Heredity & Environment
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In the context of the 'genetic and environmental determinants of intelligence and cognitive development', regarding the neuro-cognitive profile of the 'twin studies' propounded by Thomas Bouchard and the Minnesota Twin Family Study, the genetic heritability activation dynamics of the brain's 'cerebral cortical thickness' and 'white matter integrity', and their reciprocal interrelationships with David Wechsler's and Robert Sternberg's 'Triarchic Theory of Intelligence', along with their implications for modern primary inclusive classroom teaching, cognitive diversification, and the maximum enhancement of intellectual capacity in students, which of the following statements is most appropriate and true?
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Detailed Explanation
Detailed Explanation
This question examines the complex interplay between genetic and environmental determinants of intelligence, integrating neuro-scientific findings with educational psychology.
Option B is correct because twin studies (such as the Minnesota Twin Family Study by Thomas Bouchard) demonstrate that genetics establish a baseline or 'reaction range' for cognitive potential. However, environmental enrichment, educational interventions, and inclusive pedagogical practices—supported by theories like Sternberg's Triarchic Theory—play a crucial role in actualizing an individual's intellectual potential within that range.
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