Is IQ Testing Biased?

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When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

Furthermore, it could be argued that other skills such as the ability to work as part of a team, or the ability to show empathy correspond to more “real life” sources of intelligence that determine a person’s ability to achieve in life. Such cognition is arguably more complex which leads to the suggestion that other sources of variance such as cultural, environmental and other non-cognitive factors effect and shape a person’s ability to understand and evaluate the world. The idea that IQ differences reflect cultural “distance” rather than a cognitive “strength” is simply recognising these factors and implementing contextual testing of a person’s ability through more than one testing basis.

This papers division is into four paragraphs, three of which contain examples from re-search papers about the invalidity of IQ scores. The first paragraph contains the first example about the Flawed IQ score system and to show that IQ score differs from real intelligence .The second example, debates the validity of IQ test and does it really measure Intelligence. The third paragraph addresses the result of the experiment concluded about the validity of IQ tests .The last paragraph contains the final conclusion and analysis and the works cited is provided after the concluding paragraph.

In today’s modern world, recent scientific research has been conducted, which reveals that world-wide IQ test scores have risen, and continue to rise every year. In Alison Gopnik’s article, “Smarter Every Year? Mystery of the Rising IQs,” she discussed how these recent scientific discoveries relate to our society throughout the last century. It is evident that in our society a person’s level of intelligence is extremely important in our culture which is obsessed with being knowledgable. In her article, Gopnik addresses the historical evidence that supports the conclusion that people are getting smarter as the years go on because of today’s society. Gopnik effectively explains the fact that people’s IQs are rising every year, by using the results

Each theory of intelligence has not only a different method of testing intelligence, but also a different definition of intelligence, which each creator ascribes to. Stanford-Binet Intelligence Scales (Terman, 1916), or IQ tests as they are commonly referred to as, are currently one of the most widely used tools for intelligence measurement, however, research suggests they are a poor predictor of future academic success for particular cultural groups (Gardner, 1993). In one of the largest neurocognitive-based intelligence studies performed to date, it was revealed through the observation of neuroimaging data that IQ scores alone were not likely to indicate a fundamental intellectual ability because intelligence is composed of multiple anatomically distinct components (Hampshire, Highfield, Parkin, & Owen, 2012). Considering this development, it would appear that IQ tests are only measuring one subsection of intelligence, located in the frontoparietal cortex (Gray, Chabris, & Braver, 2003; Hampshire, Highfield, Parkin, & Owen, 2012). In order to provide analogous statistics to base research upon, it is vital to create multifaceted, culturally sensitive measurements because cultures differ greatly in the emphasis they place on certain aspects of intelligence (Sternberg, Grigorenko, & Kidd, 2005).

Intelligence quotient-also known as IQ-is the measure of the mind's ability to retain and interpret analytical facts. Educational institutes are largely conditioned to determine what the IQ score of a person is through standardized testing. These forms of testing are commonly focused on a person’s ability in short-term memory, analytical thinking, mathematical ability and spatial recognition. The standardized testing used in educational institute only accounts for a certain percentage of their actual IQ level. A person’s IQ proves how intelligent a person is, respective to the many forms of of acquiring knowledge-work experience, project experience, using the internet. The projection an educational institute suggests on a resume for a job screening, is that of the person's academic ability within the general demographic of persons with a similar IQ level-determined by a form of standardized testing. There are many assumptions that this statement suggestions. This revolves around the notion that individuals are attending institutes that respectively correlate to their

“Blacks still score below 75 percent of American whites on most standardized tests” (Jencks and Phillips). The belief that intelligence and aptitude are innate seems to be especially important in discussions of racial differences (Jencks and Phillips 6). White Americans score closer on IQ tests to other white populations across the globe than to the worldwide black average (Saletan 1). An important question that may come to mind is whether intelligence tests biased. Intelligence tests are likely to be culturally biased when a standardized test reflects what is learned through experience in a culture that does not regard to another race as highly (Young). For instance, if a standardized test result represented an ingroup preference exclusively than it may only measure a specific part of intelligence; for example the Wechsler Adult Intelligence Scale, WAIS, is more verbal while the Raven's Progressive Matrices, RPM, is more visual (Young). This may cause a majority of individuals with autism to do better on the RPM due to autistic students connecting with images rather than words. Young has stated that intelligence tests that only focus on certain neurological criterias and are not well indicators of intelligence due to it not equally indicating all types of intellect. Yet a majority of psychologists now agree that intelligence tests measure developed

The American Psychological Association studies have shown that environmental factors can contribute to an individual’s intelligence factor. Different revolution factors, natural selection factors, and environmental differences have an impact (Saletan 4). For example, a black kid living in a run down neighborhood may do worse than a white kid living in a rich neighborhood. Due to this, most children feed off of their peers, either at school or even at home. People in disadvantaged groups generally score lower on IQ tests than those who are not disadvantaged (Jackson 1). Different races have different advantages due to

There was a cartoon showing different animals, including an elephant, fish, seal, and monkey, lined up by a tree in front of a man behind a desk. The man said he was going to make a fair selection by giving them all the same test. The test was that they all had to climb the tree. In this case, the monkey probably was the only one that thought the test was fair. Welcome to the controversy over IQ (Intelligent Quotient) tests and cultural diversity.

There is a relationship between intelligence and culture because intelligence is culturally shaped and defined and some cultures support and identify it as very vital in the context of social and ecological aspects. In the early years, there was a bias towards intelligence tests because they used English language and culture. The formation of Wesler Adult Intelligence Scale, Fourth Addition (WAIS,IV) in 2008 by David Wesler was meant to minimise the bias. According to Westen, Burton and Kowalski (2006), intelligence assists human beings to take control of their lives and it varies cross culturally because the power dynamics differ in each society and this leads to differences in behaviour and line of thinking. These authors describe intelligence as multifaceted, functional and can be defined by culture because it is universal and studying intelligence using different culture as a sample that can be used to question Western ideas about intelligence with some emphasis on the assessment of skills and abilities using culturally appropriate methods (Benson, 2003)

The purpose of this paper is look at the difference between race and the intelligence quotient of the different ethnicities. This study is not meant offend anyone, the results are based off of independent studies and the self-supporting scientific evidence. The discussion of race and IQ is a despised topic in today’s society, due to individuals classifying the study as scientific racism. Therefore, the question comes if we should even pursue and see if there is a noticeable difference. I believe we should, not to use it to further discriminate, but just to help further understand the human body. There have been differences found, since the first world war when the army tested soldiers. Then there was a study of 6 million people who were study

Intelligence is not easily measured; there are many factors that influence the way we determine whether or not someone is considered “intelligent”, and many more to rank who is more intelligent than others. James R. Flynn, in his piece “The Sociological Imagination, and Kevin Warwick, in his work “Into the Unknown, both share a common argument: intelligence is subjective; therefore, social and environmental context should be considered. Both authors expand on the idea of nature versus nurture. Flynn’s main claim is that the way that intelligence is measured is flawed which is supported by his use of sub claims and evidence, such as intelligence is dependent on social scenarios and that Jensen measures intelligence only through Intelligence Quotient (IQ) and Reaction Times (RTs), in order to illustrate what happens when social awareness recedes into the background, he offers 14 specific examples that also serve as reasons (181). Warwick extends on Flynn’s argument; his main claim is that within a particular group what is regarded as intelligence is based on a general consensus, which naturally depends on the culture and values of that society (199). Although they extend on each others’ arguments, they have a particular opposing view: Flynn believes that IQ tests could be an accurate measurement of intelligence if social context was in taken into account; yet Warwick believes this impossible

The way Culture-fair IQ test is defined as an intelligence test. This form of examination is designed to assess intelligence of individuals without having to rely on knowledge. Intelligence has been defined as the capacity of an individual for logic, ability to comprehend, learning, creativity and problem solving. As for knowledge, it would be defined as the facts, information and skills obtained by a person through experience or education. This examination was created to be fair to different type of individuals from different type of cultures. The structure of this exam consists non-verbal questions but of paper and pencil questions that involve relationships between figures and shapes.

The most important issue in selection is determining the validity of the selected method (Scroggins et al. 2008, 186). General mental ability tests, or intelligence tests have proven to be nearly the best indicator of a candidate’s ability to perform a specific job (Partnership for Public Service 2004, 4). However, this type of test has also been proven to have different results on different groups. Different racial groups perform differently on intelligence tests, particularly IQ tests (Scroggins et al 2008, 193).