If we are all born with no knowledge, why do some people have higher IQs than others?

Genetics, environment, nutrition, health care, education and family income all certainly play the main part in ones performance on an IQ test, just as they affect the persons performance in athletics, human relations and creativity. Of note here is the correlation with a persons IQ score and a persons intellegence. With all things equal I still say there would still be differences in IQ scores, due to differences in the human potential. The best athlete in the world may not be able to skate and be a terrible hockey player (but great at everything else), the smartest person in the world may not be able to write tests well, which is all IQ tests do ...measure the ability to write a test, it's just one aspect of a much larger picture.

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I didn't realize the question was asking for child rearing advice, but merely why if all are born on a level playing field (in terms of knowlege at birth) that some should display different levels of intellegence. I just mentioned the fact that it is a debatable relationship between IQ score and true intelegence. But ask and you shall recieve: In my opinion the best way for a parent to cultivate an inquisitive mind in their child is to lead by example. Ask questions, and seek answers (and since you're here, you're halfway there) make sure the child sees you (presumably the person he admires most) as a person who takes an interest in a wide variety of topics including sciences, arts, politics and writing. Make sure to include the child in discussions about the topics and to point out what you find to be the interesting parts of the topic discussed. Be sure to find out what the child finds interesting, and then support and validate that view (keep in mind it is a child's view). If the child feels his/her view is respected they will enjoy discussing topics and seek knowlege and understanding to better equip themselves to have more in depth discussions and thus gain even more respect (this is the most important thing to a kid ...to be heard) the important thing is for the child to be enjoying the discussions and enjoying the learning, if they are not enjoying it they are not learning nearly as much as they could. Of course, this is most effective when started at a young age, and the discussion is a two way street, when there is mutual respect between the child and the mentor (presumably, but necessarily, you as it could just as easily be an older peer having a less than favorable influence). Just an opinion, hope it answers your question, though not necessarily, the question at hand here! Thanks for the unfavorable rating though ...I appreciate it.

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We're cool! Thanks for updating the rating & comment (I didn't know you could)

IQ isn't about "knowledge", it is about the ability to acquire and retain knowledge, as well as the ability to figure out and solve problems. In that sense, we do not all start out on a level playing field; some people have a better ability to analyse problems and apply techniques to break them down and solve them from the get-go, as well as a better ability to grasp abstract concepts and better memory and information-retention.

These are things which we are partly born with, both from genetics and from the "maternal environment", but which we also need to develop. We need to have adequate good nutrition to fuel good brain growth, not just as children but before we are even born; later, we also need to be in an environment where there is an encouragement to play, learn and learn how to problem-solve.

In many cases, a child's IQ and general mental skills are _most_ affected by their environment, in terms of diet and nutrition and early mental stimulation. Only above a certain level of nutrition and mental/sensory environment does genetics kick in and have the greater effect. If all children had access to adequate nutrition and a good "learning environment", then there would still be differences because of genetics. However, at the moment there are still socioeconomic discrepancies which often account for the bulk of difference between people and populations.

This subject has been widely studied -- a small sample of recent papers out there includes:

Eric Turkheimer, Andreana Haley, Mary Waldron, Brian D'Onofrio, and Irving I. Gottesman, "Socioeconomic status modifies heritability of IQ in young children", Psychological Science, Volume 14 Page 623 - November 2003

Debbie A. Lawlor, Jake M. Najman, G. David Batty, Michael J. O'Callaghan, Gail M. Williams and William Bor, "Early life predictors of childhood intelligence: findings from the Mater-University study of pregnancy and its outcomes", Paediatric & Perinatal Epidemiology, Volume 20 Page 148 - March 2006

Nicole Harlaar, Lee M. Butcher, Emma Meaburn, Pak Sham, Ian W. Craig, and Robert Plomin, "A behavioural genomic analysis of DNA markers associated with general cognitive ability in 7-year-olds", Journal of Child Psychology and Psychiatry, Volume 46 Page 1097 - October 2005

Enrico Mezzacappa, "Alerting, Orienting, and Executive Attention: Developmental Properties and Sociodemographic Correlates in an Epidemiological Sample of Young, Urban Children", Child Development, Volume 75 Page 1373 - September 2004

Genetics, environment, nutrition, health care, education and family income all play a part in IQ. When the living environment is free of stress even the predetermined genetics of IQ could rise.