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There are countless ways in which this can happen. Language and other cultural barriers cause intelligence tests to produce underestimates of intelligence. It is quite common to fail to get sustained optimal effort from young children and from people with a number of mental disorders.
In these cases, all but the most obtuse clinicians will recognize that something is amiss and will take appropriate action e. Unfortunately, a single obtuse clinician can do a lot of damage. It is almost impossible not to be angry when we hear about incorrect decisions that result from misleading IQ scores.
It is fairly common to hear members of the public and various kinds of experts to indulge in the fantasy that we can do away with standardized testing. The reason that it is important to read the works of Binet is that in them we have a first-hand account of the nasty sorts of things that would likely happen if such wishes were granted.
It seems obvious that when we are faced with a decision between doing The Wrong Thing based on false information from an IQ test and doing The Right Thing by ignoring the IQ test when it is wrong, we should do the right thing.
Unfortunately, we do not live in that universe, the one in which we always know what The Right Thing is. In this universe, there is universal uncertainty, including uncertainty about what we should be uncertain about. IQ tests, error-ridden as they are, peel back a layer or two of uncertainty about what people are capable of.
In the right hands, they work reasonably well. They are approximately right more often than they are grossly in error. If we did not have them, we would fall back on far more fallible means of decision making. Much of the unease about standardized tests can be eliminated by assuring the public that few tests are used to make decisions in a truly mechanical manner.
As professionals who use standardized tests, we need to communicate what it is that we actually do. For many decades, the use of holistic judgment and statistical decision rules have co-existed in a state of constant tension. This is a healthy state of affairs. Standardized tests provide a sort of anchor point for human judgment. Unaided human reason is typically very bad at calculating relevant probabilities.
Without standardized tests, hard decisions about diagnosis and qualification for services will still be made, but they will be made in a more haphazard manner. On the other hand, without reasonable safeguards that allow for human judgment, standardized tests become arbitrary tyrants.
Usually when we interpret cognitive ability test data, we go with what the numbers say. Sometimes, the numbers are good first approximations of the truth but need a small adjustment. Sometimes, however, they are not the truth, not even approximately. It is our prerogative to override what the numbers say when failing to do so would be illogical, impractical, or morally outrageous.
The exercise of this prerogative can, of course, become a problem of its own if it is invoked too frequently. If we think of IQ as an estimate of pure potential, including acquired knowledge tests in IQ is a very bad idea. We have pretty good tests that estimate various kinds of raw cognitive power e. We have reasonably good tests of reasoning ability that do not require specific content knowledge.
However, if we think of IQ as prediction devices, there is no better predictor of future learning than past learning. Furthermore, past learning does not just predict future learning—it often enables it. Well-designed knowledge tests do not just measure memory for stupid facts. Rather, they measure understanding of certain cognitive tools that facilitate reasoning and problem solving. To take an obvious example, knowledge of basic math facts e. In a less obvious way, knowledge of certain words, phrases, and stories facilitate reasoning.
IQ test measure knowledge of well-chosen words, phrases, and stories because people with this knowledge are likely to be able to exercise better judgment in difficult situations. Certain vocabulary words allow us to communicate complex ideas succinctly and make us aware of distinctions that might otherwise escape our notice. In some cultures, personal bravery is a primary virtue and cowardice is to be avoided at all costs. In such a context, there are great advantages in having words that distinguish between admirable fearlessness heroic, courageous, valiant and foolish fearlessness reckless, brash, cocksure.
Perhaps even more important is the distinction between shameful fear faint-hearted, spineless, milquetoast and wise fear wary, prudent, shrewd. Knowledge of such words allows a person to communicate with peers about the need for caution without being accused of cowardice. Otherwise, if there is no honorable way to talk about caution, the honorable are left with no choices but folly and self-destruction. I may be overstating my case a bit here for effect but it is no exaggeration to say that words are powerful tools.
People without those tools are at a severe disadvantage. Proverbs, too, are tools, little cognitive enhancers. Choosing which proverb fits the situation, of course, still requires judgment.
Hammers are great—but not for tightening screws. Most events in history are immediately forgotten, even by historians. Those that are recorded tend to be important. Those that are repeated and remembered over centuries tend to contain something of central importance to the culture. Certain key episodes from history serve as templates for our decision-makers e. In a democracy, it is of vital importance that make of us have many good templates from which to draw.
Without deep knowledge of the history of the early Roman Republic, George Washington might not have seen the wisdom of relinquishing power after two terms. It is one thing for voters to understand in the abstract that term limits are there for a good reason.
For a republic to be dictator-proof, it must have a long tradition of honoring powerful and popular leaders for stepping down voluntarily.
Crystallized Intelligence Visualized. No psychological or academic test measures anything to the same degree in all children. It is true that well-designed tests of abstract reasoning reduce the need to have specific content knowledge.
However, the process of engaging in abstract reasoning is itself learned and very much influenced by culture. James Flynn has been most articulate on this point. It is right to measure abstract reasoning capacity but it is a mistake to think of the ability and willingness to engage in abstract reasoning as divorced from a number of important concrete cultural realities.
Some cultures must emphasize the practical here-and-now of day-to-day survival over the what-ifs and maybes of the never-gonna-happens. Ancient Greek culture was very strange in its appreciation for abstraction though not unique—India is the cradle of many an abstraction and Arabic scholars, with their placeholding Arabic numerals, gave us the ultimate tool for managing abstractions: algebra.
Truth is, most ancient Greeks probably did not care much for abstraction either. When Greek philosophers began systematically exploring the realms of abstraction, it was dangerous territory.
Socrates, with his crazy questions, was seen as a real threat. Our capacity for abstract reasoning is a recent innovation on the evolutionary time scale. As capacities go, it is a half-baked and buggy bit of software—it is fragile, inconsistent, error prone, and easily overridden by all sorts of weird biases. It is disrupted by being a little bit tired, or distracted, or drunk, or worried, or sick, or injured,…the list goes on and on. Almost every psychological disorder, from depression to schizophrenia, is associated with deficits and inefficiencies in these systems.
Yet, in this era, those members of our society who master the tools of abstraction can leverage their advantage to acquire unprecedented levels of wealth. They also come in pretty handy for those of us who derive deep satisfaction from scientific exploration and artistic expression.
Which do you think is more important, high IQ or high intellectual curiosity? The relationship between IQ, curiosity, discipline, and achievement is like that of length, width, depth, and volume. I was intrigued by this Susan Sontag quote that someone I follow retweeted. Then I found and fell in love with the whole essay. But some students struggle in school because of a weakness in one specific area of intelligence.
These students often benefit from special education programs. IQ tests can help teachers figure out which students would benefit from such extra help. Many colleges and universities also use exams similar to IQ tests to select students. And the U.
These tests help predict which people would make good leaders, or be better at certain specific skills. Most non-experts think intelligence is the reason successful people do so well. Psychologists who study intelligence find this is only partly true. IQ tests can predict how well people will do in particular situations, such as thinking abstractly in science, engineering or art.
Or leading teams of people. Extraordinary achievement depends on many things. And those extra categories include ambition, persistence, opportunity, the ability to think clearly — even luck. IQ tests have been around for more than a century. They were originally created in France to help identify students who needed extra help in school. The U. Leaders in the armed forces knew that letting unqualified people into battle could be dangerous. So they used the tests to help find qualified candidates.
The military continues to do that today. IQ tests have many different purposes, notes Joel Schneider. He is a psychologist at Illinois State University in Normal. Some IQ tests have been designed to assess children at specific ages. Some are for adults. And some have been designed for people with particular disabilities. But any of these tests will tend to work well only for people who share a similar cultural or social upbringing. Knowledge-based questions test what a person knows about the world.
What is abstract art? What does it mean to default on a loan? What is the difference between weather and climate? These types of questions test whether someone knows about things that are valued in their culture, Schneider explains.
Such knowledge-based questions measure what scientists call crystallized intelligence. Some deal with memory. For example, test-takers might have to figure out what a shape would look like if it were rotated. Aki Nikolaidis is a neuroscientist, someone who studies structures in the brain.
He works at the University of Illinois at Urbana-Champaign. In a study published earlier this year, he and his team studied 71 adults. They did this using a brain scan called magnetic resonance spectroscopy , or MRS. It uses magnets to hunt for particular molecules of interest in the brain.
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