The Effect Of Iq Scores

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.

Sir Francis Galton (1869, 1883) quantified traits that were assumed to be correlated, and developed the first comprehensive test of intelligence. By the end of the 19th century, the foundation was laid for modern day intelligence testing (Wicket, 1998). In 1905, the French psychologist Alfred Binet published the first modern intelligence test to identify students who needed special help in coping with the school curriculum (Neiser, et al. 1996). Shortly thereafter in 1908 and 1911, Alfred Binet and Theodore Simon published revisions of the Binet intelligence test (Wicket). The mental age concept was adopted to express the results in adequate units. The concept is based on an individual’s performance in comparison to the average performance of individuals in a specific chronological age group (Kaplin, & Saccuzzo).

In an intelligence-based economy, education is important to national prosperity and individual success. Huge achievement gaps and opportunities must shrink to non-existence, and every student must receive a well education that prepares them for college and careers in the world as it is today. Comparing the United States education system to other countries shows that the United States scored lower than nineteen other counties and education systems in reading in the 2012 Program for International Student Assessment. Germany and Poland in particular are two countries that have now surpassed the United States. During the same study, scores showed that twenty-nine nations outperformed the United States by a large amount in mathematics, and in science, there have been twenty-two education systems that scored higher than the United States (Heitin).

Gladwell reveals that to excel in the world, one must be born with or introduced to the right tools. These tools may include being born into a high class home, when one is born, as well as being recognized early in school. When Lewis Terman, in 1921, conducted the Genetic Study of Genius observation, he only took into account the subjects I.Q. scores. It wasn’t until later, when he noticed the divergence of three different groups A, B, and C, did he realize that it wasn’t only about scores. The groups were separated by societal class, group A born from the high end of the scale while C was from the lower end. Group A, as well as most of B, did superb at the same time that group C fell out. Intelligence

Passion and determination towards long term goals (otherwise known as ‘grit’) are parts of cognitive development. (Kantrowitz 2016). Grit is seen to be necessary for academic expertise in all fields ranging from sciences to the arts. (Ericsson, Prietula and Cokely 2007). Natural born Intelligence Quotient, also known as ‘IQ’, is described as a person’s ability to complete problems and understand concepts. This is compared across the population to give an average IQ score (Latham 2006). However, can this number accurately measure whether a human will become an expert in a field sooner than a grittier person? The focus of this essay is to evaluate whether grit or IQ has the most positive effect on cognitive development.

Also, in the early 1900’s there were different intelligence test conducted mainly to “justify racial and ethnic discrimination”. According to the understanding race website, “The results of these intelligence tests were influential in shaping U.S. immigration policy that limited immigrants from Southern and Eastern Europe, and in justifying race-based segregation in public education, and U.S. conscription during World War I. Previously, the scientific debate centered largely on perceived differences in racial intelligence based on cranial size”. (Science: 1900s-1930s Race and Intelligence)

“The Flynn Effect is the tendency of IQ scores to change over time, and specifically, the apparent increase in intelligence in the general population evidenced by a steady increase in IQ scores. It was first noticed by James Flynn” (The Flynn Effect). As years went by and IQ tests were restandardized, it was noticed that when previous tests were taken the outcomes were better on the previous tests than the tests that were in current circulation. The Flynn Effect has a number of factors that can attribute to the effect taking place. One factor in particular that has been discussed by many different people is the factor of overall better nutrition. Overall better nutrition has occurred in many places over the last 100 years or so. This improvement has been linked to head growth, earlier maturation of children, increased height, and faster growth (Williams). Increased head growth most likely means that human brains are growing which can subsequently be linked to the increased intelligence that is proven by IQ scores. The earlier maturation and faster growth of children can also be linked to how a population’s intelligence improves over many years. The Flynn Effect and nutrition are related through the correlation of increased intelligence and increased overall nutrition.

In the early 1900s, IQ test was originally developed by the French psychologist, Alfred Binet.

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)

Research shows that there is a correlation that shows the relationshop between the IQ and the grade point average of students. It was found that the correlation is strong at a .75 because it’s a direct relationship. For instance when someone has a higher IQ they are more likely going to have a higher GPA. However although the correlation shows a higher IQ means higher GPA does not mean that is the only reason the GPA is rising, it could be because they hired a tutor, have been studying more or are maybe just in more interesting classes. In correlation studies they show that there is a relationship between two different variables however it is not evidence or proof in any way. The reason it isn’t proof is because it has not been proven that they are directly the reason for the relationship however that they do have common results. Some of the reasons correlation cannot prove anything is because of the limitations; these would be the lack of information about the correlation, sample size or the standard deviation. In our text it states “If the word correlation is broken down co-relation it is expresses what is meant: The characteristics are related and the evidence for the relationship is that they vary together, or co-vary. As the level of one variable changes, the other changes in concert, this happens because both variables contain some of the same information. The higher the correlation the more they may have in common” (Tanner,2011).

Many people often wonder what makes them who they are--what creates their identity. Part of a person’s identity is his or her ability to succeed in school, comprehend complex concepts, and invent creative ideas. This is intelligence--a complicated trait that involves and is affected by many different factors. A person’s intelligence is his or her general cognitive ability, including abstract reasoning, sensory reception, planning, problem solving, understanding, and the ability to learn (Plomin). Not only does intelligence involve these abilities, but it is also dependent upon a person’s willingness to act on his or her capabilities and function to his or her full potential. Intelligence can be measured by “Intelligence Quotient” tests, but because of the way these tests function, results are depended upon a person’s willingness--rather than ability--to perform the requested tasks. It is important today to recognize the various influences on intelligence so that a person can face the modern world knowing that his or her abilities are not solely the result of genes inherited from his or her parents but can be manipulated in several different ways. Intelligence is a complicated part of a person’s identity that begins to develop from the moment of conception and continues through that person’s life, being influenced by genetics, environment,

One of the mains strengths of IQ testing is the ability to find out if a person has the aptitude to learn. IQ test have also been used to admit people into prestigious organizations and to put children in special education programs. IQ testing also further breaks down peoples strengths in specific areas such as math, music, science and language to name a few. This can be very helpful in guiding a person into a specific field of study. IQ test are used to award grants and scholarships to gifted students in order to get the best and brightest students properly educated. IQ testing also shows what weak areas a person has and helps them to improve upon those weaknesses.

These questions are some similar to what you'd find on today's most widely used intelligence tests the wechsler adult intelligence scale or wais and the wechsler intelligence scale for children or wisc. Originally published by psychologist david wesler in 1955 the current edition of the exam consist of 15 different sub test that test things like vocabulary similarities between objects and concepts and patterns and letters and numbers cognitive tests usually fall into one of two categories, achievement test or the kind that reflect what you've learned and aptitude tests the kind that's supposed to predict your ability to learn something new the wais and the wisc are aptitude tests and your final exam at the end of your math class is an achievement test well how do we know if an intelligence test or any other test for that matter is actually any good to be widely accepted a test must hit three important marks it has to be standardized reliable and valid . Standardization is basically about comparability weather answer 15 or 50 questions correctly on a test actually means very little until you compare those scores against how others perform so to achieve meaningful comparisons test makers must first give the test to a representative sample group which sets the standard by which to compare future test-takers . you probably heard of a bell curve whether you're measuring height or mental aptitude or love the beatles it's often assumed that everyone your measuring fall into what's

But the idea that only a small fraction exists is incorrect. General intelligence scores of a population change over time, and this phenomenon is referred as the Flynn effect. Psychologist James R. Flynn who focuses in researching intelligence monitored the comparison data from intelligence test such as the Standford-Binet and the Wechlester tests from 1932 to 1981 (Levi, 2014). He showed that each edition established a higher standard than its precursor, and there was a total apparent gain in mean intelligent quotient (IQ) amounts to about 14