I have some limited experience in this area, having taught Tests and
Measurements at the graduate level about 3 X /year for 30 od years. No one
speaks of persons with 225 IQ's any more, because on today's tests they are
normed differently. you got 180 ande 225 IQ's when you used age scales,
MA/CA X 100. This was done away with on most legitimate tests during the
1960's & '70''s. Most currently IQ tests are based on the Deviation IQ
which has a Mean of 100 and a Standard Deviation of 15. Using the normal
curve, it is vurtually impossible for anyone to score higher than 135-140.
Now on some tests on web sites, this is not the case since some of these
are still age based. It is hard to discriminate against a "disability" like
high intelligence since the only way others can discover this is to be told
about it.
IQ correlates with academic achievement and that is all, since Binet first
developed the intelligence test in Paris to predict "sucess in schol".
Almost every test sense is nothing more than a variant of Binet's original
test.
Bobby
>Greetings,
>
> I am covering this topic - as IQ seems to be one of those "hot"
>topics. Someone got all bent out of shape ( on another list) with something
>Marilynn Savant said in response to question she was ask about mental
>abilities. The person was seemingly upset because Marilyn with the highest
>IQ - should know better. I am curious why? What about having a high IQ makes
>one omnipotent and all knowing? As a matter of fact - she had the highest
>measurable IQ as a child 225 - but as an adult she only has a 185 - on a 200
>scale hardly the highest. Regardless of IQ level - there are facts we all
>know nothing about - if it hasn't crossed our path - we don't know it. If it
>has crossed our path but doesn't interest us - we know only the basic fact
>that crossed our path. Marilyn no doubt has no interest nor reason to peruse
>- idiot savant as a topic. She knew exactly what I knew on the topic. I have
>an IQ of 160, definitely 25 points below Marilyn's but still in the under 1%
>of the population - and what does this mean? - It means both of us can
>score well on IQ tests - primarily. What does it mean practically -
>probably, we don't watch soap opera's nor survivor, nor have endless
>discourses on fried chicken, we have high curiosity levels about things and
>feed our curiosity - with interacting with other bright folks and readings
>and learning. It means you make fun of us - just like you do the mentally
>impaired, the bottom 3% and the top 2% are great comdey subjects. Just like
>you scared you might not be like anyone else, you fear being less and
>redicule being more. Fear and envy are the two motivating factors that keep
>humanity in mediocrity. Well, people have differing abilities and varying
>IQ's in different area's. There are factors that influence this - where
>one's parents are intellectually, socially and monetarily and their view
>points, goals and drives, one's own drives, and sometimes nothing more than
>the country on lives in and the chances that come your way. Here an article
>on it. I am not sure IQ is so important - as is the ability to think things
>thru, not just gut react, be openminded and continue learning.
>
>
>Intelligence and Creativity
>Introduction - What is Intelligence?
>* Intelligence is the capacity for goal-directed and adaptive
>behavior. Involves the abilities to profit from experience, solve problems,
>reason, and successfully meet challenges and achieve goals.
>* It is misleading to reify concepts such as "intelligence" and
>"giftedness" - to regard these abstract concepts as if they were real,
>concrete things. To most psychologists, intelligence is the capacity for
>goal-oriented and adaptive behavior.
>The Nature of Intelligence
>* The Search for Factors Underlying Intelligence
>* Spearman and General Intelligence: The g Factor
>* Spearman believed that there is a "general" ability that forms the
>basis for all intelligence(s)
>* Correlational analyses among the various subscales on typical
>"intelligence" tests seem to support this notion.
>* However, some correlations are higher than others.
>* Thurston's Primary Mental Abilities: Primarily Seven
>* Verbal comprehension
>* Numerical ability
>* Spatial relations
>* Perceptual speed
>* Word fluency
>* Memory
>* Reasoning
>* Intelligence: More Than One Type?
>* Gardner's Theory of Multiple Intelligences
>* Linguistic (language skills)
>* Logical/mathematical (math and quantitative skills)
>* Musical
>* Spatial (skills used by painters, sculpters, architects, etc; the
>ability to manipulate and create forms)
>* Bodily kinesthetic (body control and dexterity)
>* Interpersonal (the ability to understand others)
>* Intrapersonal (the ability to understand oneself)
>* Sternberg's Triarchic Theory of Intelligence: The Big Three
>* Componential (analytical)
>* Experiential (creative)
>* Contextual (practical)
>Measuring Intelligence - More than a century ago in Great Britain, Sir
>Francis Galton sought to measure individual mental abilities. Although
>Galton failed to develop simple, quantifiable measures of mental ability.
>During the early part of this century, intelligence tests were sometimes
>used in ways that, in hindsight, even their designers regretted - to
>"document" a presumed innate inferiority of certain ethnic and immigrant
>groups.
>* Alfred Binet - Alfred Binet picked up from Galton the idea of
>assessing intellectual aptitude. Binet developed questions that helped
>predict children's future progress in the Paris school system.
>* Intelligence Testing in the United States
>* The Stanford-Binet Intelligence Scale
>* Developed by Lewis Terman, and based on a revision of the original
>intelligence scale used by Binet
>* Yield a normed score based on the ration of mental age and
>chronological age, such that "100" is average
>* Intelligence Testing for Adults
>* Based on comparisons among same-age peers
>* The Weschler Intelligence Tests - WECHSLER ADULT INTELLIGENCE SCALE
>(WAIS): The current revision (WAIS-R) is the most widely used intelligence
>test; contains verbal and performance (nonverbal) subtests.
>* Requirements of Good Tests - A good test must be standardized, so
>that any person's performance can be meaningfully compared to others';
>reliable, so it yields dependably consistent scores; and valid, so it
>measures what it is supposed to measure.
>* Reliability - RELIABILITY: The extent to which a test yields
>consistent results, as assessed by the consistency of scores on two halves
>of the test, on alternate forms of the test, or on retesting.
>* Aptitude tests tend to be highly reliable, but they are weak
>predictors of success in life. Their predictive validity for academic
>success is fairly strong in the early grades, however.
>* Validity - VALIDITY: The extent to which a test measures or predicts
>what it is supposed to (see also content validity and predictive validity).
>* Test validity weakens for predicting grades in college and even more
>so in graduate school, as the range of student abilities becomes more
>restricted.
>* Standardization - STANDARDIZATION: Defining meaningful scores by
>comparison with the performance of a pretested "standardization group."
>* Test scores usually fall into a bell-shaped distribution, the normal
>curve.
>* The average score is assigned an arbitrary number such as 100 on an
>intelligence test).
>* The Range of Intelligence
>* Terman's Study of the Gifted - Like Galton, Lewis Terman of Stanford
>University believed intelligence was inherited. Like Binet, he believed his
>test (the Stanford-Binet) could help guide people toward appropriate
>opportunities.
>* Who Are the Gifted?
>* Those with IQs in the top 2-3% of their age group, as well as those
>who are exceptionally creative or artistic
>* The Mentally Retarded
>* Those with IQs in the bottom 2-3% of their age group
>* Most (90%) are mildly retarded - IQ 55-70
>* Extremes of Intelligence -- Comparing those who score extremely low
>(the "challenged" or mentally retarded) versus high (the "gifted") magnifies
>a test's apparent validity.
>* Intelligence and Neural Processing
>* Use of PET scans has revealed that highly intelligent have much more
>efficient mental processing.
>* Additionally, they tend to process information faster.
>The IQ Controvery
>* The Uses and Abuses of Intelligence Tests
>* Predictive Ability of Intelligence Test Scores
>* Abuses of Intelligence Tests
>* The Nature-Nurture Controversy
>* Behavioral Genetics
>* Twin Studies - Studies of twins, family members, and adopted
>children together point to a significant hereditary contribution to
>intelligence scores.
>* Environment - Several studies comparing children reared in extremely
>neglectful or enriched environments or in different cultures, indicate that
>life experiences also significantly influence intelligence test performance.
>
>* Race and IQ - The Bell Curve
>* Intelligence: Is it Fixed or Changeable?
>* Adoption Studies - Effects of Enriched Environments
>* Changes in SES (Standard of Living)
>* Is Intelligence Stable, or Can it Change? - The stability of
>intelligence test scores increases with age, with practical predictive value
>beginning by age three and becoming fairly stable by age seven. Among
>infants, those who become quickly bored with a picture, preferring to look
>at a new one, tend to score well on later intelligence tests.
>* Expectation, Effort, and Academic Achievement: Cross-Cultural
>Comparisons
>* Academic performance is related to the degree of importance placed
>on it by culture
>* Asians consider academic achievement to be the most import pursuit
>of their children, whereas Americans do not value it as a central concern
>Emotional Intelligence
>* Personal Components of Emotional Intelligence
>* Awareness of Our Own Emotions
>* Managing One's Emotions
>* Self-Motivation - Controlling Impulses
>* Interpersonal Components of Emotional Intelligence
>* Empathy
>* Handling Relationships
>* Optimism
>Creativity - Intelligence correlates weakly with creativity. Increases in
>intelligence beyond a necessary threshold level are not linked with
>increased creativity.
>* The Creative Process
>* Preparation
>* Incubation (perhaps most important, and occurs below the level of
>awareness)
>* Illumination
>* Translation
>* The Nature of Creative Thinking
>* Divergent thinking - the ability to produce multiple ideas, answers,
>or solutions to a problem for which there is no agreed-on solution
>* Measuring Creativity
>* Unusual Uses Test - asks respondents to name as many uses as
>possible for an ordinary object
>* Consequences Test - asks respondents to list as many consequences as
>they can that would be likely to follow some basic change in the world
>* Characteristics of Creative People
>* Expertise
>* Openess to Experience
>* Independence of Mind
>* Intrinsic Motivation
>* Perseverance
>* Savant Syndrome
>OVERVIEW
>This chapter combines the topics of intelligence and creativity. The authors
>examine attempts to define intelligence by Spearman, Thurstone, Gardner, and
>Sternberg. Both Gardner's theory of multiple intelligences and Sternberg's
>triarchic theory of intelligence suggest that there must be several kinds of
>intelligence.
>The emphasis of the chapter then shifts to Alfred Binet, who pioneered the
>intelligence test as a tool to predict the performance of children in
>school. The intelligence quotient was developed to express, numerically, the
>relative performance of an individual on intelligence tests. Binet's
>original test was modified and translated for use in the United States as
>the Stanford-Binet Intelligence Scale. The development of adult scales, such
>as the Wechsler Adult Intelligence Scale, and the development of group
>testing are also discussed. In order for a test to be considered acceptable,
>it must meet the criteria of reliability, validity and standardization.
>Lewis Terman's study of over 1,500 students with high IQs began in 1921 and
>continues today. Mental retardation is defined. The authors then discuss the
>relationship between intelligence and neural speed and efficiency.
>Problems with the uses of intelligence tests and with the apparent cultural
>biases they reflect have formed the basis of a set of controversies about
>intelligence testing. One problem is the abuse of tests; another is the
>unanswered question of whether intelligence is a result of genetics or the
>environment. The controversial views of Jensen and of Herrnstein and Murray
>regarding race and IQ are discussed.
>The topic of emotional intelligence is developed, including discussion of
>the personal and interpersonal components of emotional intelligence.
>The chapter then turns to a discussion of creativity and its unique and
>useful productions. The four stages of the creative process are outlined,
>and the nature of creative thinking is explored. The authors expand on the
>reliability of measuring creativity and the characteristics of the creative
>person. The chapter concludes with a discussion of the savant syndrome.
>SUMMARY
>THE NATURE OF INTELLIGENCE
>* What factors underlie intelligence, according to Spearman and
>Thurstone?
>- Spearman believed that intelligence is composed of a general ability (g
>factor), which underlies all intellectual functions, and a number of
>specific abilities (s factors). Thurstone points to seven primary mental
>abilities, which singly or in combination are involved in all intellectual
>activities.
>* What types of intelligence did Gardner and Sternberg identify?
>- Gardner claims that there are seven independent and equally important
>types of intelligence. Sternberg's triarchic theory of intelligence
>identifies three types: componential (conventional intelligence),
>experiential (creative intelligence), and contextual (practical
>intelligence).
>MEASURING INTELLIGENCE
>* What is Binet's major contribution to psychology?
>- Binet's major contribution to psychology is the concept of mental age and
>a method for measuring it -- the intelligence test.
>* What is the Stanford-Binet Intelligence Scale?
>- The Stanford-Binet Intelligence Scale is a highly regarded individual
>intelligence test for those aged 2 to 23. It yields one overall IQ score.
>* What does IQ mean, and how has the method for calculating it changed
>over time?
>- IQ stands for intelligence quotient, an index of intelligence originally
>derived by dividing a person's mental age by his or her chronological age
>and then multiplying by 100. Now it is derived by comparing an individual's
>score to the scores of others of the same age.
>* What did Wechsler's tests provide that the Stanford-Binet did not?
>- David Wechsler developed the first successful individual intelligence test
>for adults, the Wechsler Adult Intelligence Scale (WAIS-R). His tests for
>adults, children, and preschoolers yield separate verbal and performance
>(nonverbal) IQ scores as well as an overall IQ score.
>* What do the terms reliability, validity, and standardization mean?
>- Reliability is the ability of a test to yield nearly the same score each
>time a person takes the test or an alternative form of the test. Validity is
>the power of a test to measure what it is intended to measure.
>Standardization refers to prescribed procedures for administering a test and
>to established norms that provide a means of evaluating test scores.
>* What are the ranges of IQ scores considered average, superior, and
>in the range of mental retardation?
>- Fifty percent of the U.S. population have IQ scores ranging from 90 to
>110; 2% have scores above 130, considered superior; and 2% have scores below
>70, in the range of mental retardation.
>* According to the Terman study, how do the gifted differ from the
>general population?
>- Terman's longitudinal study revealed that, in general, the gifted enjoy
>better physical and mental health and are more successful than the general
>population.
> What two criteria must a person meet to be classified as mentally
>retarded?
>- To be classified as mentally retarded, an individual must have an IQ score
>below 70 and show severe deficiencies in everyday adaptive functioning.
>* What is the relationship between intelligence and the efficiency and
>speed of neural processing?
>- People who are more intelligent generally use less mental energy and have
>a faster neural processing speed than less intelligent people.
>THE IQ CONTROVERSY: BRAINY DISPUTE
>* Of what are intelligence tests good predictors?
>- IQ tests are good predictors of academic achievement and success in
>school.
>* What are some abuses of intelligence tests?
>- Abuses occur when IQ tests are the only criterion for admitting people to
>educational programs, for tracking children, or for placing them in classes
>for the mentally retarded. Many people claim that IQ tests are biased in
>favor of the urban middle or upper class.
>* How does the nature-nurture controversy apply to intelligence?
>- The nature-nurture controversy is the debate over whether intelligence is
>primarily determined by heredity or environment.
>* What is behavioral genetics, and what are the primary methods used
>in the field today?
>- Behavioral genetics is the study of the relative effects of heredity and
>environment on behavior and ability. The twin study method and the adoption
>method are the primary methods used.
>* How do twin studies support the view that intelligence is inherited?
>
>- Twin studies provide evidence that intelligence is primarily inherited
>because identical twins are more alike in intelligence than fraternal twins,
>even if they have been reared apart.
>* What are Jensen's and Herrnstein and Murray's controversial views on
>race and IQ?
>- These researchers claim that the Black-White IQ gap is due to genetic
>differences between the races that cannot be changed significantly through
>environmental intervention.
>* What kinds of evidence suggest that IQ is changeable rather than
>fixed?
>- Several adoption studies have revealed that when infants from
>disadvantaged environments are adopted by middle- and upper-middle-class
>parents, their IQ scores are higher on average than would otherwise be
>expected. Also, IQ scores have been rising steadily over the past 50 years
>in Western industrialized nations, presumably because of increases in the
>standard of living and educational opportunities.
>EMOTIONAL INTELLIGENCE
>* What are the personal components of emotional intelligence?
>- The personal components of emotional intelligence are an awareness of and
>an ability to control one's own emotions and the ability to motivate
>oneself.
>* What are the interpersonal components of emotional intelligence?
>- The interpersonal components of emotional intelligence are empathy and the
>ability to handle relationships.
>CREATIVITY: UNIQUE AND USEFUL PRODUCTIONS
>* What is creativity, and how is it related to intelligence?
>- Creativity is the ability to produce original, appropriate, and valuable
>ideas and/or solutions to problems. Highly creative people tend to have well
>above average intelligence, but there seems to be little correlation between
>very high IQ (above 120) and creativity.
>* What are the four stages in the creative process?
>- The four stages in the creative process are preparation, incubation,
>illumination, and translation.
>* What kinds of tests have been used to measure creativity, and how
>good are they as predictors of creativity?
>- Some tests used to measure creativity are the Unusual Uses Test, the
>Consequences Test, and the Remote Associates Test. They are only mediocre as
>predictors of creativity.
>* What are some characteristics of creative people?
>- Creative people share some characteristics that distinguish them:
>expertise, openness to experience, independence of mind, intrinsic
>motivation, and perseverance.
>
>This information came from
>http://wizard.ucr.edu/~kmcneill/psy201/woodch8.htm
>
>Additional articled and information can be found at these URL's
>http://family.go.com/Features/family_1998_08/pitt/pitt88iq/pitt88iq.html
>http://www.pallisersd.ab.ca/services/sect3/defin.html
>http://www.iqtest.com/scoreexplain.html
>http://www.omnimag.com/IQtest/binet.html
>http://www.bebbo.demon.co.uk/iq_art.html
>http://www.swopnet.com/ed/TAG/7_Intelligences.html
>http://www.ils.nwu.edu/~e_for_e/nodes/NODE-79-pg.html
>http://www.ozemail.com.au/~caveman/Creative/Brain/miq.htm
>http://www.uq.edu.au/~ednbahr/Glossary.htm
>http://websites.ntl.com/~james.atherton/learning/intellig.htm
>http://www.ediblebrain.com/iqandyou.htm
>http://www.cfip.xtn.net/Manual/MR/mental_retardation_definition_an.htm
>http://www.doctorjudith.com/disorder_info.htm
>
> Enjoy - Trisha
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