurology and Neuroscience, 27(5), 521-538.
7. Merzenich, M. M., et al. (2014). Neural Plasticity in Response to Cognitive Training in Adults. Frontiers in Human Neuroscience, 8, 1-14.
8. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629.
9. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
10. Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
11. Mackintosh, N. J. (2011). IQ and Human Intelligence. Oxford University Press.