The Measure Of Intelligence : Intelligence

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There are a slew of tests that attempt to measure how intelligent human beings are. They all measure different aspects and those factors will be covered here. One of the misconceptions is that the tests measure inborn intelligence. Few of the activities are designed for that purpose. They actually measure a person’s interaction with the environment and what they have learned from that interaction. The most common tested aspect is critical thinking. Instead of straightforward questions, intelligence tests offer questions with a twist. It is assumed that the most intelligent people will see obvious flaws in the obvious answers (Steinberg & Williams, 2015). Some intelligence tests also measure reflexes, both mental and physical. The assumption is quick reaction times reflect an active brain and in the line of thinking, a more intelligent person.

On the contrary, those people who scored low on one kinds of ability test, were more likely to score badly on others as well. Meanwhile, Spearman also concluded that intelligence is a cognitive ability which could be measured and expressed numerically.

The WISC-IV is a test of cognitive abilities that measures four global areas and combines them to provide a full-scale intelligence quotient. The four areas include Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. The results of the current test conducted on Leo Marcelynas indicate that his Full Scale IQ (FSIQ) is 101. It can be stated with 95% confidence that Leo’s FSIQ falls between 96-106, indicating that he is functioning in the Normative Average Range of intellectual ability. Given the consistency among his scores on Verbal

Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.

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).

Human intelligence is one of the most complex and abstract things in the world, but because of one test created by Lewis Terman, a professor of psychology at Stanford University, we are able to see it as a small, simple number (Epstein, 1973). An Intelligence Quotient (IQ) Test scores human intelligence on a numerical scale. Within this scale there are several categories which people are placed in as shown in Table 1. These scores, categories, labels, are tidy, easy to remember, and can greatly influence one’s life. They can act almost like a name tag, and become an identifying factor wherever you go.

Each one of them are different and that’s why we asked ourselves is it really just one way to measure everyone’s intelligence?

Intelligence tests are inaccurate to measures true ability of a person because genes affect how a person responds to their surroundings, the tests cannot measure the person biological makeup or his true potential for being “smart”.

In the earlier year of psychology and research there had been ways on how to calculate different subjects that would be used to portray the demographics of social groups. One of which is intelligence testing. Looking back in the history of intelligence testing, there had been many studies conducted on intelligence that indicated some strong theories on what determines intelligence. The most controversial involving race and ethnicity. Modern research has made much advancements to say that these researchers did not realize was that there was much flaw in their procedures. Not to mention that the obliviousness may have been a result of subjectivity. These claims can be invalidated by many studies with revealing the

This paper examines standardized tests and what makes them an unreliable medium to gauge intelligence on. It analyzes what personality traits can lead to alter test scores and how often these traits are completely unaccounted for. Test score differences based on economic status and ethnicity is also discussed. It also explores how standardized tests usually only analyze one form of intelligence (fluid or crystallized) and thus is not an accurate portrayal of a person’s overall intellectual merit. The differences between the BIS (Berlin Model of Intelligence

Upon completing the Intelligence Assessment, the results concluded I have room for improvement for others emotions. One way I can honestly say I can improve this area is by being more sensitive to others feelings and emotions. I am the type of person when I have my mind made up for something and others don’t seem to agree, I could care less about what they feel or think. In other to improve this area, when dealing with these types of situations, I think I should think twice before reacting and I should also think about it from both perspectives.

Growing up, I never really had a problem with tests. I didn’t necessarily enjoy taking them, however I—thankfully-- never got too apprehensive. I looked at them as a way to determine my intelligence, and would gladly share my scores—both good and bad—with my peers. Looking back on my perception of tests, I find that my point of view was ignorant to the fact that test scores—whether they are standardized or not—do not determine a person’s intellect.

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,

When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because