Nisbett's Confidential IQ

Knowledge isn’t all about what people know or how well they are in school. IQ tests test the intelligence of the person; however they test the pure thinking capacity rather than what people know. This means that intelligence comes from the entire cognitive thinking ability and not what they

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).

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

According to Nesbitt (2005), other researchers misrepresented standardized tests by associating intellect with heritability. IQ testing to dissimilar cultural groups/people with disability opposes questions as to what IQ really measures. According to Arnold et al (2011), IQ testing generates a floor effect when pertained to people with lower IQ's. Example, in a practice IQ scores beneath a definite cut-off are still being utilized to conclude and categorize an individual’s intelligent disability. An alternative explanation to this matter would be to evaluate people from dissimilar culture groups and or those with mental retardation and incapacities with more than standardized tests. As for the natural bias for the mentally retarded, individuals should be assesses based on their needs, and the atmosphere influenced within their lives.

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 knowledgeable. 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 of scientific research to support her point, and by explaining theories which state how the world’s social and economic environment are significant factors towards a person’s level of intelligence.

There they found that the race differences were drastically different from the average where white children scored and average of 106, Mixed-Race children averaged 99, and Black children’s average was 89. The model does have a defect, since poverty, slavery, and White racism has limited the normal levels of intelligence. The study made an analogy which I think help explain the limited intelligence levels. Corn seeds given a normal environment grow plants of full height whereas seeds given a deprived environment grow plants of stunted height. According to this view, cultural deprivation is the cause of any Black–White IQ differences. Another effect is environmental differences between the races, which include common or between family effects. So even if a child is brought up in a household or adopted, each child will be raised the same way. Therefore, leading to a better chance of them having closer to the same IQ test. There are things that could affect this idea, for example different genetics or an event that one sibling experienced but not the other. As children get older, if they are not related, they will grow to be different as they start to reach adulthood. A person's genetic similarities increase as they age, but IQ does decrease in a shared home environment. If someone is born or raised in an academically based parents, they may inherit their

With IQ testing and the commonly-held belief that intelligence is fixed and static, receiving those test scores can positively or negatively impact a student. Trained psychologists are required to administer and examine IQ tests, however this task is often given to undertrained teachers. With a lower score, students may stop trying in school, thus it is crucial for educators to realize the limitations of a test score (Law, 1995, p. 9). Any test or combination thereof will only provide an estimate of knowledge and not an absolute. As quoted in Ford (2004), the Office of Civil Rights (2000) stated “No single test score can be considered a definitive measure of a student’s knowledge” (p. 15). Also, many believe that IQ equals innate ability, leading to discrimination. Gregory (2004), as quoted in Ford, recognized that a test score is neutral until we assign it value (2004, p. 7). The national and global impact of identification procedures is huge. Underutilized talent is not developed properly in school, leading to less overall contribution to society and especially the economy (Warne 2013 p. 488). Consequently, the country as a whole would benefit from reformed gifted identification

Many people accuse IQ tests to be biased against an assortment of cultures. Intelligence has been proven to be affected by environmental factors (Cherry), and typically this includes one’s culture and upbringing. One’s culture can influence many things, as simple as what intelligence is to how people look at the world around them. According to Dr. Robert Serpell, in the some of the more rural areas of Africa, when parents talk about the intelligence of children “they prefer not to separate the cognitive speed aspect of intelligence from the social responsibility aspect” (Benson). The Luo tribe in Kenya has four aspects to their views on intelligence, these aspects include academic intelligence, practical thinking, comprehension, and social

While the intelligence quotient can be shaped from a variety of sources ranging from biological to environmental influences, the correlation between an increase of IQ with classical music cannot be implied with a cause and effect relationship without consideration for other variables or a different interpretation of the relationship. Since the research did not specify the control variables within the experiments done on mothers, it is important to consider third variable problems in situations where the parents of the fetus may have an influence on the development of the baby based on their actions and genetics. For example, while all of the mothers were subjected to the same classical music, the variations between the habits of each individual may have effected the results through differences in the development of each infant (e.g. drugs, unhealthy diet, lack of eating).

The poster being critiqued uses a ‘family tree’ theme to convey the theory of heritability of intelligence. The theme logically fits the theory and, to some extent, is memorable. However, there is arguably too much text for the poster to be understood in a few minutes. The poster also includes information about environmental factors that influence intelligence, potentially distracting the viewer from the main concept of heritability. A solution to these critiques is to focus solely on the theory of heritability, thus minimising text and preventing confusion.

Another debate was provoked by American psychologist Arthur Jensen that argued that 80% of intellectual abilities of a person come from his or her genes. He made this assumption after conducting an experiment were he evaluate IQ of African race against Caucasians and identified that the former had significantly lower IQ points. For many environmentalists, however, such drastic differences in IQ testing are due to socially biased methods of testing (McLeod). Moreover, it only proves that society is very important in enhancing or decreasing intellectual abilities as the majority

According to my textbook, there is not a good grasp on what intelligence really is. There are positive outcomes for the IQ testing. Some of the strengths for testing young children is that it allows teachers and parents to channel additional resources to the students. The IQ tests can also help determine whether or not a kid is struggling and or gifted. The IQ tests can help students understand and focus on their intellectual strengths.

Many factors affect our intellectual sharpness. Especially, as adolescence and emerging adulthood. Where our intellectual sharpness as individual in society are being put to the test. Intelligence is ones aptitudes to comprehend and deal with one's environment and emotions context all through our lives. In view of the individual's sharpness he or she could have a successful life, for example, having effective and strong relationships with family, friend and so forth. There are components that impact an individual intellectual sharpness. These elements are identity, family, culture, religion, experience, and context he or she is in, yet we must not ignoring that these components are differed starting with one individual then onto the next.

While this assumption is accepted by a majority of geneticists and behavioral scientists, there is great disagreement on the degree of influence each contributes. Arguments for environmental influences are compelling; at the same time there is growing evidence that genetic influence on intelligence is significant and substantial (Eyesenck, 1998; Mackintosh, 1998; Plomin, 1994; Steen, 1996). The purpose of this paper is to explore the question: "How is intelligence influenced by heredity and environment?"

Much has been written and researched on how to resolve problem faced above I will not focus on these issues but rather divert focus on the topic not discussed in much detail so far on what really determines ability per se. From last few decades IQ and KWW are the two important measures used to estimate unobserved ability, thus my focus will lie on effect of IQ level on education and can it be replaced with ability variable.