IQ Scores

Child With High IQ

Parents may be surprised to discover the following facts about IQ and IQ testing.

1. IQ stands for Intelligence Quotient. But it is debatable whether IQ tests really measure intelligence (or whatever it is we mean by "intelligence" - psychologists have been divided for years). IQ tests do not take into account aspects such as creativity, artistic or musical talent - a child can most certainly be "gifted" without having a high IQ. Nor do IQ tests take into account qualities such as leadership which will have a huge impact on the child's life. They cannot be taken as any kind of indicator of success in future life. It is dubious as to whether IQ scores have any real value of their own outside the educational system.

2. However unimportant IQ is in itself, your child’s IQ score will have a serious impact on his or her schooling. It may well determine which class he or she is put in and can therefore have far-reaching effects. It is a fact that children achieve better academic results when in a class with more able pupils. It is therefore in your child's interest that he or she gets a place in the highest class possible for his or her abilities.

3. IQ test results can be very unreliable. Research has shown that 50% of children will achieve a score varying by 5 points in either direction when retested, some as much as 20 points! The most unreliable tests are group tests (rather as individual tests) which are usually the kinds of IQ test used in schools. The teachers responsible for carrying out the tests are often not trained adequately, which may make the results even more unreliable.

4. The IQ of an individual is not innate or fixed. Many parents assume that the IQ score is something innate to their child, that he or she will have to live with it for the rest of their lives. This is not the case. The IQ can change significantly - either decrease or increase - due largely to environmental factors. It is not fixed at any time.

Smart Kid With High IQ Score

5. Statistics show that the IQ of children is related to their environment. Parents can raise their child’s IQ by providing the optimum environment and stimulating the child in the right way. It is proven that IQ scores can be significantly raised by practising IQ tests.

6. It is dubious as to whether IQ tests actually test any kind of innate intelligence. You can see this when you examine an IQ test. Much emphasis is placed on aspects which are in fact "learnt" rather than innate - in particular, a heavy emphasis on verbal expression (vocabulary and proverbs) which is commonly taken as a useful intelligence indicator, however depends greatly on the kind of environment in which the child has been raised, and what kind of training he or she has received. Given that the IQ is not innate or fixed, and that such an importance is attached to IQ scores in the educational system, it is the responsibility of the parents to assist their children as much as they can in achieving as high a score as he or she is able to reach. The child will most certainly benefit.

More About IQ Scores

You Don't Have To Be A Rocket Scientist To Pass An IQ Quiz by Brian Fong

Q. Can you really tell anything about someone's intelligence by having them take an IQ quiz? A. The answer to this question requires a bit of background information, so let me put my professor hat on and tell you a story. An IQ quiz measures a person's Intelligence Quotient (IQ). IQ is calculated using this formula: IQ = 100 MA/CA where MA = Mental Age and CA = Chronological Age. The IQ test was originated back in 1905 by French psychologist Alfred Binet and his physician research partner Dr. Theodore Simon. These two guys came up with the "Binet Simon Test". This test's purpose was to measure the intelligence of retarded children.

The test was based upon several observations:

1. Children grow more mentally capable as they grow older.

2. Some children perform at higher grade and age levels than their actual grade and age level. While other children are just the opposite. The mental age (MA) portion of the formula is the age level that the child is found to perform at. For example, a 6-year-old who performed at the level of an 8-year-old, is assigned a MA of 8 and, of course, a CA of 6. Conversely, an 8-year-old, who performed at the level of a 6-year-old, is given a CA of 8 and a MA of 6. With me so far? If you are then you've already passed my IQ test because I'm starting to get confused and I'm the one who is writing this article!

3. Binet and Simpson also discovered that these gaps between MA and CA grew wider as the children aged. Our child who had a MA of 8 when he was 6, was found to have a MA of 12 by the time that he reached age 8. Conversely, the child who had a MA of 6 when he was 9, had a MA of 8 when he reached 12.

4. They also noticed that although the MA/CA gap widened as the children grew older, the ratio of MA:CA remained constant. This constant ratio was called the "Intelligence Quotient". The IQ quiz, or IQ test, was developed as a way of determining the MA:CA ratio of any person at any age.

So, what (if anything) can be deduced about a person based upon the results of an IQ quiz? According to an article "The General Intelligence Factor", Scientific American Presents "Exploring Intelligence", pg. 24, 1999, author Linda Gottfredson writes: "Adults in the bottom 5% of the IQ distribution (below 75) are very difficult to train and are not competitive for any occupation on the basis of ability. Serious problems in training low-IQ military recruits during World War II led Congress to ban enlistment from the lowest 10% (below 80) of the population, and no civilian occupation in modern economies routinely recruits its workers from that below-80 range." "Current military enlistment standards exclude any individual whose IQ is below about 85." "Persons of average IQ (between 90 and 100) are not competitive for most professional and executive-level work but are easily trained for the bulk of jobs in the American economy. By contrast, individuals in the top 5 percent of the adult population can essentially train themselves, and few occupations are beyond their reach mentally." "People with IQs between 75 and 90 are 88 times more likely to drop out of high school, seven times more likely to be jailed, and five times more likely as adults to live in poverty than people with IQs between 110 and 125. The 75-to-90 IQ woman is eight times more likely to become a chronic welfare recipient, and four times as likely to bear an illegitimate child than the 110-to-125-IQ woman.

Wow, those are some pretty dramatic conclusions that are based solely upon IQ as determined by an IQ quiz. If you believe what Ms. Gottfredson writes, then the answer to your question of "Can you really tell anything about someone's intelligence by having them take an IQ quiz?" is: It would appear so. Like any quiz, however, don't feel too bad if you "fail" an IQ Quiz. Some people just suck at taking tests!

And Even More About IQ Scores

What is the Theory of Multiple Intelligences? By Michele R. Acosta

Howard Gardner's theory of multiple intelligences is based on the premise that each individual's intelligence is composed of multiple "intelligences," each of which has its own independent operating system within the brain. These intelligences include: verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.

The verbal-linguistic intelligence is the use of both written and spoken language for the purpose of communication. Those possessing the verbal-linguistic intelligence are sensitive to the meanings, sounds, and rhythms of words. They love reading, poetry, tongue twisters, puns, humor, puzzles, and riddles.

The logical-mathematical intelligence is the use of abstract relationships presented in terms of either numbers or symbols. It also includes the use of logic and analysis in the sense of logically organizing an essay or analyzing poetry. Those possessing the logical-mathematical intelligence enjoy number games, problem solving, pattern games, and experimenting. They also do well with writing that involves exposition, argumentation, definition, classification, and analysis.

The spatial intelligence is the manipulation of objects within a given space, whether that space is the size of a piece of paper, a room, a building, or a town. Those possessing the spatial intelligence respond to visual cues and they like to invent and design.

The bodily-kinesthetic intelligence is the ability to use the body effectively to solve problems. Those possessing the bodily-kinesthetic intelligence enjoy dramatics, role-playing, dancing, and physical expression.

The musical intelligence is the ability to make use of the relationship between pitch, rhythm, and timbre. Those possessing the musical intelligence enjoy playing instruments, singing, and drumming, and they like the sounds of the human voice, environmental sounds, and instrumental sounds. It has been described as hearing patterns.

The interpersonal intelligence is the ability to understand the thoughts, beliefs, and intents of others and the ability to respond appropriately. Those possessing the interpersonal intelligence are social and are in tune with the feelings of others. They make excellent leaders, can help their peers, and work cooperatively with others.

The intrapersonal intelligence is a sense of self-awareness used to guide individual behavior. Those possessing the intrapersonal intelligence like to work independently. They are self-motivated and self-aware.

The naturalist intelligence is an understanding of the natural world and the ability to use that understanding productively. Those possessing the naturalist intelligence can recognize and classify elements from the natural world (e.g. farming or biological science).

The exact combination of intelligences varies from person to person. For example, one person might be strong in the verbal-linguistic and interpersonal intelligences with secondary strengths in the intrapersonal, spatial, and musical intelligences and weaknesses in the logical-mathematical, bodily-kinesthetic, and naturalist intelligences. Another person could have an entirely different combination of intelligences. Each person's makeup of intelligences is very similar to DNA; no one has exactly the same combination of intelligences.

Gardner's criteria for selecting these particular abilities as intelligences include: independence from other intelligences (within the brain); having a central set of information-processing operations; having a distinct developmental history; having roots in evolutionary history; and having a cultural basis. When Gardner says that intelligences are independent, he is referring to separate sections of the brain that control each intelligence and have distinct methods of processing information.

According to an article by Tina Blythe and Gardner, each intelligence has its own "distinct mode of thinking." Gardner's research with brain-injured adults and with autistic children has indicated that the human brain has separate areas that control separate functions. For example, Gardner described a woman who suffered a brain injury and lost the ability to speak, yet she maintained her ability to sing. This example shows that the verbal-linguistic intelligence functions separately from the musical intelligence.

Gardner makes a distinction between the isolation of each intelligence within the structure of the human brain and the isolation of the intelligences when called upon to complete real-world operations. Intelligences do not work independently of one another in a real-world setting. According to the theory, most tasks require the simultaneous use of several intelligences in order to be completed successfully. Bruce Torff offers the example of a chess player who must use logic and spatial skills to plan ahead and figure out moves and must also use interpersonal skills to figure out the opponent's defense and plan of action. The intelligences are separate entities which operate in conjunction with each other to create the whole of each individual's ability.

Learn more about the multiple intelligences. References: Armstrong, T. (1994). Multiple intelligences: Seven ways to approach curriculum. Expanded Academic ASAP [on-line database]. Original Publication: Educational Leadership, 52 (3). Blythe, T., & Gardner, H. (1990). A school for all intelligences. Educational Leadership, 47 (7), 33-37. Campbell, L., Campbell, B., & Dickinson, D. (1992). Teaching and learning through multiple intelligences. Stanwood, WA: New Horizons for Learning. Checkley, K. (1997). The first seven ... and the eighth: A conversation with Howard Gardner. Expanded Academic ASAP [on-line database]. Original Publication: Education, 116. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (1995a). Multiple intelligences as a catalyst. English Journal, 84 (8), 16-18. Gardner, H. (1995b). Reflections on multiple intelligences: Myths and messages. Expanded Academic ASAP [on-line database]. Original Publication: Phi Delta Kappan, 77 (3). Gardner, H., & Hatch, T. (1990). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences (Tech. Rep. No. 4). New York: Center for Technology in Education. (ERIC Document Reproduction Service No. ED 324 366). Gray, J. H., & Viens, J. T. (1994). The theory of multiple intelligences: Understanding cognitive diversity in school. Expanded Academic ASAP [on-line database]. Original Publication: National Forum, 74 (1). Meyer, M. (1997). The GREENing of learning: using the eighth intelligence. Wilson Select [on-line database]. Original Publication: Educational Leadership, 55. Moll, A. (n.d.). Kentucky Department of Education.  Reiff, J. C. (1996). Bridging home and school through multiple intelligences. Expanded Academic ASAP [on-line database]. Original Publication: Childhood Education, 72 (3). Smagorinsky, P. (1991). Expressions: Multiple intelligences in the English class. Urbana, IL: National Council of Teachers of English. Smagorinsky, P. (1995b). Multiple intelligences in the English class: An overview. English Journal, 84 (8), 19-26. Torff, B. (1996). How are you smart?: Multiple intelligences and classroom practices. The NAMTA Journal, 21 (2), 31-43. Michele R. Acosta is a freelance writer, a former English teacher, and the mother of three boys. She spends her time writing and teaching others to write. Visit articles.TheWritingTutor.biz for more articles, writingeditingservice.TheWritingTutor.biz for professional writing/editing services, or TheWritingTutor.biz for other writing and educational resources for young authors, teachers, and parents.

That's a lot of good information about IQ Scores, we hope it answered all of your question.