The Truth Behind Iq And Iq

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.

Amy Tan also felt that standardized tests could not accurately determine a person’s intelligence. She effectively makes her argument by using rhetorical devices such as, “I wanted to capture what language ability tests could never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts” (Tan 768). When she said that standard tests cannot determine a person's true intelligence, she was trying to say how people have different ways of thinking and different types of intelligence, and yet these standard tests only can measure a certain type of intelligence; therefore it really is kind of unfair, for lack of a better term.

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

Additionally, Albert Einstein once said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” There are different forms of intelligence that go beyond what our school system measures. Students are not a unit to be measured, and students cannot be assigned a numerical value to identify their intelligence. Students are diverse—they learn at different speeds, and they learn in different ways. Focusing solely on test scores is hurting our students and deviating away from building our society on success and excellence. Critics are slowly realizing the problems associated with standardized tests—they create anxiety, they are extremely biased, and they do not measure the ability to think deeply.

     Since the development of the intelligence quotient, schools in every part of the world have been using the IQ test to categorize millions of students into three groups. These three groups, which are the gifted, the average, and the retarded, are falsifications that perpetuate in our world culture and cause many gifted students to be deemed retarded and vice a versa. Why then is the IQ test so heavily relied on in our school systems? For schools the answer is simple, an I.Q. test is a reliable predictor of a students later performance in academics. This answer is relatively true, but where the I.Q. test falls extremely short is with testing the multiple

Whilst it is understood that this inaccuracy ranges by 4 points from the test subjects score, Simon Whitaker argues that as IQ tests were designed based on average intelligence rather than every ability, the inaccuracy of the test scores for those with a lower IQ is even higher, stating that the score can be as imprecise as 13 points either way (add ref). this of course if of importance as 13 points could mean the difference between an individual being diagnosed as having a learning disability or considered as having a low IQ, and vice

The main purpose of addressing the issue is to prove IQ scored is biased and spurious .Various articles and research papers prove that IQ scores fail to reflect a person’s intelligence. This top-ic is important because due to flawed IQ scores every year, many students are assigned to the wrong class, for example an intelligent student with a low IQ score is assigned to easier class and a student with a high IQ score who may not be intelligent in a particular field is assigned to a higher level class which can be difficult for that student. IQ Tests need to be redesigned to re-pair this major flaw in our academic system

IQ tests measure cognitive ability, but they usually assess cultural learning more than pure, natural intelligence.

I believe that Gladwell’s purpose for writing “The Trouble with Geniuses Part One and Two” is for individuals to reevaluate the way that society defines and calculates a genius. According to Gladwell, society continues to make the mistake of not understanding what an outlier truly is. I believe Gladwell’s true purpose is to have individuals question the norms that have been set into place by society when it pertains to labeling someone as a genius. Specifically, those who are put into a position of prestige and or great admiration. Gladwell, wants individuals to question the determining factors which allows people to become an outlier.

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. On one hand, many people believe that standardized testing should not be used because they say it is not a good way to judge a person’s real-world intelligence. On the other hand, however, others argue that standardized testing is an excellent way to predict a person’sintelligence. A professor at the University of Delaware named Linda S. Gottfredson wrote an article explaining the pros of standardized testing. In this article she states that standardized tests are a great tool for finding out how intelligent an individual is. While many people agree with her on that they do not think that intelligence has a direct correlation with how well a person is able to perform a job. Gottfredson disagrees with this statement by saying that studies have been done proving that people with higher IQs are able to perform their jobs better than someone who has a lower one. She also goes against the idea of job training is more important that intelligence.

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.

Although many believe in the IQ data levels given to each student to be sound data, but the system is completely flawed. The first and ultimately most prevalent in accuracy is the of scoring errors. A study from______ explains that many times the handwritten essay portions are graded and examined by underpaid workers with no prior English training and is not qualified for such grading. This grading system leaves room for biased and tampered results. A worker without experience may not recognize the flaws in the wiring, or even in the answer to the question. This student due to the unrecognized flaws may be given an outstanding grade that would be meant for a student that has had prior knowledge in the subject and has exceptional work. Causing the tests to falter and making the writing portions grade become unreliable and unimportant. If these tests are not important enough to be graded by thoroughly train and qualified scholars, there is no need that these tests be made mandatory and be held to be high stakes

employment. The average person tends to trust the IQ test and other forms of intelligence testing

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”.