How is intellect measured?
Picture arrangement test
In 1939, David Wechsler realized the limitation of the Stanford-Binet and designed an intellect by tapping a diverse sample of capabilities. In earlier methods of assessment, Weschler devised the format that we currently known as the Wechsler scales, consisting of a collection of subsets. He believed in the unitary nature of intelligence but subscribed to the idea that intellect can be best measured through interdependent, qualitatively different abilities. Historical, the picture arrangement subsets of the Wechsler scales have been characterized repeatedly as being nonverbal and verbal measure of social competence. For this reason, clinicians interpret performance on the picture arrangement subsets as measures of social ability.
Although picture arrangement (PA) has been viewed as predictive of social intelligence, there has been considerable difficulty defining social intelligence, social functioning and/or social competence. Wechsler believed that general intelligence could be applied to all situations. Thus, “social” intelligence might best be conceptualized as one aspect of general intelligence.
Intelligence
""Intelligence"" derives from the Latin nouns "intelligentia" or "intellēctus", which in turn stem from the verb "intelligere", to comprehend or perceive. In the Middle Ages, "intellectus" became the scholarly technical term for understanding, and a translation for the Greek philosophical term "nous". This term, however, was strongly linked to the metaphysical and cosmological theories of teleological scholasticism, including theories of the immortality of the soul, and the concept of the Active Intellect (also known as the Active Intelligence). This entire approach to the study of nature was strongly rejected by the early modern philosophers such as Francis Bacon, Thomas Hobbes, John Locke, and David Hume, all of whom preferred the word "understanding" (in place of ""intellectus"" or "intelligence") in their English philosophical works. Hobbes for example, in his Latin "De Corpore", used ""intellectus intelligit"", translated in the English version as "the understanding understandeth", as a typical example of a logical absurdity. The term "intelligence" has therefore become less common in English language philosophy, but it has later been taken up (with the scholastic theories which it now implies) in more contemporary psychology.
Einstellung effect
Luchins and Luchins looked at the relationship between the intelligence quotient (IQ) and the Einstellung effects for the children in their original experiment. They found that there was a statistically insignificant negative relationship between the Einstellung Effect and Intelligence. In general, large Einstellung effects were observed for all subject groups regardless of IQ score. When Luchins and Luchins looked at the IQ range for children who did and did not demonstrate Einstellung effects, they spanned from 51 to 160 and from 75 to 155 respectively. These ranges show a slight negative correlation between intelligence and Einstellung effects.
Psychological testing
IQ tests purport to be measures of intelligence, while achievement tests are measures of the use and level of development of use of the ability. IQ (or cognitive) tests and achievement tests are common norm-referenced tests. In these types of tests, a series of tasks is presented to the person being evaluated, and the person's responses are graded according to carefully prescribed guidelines. After the test is completed, the results can be compiled and compared to the responses of a norm group, usually composed of people at the same age or grade level as the person being evaluated. IQ tests which contain a series of tasks typically divide the tasks into verbal (relying on the use of language) and performance, or non-verbal (relying on eye–hand types of tasks, or use of symbols or objects). Examples of verbal IQ test tasks are vocabulary and information (answering general knowledge questions). Non-verbal examples are timed completion of puzzles (object assembly) and identifying images which fit a pattern (matrix reasoning).
Triarchic theory of intelligence
Psychologist Linda Gottfredson criticises the unempirical nature of triarchic theory. Further, she argues it is absurd to assert that traditional intelligence tests are not measuring practical intelligence, given that they show a moderate correlation with income, especially at middle age when individuals have had a chance to reach their maximum career potential, and an even higher correlation with occupational prestige, and that IQ tests predict the ability to stay out of jail and stay alive (all of which qualifies as practical intelligence or "street smarts"). Gottfredson claims that what Sternberg calls practical intelligence is not a broad aspect of cognition at all but simply a specific set of skills people learn to cope with a specific environment (task specific knowledge).
Typical intellectual engagement
Goff and Ackerman proposed a distinction between "typical" and "maximal" performance on intellectual tasks. Traditional approaches to intelligence testing attempt to assess capacity or maximal performance and aim to minimise the impact of situational or environmental factors on test performance in order to assess the individual's full potential. Test givers and designers do acknowledge that intelligence test performance is not independent of motivational or volitional factors, as test takers are typically encouraged to "do their best" when taking intelligence tests. 
Personality tests in contrast to intelligence tests, focus on how a person typically behaves. Goff and Ackerman argued that this is analogous to the concept of intelligence as typical performance, that is, how a person routinely behaves when performing intellectual tasks. Goff and Ackerman argued that it is not practical or desirable to separate intellectual performance from motivational and volitional factors. The latter may be influenced by both temperamental (personality) and situational factors (e.g. incentives, interest in the task). The construct of Typical Intellectual Engagement was developed to identify the overlapping area between personality and intelligence and attempts to assess "intelligence as typical performance". Goff and Ackerman developed TIE scale items to "differentiate among individuals in their typical expression of a desire to engage and understand their world, their interest in a wide variety of things, and their preference for a complete understanding of a complex topic". TIE scales assess three facets: problem-directed thinking (e.g. "I really enjoy tasks that involve coming up with new solutions to problems"), abstract thinking (e.g. "thinking is not my idea of fun" – reverse scored), and reading (e.g. "I read a great deal").
Aql Bil Quwwah
Aristotle, in his "On the Soul" believes that human intellect at first is just a receptive faculty. This receptive capacity becomes actual by receiving the forms of things. It seems that Farabi for the first time in his book Treatise on Reason ( Risala fi'l-aql) renders the hierarchy of intellect following his theory on intellection. There Farabi tried to distinguish six meanings of Aql. The fifth intellect among them is very important. Farabi took notice to elaborate this kind of Aql in correct. Fifth reason itself divided to four stages, wherepotential Aql is the first stage. Other stages include actual intellect, acquired intellect and finally active intellect.
Mental operations
According to J. P. Guilford's Structure of Intellect (SI) theory, an individual's performance on intelligence tests can be traced back to the underlying mental abilities or factors of intelligence. SI theory comprises multiple intellectual abilities organized along three dimensions—Operations, Content, and Products.SI includes six operations or general intellectual processes:
Cognition—The ability to understand, comprehend, discover, and become aware of information.
Memory recording—The ability to encode information.
Memory retention—The ability to recall information.
Divergent production—The ability to generate multiple solutions to a problem; creativity.
Convergent production—The ability to deduce a single solution to a problem; rule-following or problem-solving.
Evaluation—The ability to judge whether or not information is accurate, consistent, or valid.SI includes five broad areas of information to which the human intellect applies the six operations:
Visual—Information perceived through seeing.
Auditory—Information perceived through hearing.
Kinesthetic -through actions
Symbolic—Information perceived as symbols or signs that have no meaning by themselves; e.g., Arabic numerals or the letters of an alphabet.
Semantic—Information perceived in words or sentences, whether oral, written, or silently in one's mind.
Behavioral—Information perceived as acts of people.As the name suggests, this dimension contains results of applying particular operations to specific contents. The SI model includes six products, in increasing complexity:
Units—Single items of knowledge.
Classes—Sets of units sharing common attributes.
Relations—Units linked as opposites or in associations, sequences, or analogies.
Systems—Multiple relations interrelated to comprise structures or networks.
Transformations—Changes, perspectives, conversions, or mutations to knowledge.
Implications—Predictions, inferences, consequences, or anticipations of knowledge.
Intelligence quotient
With operationalization and methodology derived from the general intelligence factor "g", a new scientific understanding of collective intelligence, defined as a group’s general ability to perform a wide range of tasks, aims to explain intelligent behavior of groups. Goal is to detect and explain a general intelligence factor "c" for groups, parallel to the "g" factor for individuals. As "g" is highly interrelated with the concept of IQ, this measurement of collective intelligence can be interpreted as intelligence quotient for groups (Group-IQ) even though the score is not a quotient per se. Current evidence suggests that this Group-IQ is only moderately correlated with group members' IQs but with other correlates such as group members' Theory of Mind.
Cattell Culture Fair III
Unlike the most widely used individual tests of cognitive abilities, such as the current editions of the Wechsler Adult Intelligence Scale and the Stanford–Binet Intelligence Scale, which report cognitive ability scores as "deviation IQs" with 15 IQ points corresponding to one standard deviation above or below the mean, Cattell built into the CFIT a standard deviation of 24 IQ points. This means that scores on the Cattell Culture Fair test are not directly comparable with scores on other intelligence tests, unless a transformation is applied.
Mental age
The modern theories of intelligence began to emerge along with experimental psychology. This is when much of psychology
was moving from philosophical to more biology and medical science basis. In 1890, James Cattell published what some 
consider the first "mental test". Cattell was more focused on heredity rather than environment. This spurs much
of the debate about the nature of intelligence. 
Mental age was first defined by the French psychologist Alfred Binet, who introduced the intelligence test in 1905, with the assistance of Theodore Simon. Binet's experiments on French schoolchildren laid the framework for future experiments into the mind throughout the Twentieth Century. He created an experiment that was designed as a test to be completed quickly and was taken by various ages of children. As was expected, the older children performed better on these tests. However, the younger children who had exceeded the average of their peers were said to have a higher "mental age" and those who performed below average were deemed to have a lower mental age. Binet's theories suggested that while mental age was a useful indicator, it was by no means permanently affixed and individual growth or decline could be attributed to changes in teaching methods and experiences.
Self-test of intelligence
Alfred Binet can be seen as the father of the intelligence test. He made various publications on human intelligence and intelligence tests. The Stanford-Binet test of 1916 which was published by Terman became known as the first IQ test. However, books on self-tests of intelligence were written later. One of the early books on this subject was "Know Your Own I.Q." by Hans Eysenck, which was first published in 1962. Four years later, his book "Check Your Own I.Q." was published. As low cost pelican paperbacks, these books were popular and reprinted for years under multiple names like "Test Your IQ."
Intellect
Intellect is often considered to be a branch of intelligence reflecting mainly its logical and rational side.
Psychological evaluation
After Binet's death, intelligence testing was further studied by Charles Spearman. He theorized that intelligence was made up of several different subcategories, which were all interrelated. He combined all the factors together to form a general intelligence, which he abbreviated as "g". This led to William Stern's idea of an intelligence quotient. He believed that children of different ages should be compared to their peers to determine their mental age in relation to their chronological age. Lewis Terman combined the Binet-Simon questionnaire with the intelligence quotient and the result was the standard test we use today, with an average score of 100.
Adult development
The psychometric approach assesses intelligence based on scores on standardized tests such as the Wechsler Adult Intelligence Scale and Stanford Binet for children. The Cognitive Structural approach measures intelligence by assessing the ways people conceptualize and solve problems, rather than by test scores.
Potential analysis
Intelligence tests measure intellectual abilities like mathematical analogies in which the quality and quickness of question-solving is crucial. Intelligence tests belong to the tests with a high validity.
Alfred Binet
Binet was forthright about the limitations of his scale. He stressed the remarkable diversity of intelligence and the subsequent need to study it using qualitative, as opposed to quantitative, measures. Binet also stressed that intellectual development progressed at variable rates and could be influenced by the environment; therefore, intelligence was not based solely on genetics, was malleable rather than fixed, and could only be found in children with comparable backgrounds (Siegler, 1992). Given Binet's stance that intelligence testing was subject to variability and was not generalizable, it is important to look at the metamorphosis that mental testing took on as it made its way to the U.S.
Neuroscience and intelligence
Brain volume is not a perfect account of intelligence: the relationship explains a modest amount of variance in intelligence – 12% to 36% of the variance. The amount of variance explained by brain volume may also depend on the type of intelligence measured. Up to 36% of variance in verbal intelligence can be explained by brain volume, while only approximately 10% of variance in visuospatial intelligence can be explained by brain volume. A 2015 study by researcher Stuart J Ritchie found that brain size explained 12% of the variance in intelligence among individuals. These caveats imply that there are other major factors influencing how intelligent an individual is apart from brain size. In a large meta-analysis consisting of 88 studies Pietschnig et al. (2015) estimated the correlation between brain volume and intelligence to be about correlation coefficient of 0.24 which equates to 6% variance. Taking into account measurement quality, and sample type and IQ-range, the meta-analytic association of brain volume in appears to be ~ .4 in normal adults. Researcher Jakob Pietschnig argued that the strength of the positive association of brain volume and IQ remains robust, but has been overestimated in the literature. He has stated that ""It is tempting to interpret this association in the context of human cognitive evolution and species differences in brain size and cognitive ability, we show that it is not warranted to interpret brain size as an isomorphic proxy of human intelligence differences"".
Emotional intelligence
The current measure of Mayer and Salovey's model of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is based on a series of emotion-based problem-solving items. Consistent with the model's claim of EI as a type of intelligence, the test is modeled on ability-based IQ tests. By testing a person's abilities on each of the four branches of emotional intelligence, it generates scores for each of the branches as well as a total score.
Stanford–Binet Intelligence Scales
The Stanford–Binet Intelligence Scales (or more commonly the Stanford–Binet) is an individually administered intelligence test that was revised from the original Binet–Simon Scale by Lewis M. Terman, a psychologist at Stanford University. The Stanford–Binet Intelligence Scale is now in its fifth edition (SB5) and was released in 2003. It is a cognitive ability and intelligence test that is used to diagnose developmental or intellectual deficiencies in young children. The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning.
Parieto-frontal integration theory
Jung and Haier (2007) proposed the P-FIT in a review of 37 neuroimaging studies with a total of 1,557 participants. The review included only neuroimaging techniques with high spatial resolution to examine the structural and functional correlates of intelligence. Across the structural neuroimaging studies (using voxel-based morphometry, magnetic resonance spectroscopy, and diffusion tensor imaging), Jung and Haier found that the full scale IQ scores from the Wechsler Intelligence scales correlated with frontal and parietal regions in more than 40% of 11 studies.
More than 30% of studies using full-scale IQ as their intelligence measure correlated with left cingulate as well as both left and right frontal regions. However, there were no observed structural correlations between regions in the temporal or occipital lobes with any of the intelligence scales. The authors attribute this contradictory finding to the task-dependency of relationships between intellectual performance and these brain regions.
IQ classification
The Wechsler intelligence scales were originally developed from earlier intelligence scales by David Wechsler. The first Wechsler test published was the Wechsler–Bellevue Scale in 1939. The Wechsler IQ tests for children and for adults are the most frequently used individual IQ tests in the English-speaking world and in their translated versions are perhaps the most widely used IQ tests worldwide. The Wechsler tests have long been regarded as the "gold standard" in IQ testing. The Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV) was published in 2008 by The Psychological Corporation. The Wechsler Intelligence Scale for Children—Fifth Edition (WISC–V) was published in 2014 by The Psychological Corporation, and the Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition (WPPSI–IV) was published in 2012 by The Psychological Corporation. Like all current IQ tests, the Wechsler tests report a "deviation IQ" as the standard score for the full-scale IQ, with the norming sample median raw score defined as IQ 100 and a score one standard deviation higher defined as IQ 115 (and one deviation lower defined as IQ 85).
Spiritual intelligence
The Scale for Spiritual Intelligence (SSI; Kumar & Mehta, 2011) is a 20-item, self-report measure of spiritual intelligence in adolescents. The idea behind the development of this scale was to generate and assess the concept of spiritual intelligence in the collectivist culture bounded with eastern philosophy. The SSI is rated on a Likert scale and can be completed in 10 minutes.
What Is Intelligence?
The Dickens/Flynn model, as outlined in the book, attempts to explain the Flynn effect by suggesting that genes and environment have interacted in manner which leads to a multiplying of influence from both on IQ scores. In particular, people now live in a cognitive environment that has changed substantially over the past century. New ways of thinking and new modes of communication and entertainment have changed the way people think across society. At an individual level a similar multiplying effect leads to people with a genetic advantage in intelligence seeking out more cognitively challenging environments—thus exaggerating individual differences in intelligence. In both cases the role of an enhanced cognitive environment plays a role in within-generation and across-generation differences in IQ scores.
Cognitive epidemiology
Cognitive epidemiology is a field of research that examines the associations between intelligence test scores (IQ scores or extracted "g"-factors) and health, more specifically morbidity (mental and physical) and mortality. Typically, test scores are obtained at an early age, and compared to later morbidity and mortality. In addition to exploring and establishing these associations, cognitive epidemiology seeks to understand causal relationships between intelligence and health outcomes. Researchers in the field argue that intelligence measured at an early age is an important predictor of later health and mortality differences.
The Mismeasure of Man
Furthermore, he dismissed the proposition that an IQ score measures the general intelligence ("g" factor) of a person, because cognitive ability tests (IQ tests) present different types of questions, and the responses tend to form clusters of intellectual acumen. That is, different questions, and the answers to them, yield different scores—which indicate that an IQ test is a combination method of different examinations of different things. As such, Gould proposed that IQ-test proponents assume the existence of "general intelligence" as a discrete quality within the human mind, and thus they analyze the IQ-test data to produce an IQ number that establishes the definitive general intelligence of each man and of each woman. Hence, Gould dismissed the IQ number as an erroneous artifact of the statistical mathematics applied to the raw IQ-test data, especially because psychometric data can be variously analyzed to produce multiple IQ scores.
Intelligence quotient
It has been found that the correlation of IQ scores with school performance depends on the IQ measurement used. For undergraduate students, the Verbal IQ as measured by WAIS-R has been found to correlate significantly (0.53) with the grade point average (GPA) of the last 60 hours. In contrast, Performance IQ correlation with the same GPA was only 0.22 in the same study.
Moral intelligence
Moral intelligence is the capacity to understand right from wrong and to behave based on the value that is believed to be right. Moral intelligence was first developed as a concept in 2005 by Doug Lennick and Fred Kiel, Ph.D. Much of the research involved with moral intelligence agrees that this characteristic is ability-based, rather than trait-based. Therefore, moral intelligence is seen as a skill that can be further developed with practice. Beheshtifar, Esmaeli, and Moghadam (2011) claim that moral intelligence is the “’central intelligence’ for all humans.” It is considered a distinct form of intelligence, independent to both emotional and cognitive intelligence.
Stanford–Binet Intelligence Scales
Given the perceived importance of intelligence and with new ways to measure intelligence, many influential individuals, including Terman, began promoting controversial ideas to increase the nation's overall intelligence. These ideas included things such as discouraging individuals with low IQ from having children and granting important positions based on high IQ scores. While there was significant opposition, many institutions proceeded to adjust students' education based on their IQ scores, often with a heavy influence on future career possibilities (Leslie, 2000).
Neuroscience and intelligence
Neuroscience and intelligence refers to the various neurological factors that are partly responsible for the variation of intelligence within a species or between different species. A large amount of research in this area has been focused on the neural basis of human intelligence. Historic approaches to study the neuroscience of intelligence consisted of correlating external head parameters, for example head circumference, to intelligence. Post-mortem measures of brain weight and brain volume have also been used. More recent methodologies focus on examining correlates of intelligence within the living brain using techniques such as magnetic resonance imaging (MRI), functional MRI (fMRI), electroencephalography (EEG), positron emission tomography and other non-invasive measures of brain structure and activity.
Quantitative psychology
Intelligence testing has long been an important branch of quantitative psychology. The nineteenth-century English statistician Francis Galton, a pioneer in psychometrics, was the first to create a standardized test of intelligence, and he was among the first to apply statistical methods to the study of human differences and their inheritance. He came to believe that intelligence is largely determined by heredity, and he also hypothesized that other measures such as the speed of reflexes, muscle strength, and head size are correlated with intelligence. He established the world's first mental testing center in 1882 in the following year he published his observations and theories in "Inquiries into Human Faculty and Its Development".
Emotional intelligence
However, the term became widely known with the publication of Goleman's book: "Emotional Intelligence – Why it can matter more than IQ" (1995). It is to this book's best-selling status that the term can attribute its popularity. Goleman has followed up with several further popular publications of a similar theme that reinforce use of the term.
To date, tests measuring EI have not replaced IQ tests as a standard metric of intelligence. Emotional Intelligence has also received criticism on its role in leadership and business success.
Cultural intelligence
Cultural intelligence or CQ is measured on a scale, similar to that used to measure an individual's intelligence quotient. People with higher CQs are regarded as better able to successfully blend into any environment, using more effective business practices, than those with a lower CQ. CQ is assessed using the academically validated assessment created by Linn Van Dyne and Soon Ang. Both self-assessments and multi-rater assessments are available through the Cultural Intelligence Center in East Lansing, Michigan and the Center makes the CQ Scale available to other academic researchers at no charge. Research demonstrates that CQ is consistent predictor of performance in multicultural settings. Cultural intelligence research has been cited and peer reviewed in more than seventy academic journals. The research and application of cultural intelligence is being driven by the Cultural Intelligence Center in the U.S. and Nanyang Business School in Singapore.
Genius
The assessment of intelligence was initiated by Francis Galton (1822–1911) and James McKeen Cattell. They had advocated the analysis of reaction time and sensory acuity as measures of "neurophysiological efficiency" and the analysis of sensory acuity as a measure of intelligence.
Human intelligence
There are many different kinds of IQ tests using a wide variety of test tasks. Some tests consist of a single type of task, others rely on a broad collection of tasks with different contents (visual-spatial, verbal, numerical) and asking for different cognitive processes (e.g., reasoning, memory, rapid decisions, visual comparisons, spatial imagery, reading, and retrieval of general knowledge). The psychologist Charles Spearman early in the 20th century carried out the first formal factor analysis of correlations between various test tasks. He found a trend for all such tests to correlate positively with each other, which is called a "positive manifold". Spearman found that a single common factor explained the positive correlations among tests. Spearman named it "g" for "general intelligence factor". He interpreted it as the core of human intelligence that, to a larger or smaller degree, influences success in all cognitive tasks and thereby creates the positive manifold. This interpretation of "g" as a common cause of test performance is still dominant in psychometrics. (Although, an alternative interpretation was recently advanced by van der Maas and colleagues. Their "mutualism model" assumes that intelligence depends on several independent mechanisms, none of which influences performance on all cognitive tests. These mechanisms support each other so that efficient operation of one of them makes efficient operation of the others more likely, thereby creating the positive manifold.)
Mental age
An IQ or intelligence quotient, is a score derived from one of several different standardized tests designed to assess intelligence. The mental age is the age group which scored such a result on average.
Human intelligence
In psychology, human intelligence is commonly assessed by IQ scores, determined by IQ tests. However, there are critics of IQ, who do not dispute the stability of IQ test scores, or the fact that they predict certain forms of achievement rather effectively. They do argue, however, that to base a concept of intelligence on IQ test scores alone is to ignore many important aspects of mental ability.
Level of measurement
In 1946, Stevens observed that psychological measurement, such as measurement of opinions, usually operates on ordinal scales; thus means and standard deviations have no validity, but they can be used to get ideas for how to improve operationalization of variables used in questionnaires. Most psychological data collected by psychometric instruments and tests, measuring cognitive and other abilities, are ordinal, although some theoreticians have argued they can be treated as interval or ratio scales. However, there is little prima facie evidence to suggest that such attributes are anything more than ordinal (Cliff, 1996; Cliff & Keats, 2003; Michell, 2008). In particular, IQ scores reflect an ordinal scale, in which all scores are meaningful for comparison only. There is no absolute zero, and a 10-point difference may carry different meanings at different points of the scale.
Implicit theories of intelligence
Researchers have identified two different mindsets regarding intelligence beliefs. The entity theory of intelligence refers to an individual's belief that intelligence and ability are fixed traits. For entity theorists, if perceived ability to perform a task is high, the perceived possibility for mastery is also high. In turn, if perceived ability is low, there is little perceived possibility of mastery, often regarded as an outlook of "learned helplessness" (Park & Kim, 2015). However, the incremental theory of intelligence proposes that intelligence and ability are malleable traits which can be improved upon through effort and hard work. For incremental theorists, there is a perceived possibility of mastery even when initial ability to perform a task is low. Those who subscribe to this theory of intelligence "don't necessarily believe that anyone can become an Einstein or Mozart, but they do understand even Einstein and Mozart had to put in years of effort to become who they were". This possibility of mastery contributes in part to intrinsic motivation of individuals to perform a task, since there is perceived potential for success in the task.
Human intelligence
As a construct and measured by intelligence tests, intelligence is one of the most useful concepts used in psychology, because it correlates with lots of relevant variables, like the probability of suffering an accident, earning a higher salary, etc.
Nations and intelligence
In 2013, Rindermann compared the results of three culture-reduced IQ tests collected in Tanzania in 1999 and 2000 (APM, MRT, LPS), WISC-IV working memory and verbal comprehension scale tests of blind, visually handicapped and non-blind multiethnic students aged 10 to 16 years in South Africa, and student assessment studies conducted in 14 African countries between 1964 and 2009 (primarily TIMSS, PIRLS and SACMEQ) with his own regression analysis, which used the Human Development Index and skin brightness as, respectively, potential nurture-based and nature-based predictors of cognitive ability. After adjusting for the Flynn effect and using 2010 estimates as the baseline, his predicted IQ for the African majority nation samples varied between 68 and 78, with an average IQ of around 75. This was similar to Rindermann and Te Nijenhuis (2012)'s average IQ estimate for Bali in Southeast Asia and other developing regions. According to Rindermann, the resulting IQ estimates are predicated on a number of contributing factors, including properly administered tests, the degree to which testing instructions are understood, sample bias, school enrollment rates, mean annual IQ grow at school and per age year, a higher Flynn effect among African samples, age correction, and greater or lesser familiarity with testing norms.
J. P. Guilford
According to Guilford's Structure of Intellect (SI) theory (1955), an individual's performance on intelligence tests can be traced back to the underlying mental abilities or factors of intelligence. SI theory comprises up to 180 different intellectual abilities organized along three dimensions: operations, content, and products.
Emotional intelligence
There are many self-report measures of EI, including the EQ-i, the Swinburne University Emotional Intelligence Test (SUEIT), and the Schutte EI model. None of these assess intelligence, abilities, or skills (as their authors often claim), but rather, they are limited measures of trait emotional intelligence. The most widely used and widely researched measure of self-report or self-schema (as it is currently referred to) emotional intelligence is the EQ-i 2.0. Originally known as the BarOn EQ-i, it was the first self-report measure of emotional intelligence available, the only measure predating Goleman's best-selling book. There are over 200 studies that have used the EQ-i or EQ-i 2.0. It has the best norms, reliability, and validity of any self-report instrument and was the first one reviewed in Buros Mental Measures Book. The EQ-i 2.0 is available in many different languages as it is used worldwide.
History of the race and intelligence controversy
In his article, 123 pages long, Jensen insisted on the accuracy and lack of bias in intelligence tests, stating that the absolute quantity "g" that they measured, the general intelligence factor, first introduced by the English psychologist Charles Spearman in 1904, "stood like a Rock of Gibraltar in psychometrics". He stressed the importance of biological considerations in intelligence, commenting that "the belief in the almost infinite plasticity of intellect, the ostrich-like denial of biological factors in individual differences, and the slighting of the role of genetics in the study of intelligence can only hinder investigation and understanding of the conditions, processes, and limits through which the social environment influences human behavior." He argued at length that, contrary to environmentalist orthodoxy, intelligence was partly dependent on the same genetic factors that influence other physical attributes. More controversially, he briefly speculated that the difference in performance at school between blacks and whites might have a partly genetic explanation, commenting that there were "various lines of evidence, no one of which is definitive alone, but which, viewed all together, make it a not unreasonable hypothesis that genetic factors are strongly implicated in the average Negro-white
intelligence difference. The preponderance of the evidence is, in my opinion, less consistent with a strictly environmental hypothesis than with a genetic hypothesis, which, of course, does not exclude the influence of environment or its interaction with genetic factors." He advocated the allocation of educational resources according to merit and insisted on the close correlation between intelligence and occupational status, arguing that "in a society that values and rewards individual talent and merit, genetic factors inevitably take on considerable importance." Concerned that the average IQ in the USA was inadequate to answer the increasing needs of an industrialised society, he predicted that people with lower IQs would become unemployable while at the same time there would be an insufficient number with higher IQs to fill professional posts. He felt that eugenic reform would prevent this more effectively than compensatory education, surmising that "the technique for raising intelligence "per se" in the sense of "g", probably lie more in the province of biological science than in psychology or education". He pointed out that intelligence and family size were inversely correlated, particularly amongst the black population, so that the current trend in average national intelligence was dysgenic rather than eugenic. As he wrote, "Is there a danger that current welfare policies, unaided by eugenic foresight, could lead to the genetic enslavement of a substantial segment of our population? The fuller consequences of our failure seriously to study these questions may well be judged by future generations as our society's greatest injustice to Negro Americans." He concluded by emphasizing the importance of child-centered education. Although a tradition had developed for the exclusive use of cognitive learning in schools, Jensen argued that it was not suited to "these children's genetic and cultural heritage": although capable of associative learning and memorization ("Level I" ability), they had difficulties with abstract conceptual reasoning ("Level II" ability). He felt that in these circumstances the success of education depended on exploiting "the actual potential learning that is latent in these children's patterns of abilities". He suggested that, in order to ensure equality of opportunity, "schools and society must provide a range and diversity of educational methods, programs and goals, and of occupational opportunities, just as wide as the range of human abilities."
Intelligence quotient
Historically, even before IQ tests were devised, there were attempts to classify people into intelligence categories by observing their behavior in daily life. Those other forms of behavioral observation are still important for validating classifications based primarily on IQ test scores. Both intelligence classification by observation of behavior outside the testing room and classification by IQ testing depend on the definition of "intelligence" used in a particular case and on the reliability and error of estimation in the classification procedure.
Emotional Intelligence
Emotional Intelligence: Why It Can Matter More Than IQ is a 1995 book by Daniel Goleman. In this book, Goleman posits that emotional intelligence is as important as IQ for success, including in academic, professional, social, and interpersonal aspects of one's life. Goleman says that emotional intelligence is a skill that can be taught and cultivated, and outlines methods for incorporating emotional skills training in school curricula.
Intelligence quotient
The exact peak age of fluid intelligence or crystallized intelligence remains elusive. Cross-sectional studies usually show that especially fluid intelligence peaks at a relatively young age (often in the early adulthood) while longitudinal data mostly show that intelligence is stable until mid-adulthood or later. Subsequently, intelligence seems to decline slowly.
Collective intelligence
In 1912 Émile Durkheim identified society as the sole source of human logical thought. He argued in "The Elementary Forms of Religious Life" that society constitutes a higher intelligence because it transcends the individual over space and time. Other antecedents are Vladimir Vernadsky's concept of "noosphere" and H.G. Wells's concept of "world brain" (see also the term "global brain"). Peter Russell, Elisabet Sahtouris, and Barbara Marx Hubbard (originator of the term "conscious evolution") are inspired by the visions of a noosphere – a transcendent, rapidly evolving collective intelligence – an informational cortex of the planet. The notion has more recently been examined by the philosopher Pierre Lévy. In a 1962 research report, Douglas Engelbart linked collective intelligence to organizational effectiveness, and predicted that pro-actively 'augmenting human intellect' would yield a multiplier effect in group problem solving: "Three people working together in this augmented mode [would] seem to be more than three times as effective in solving a complex problem as is one augmented person working alone". In 1994, he coined the term 'collective IQ' as a measure of collective intelligence, to focus attention on the opportunity to significantly raise collective IQ in business and society.
Human intelligence
Many of the broad, recent IQ tests have been greatly influenced by the Cattell–Horn–Carroll theory. It is argued to reflect much of what is known about intelligence from research. A hierarchy of factors for human intelligence is used. "g" is at the top. Under it there are 10 broad abilities that in turn are subdivided into 70 narrow abilities. The broad abilities are:
Modern tests do not necessarily measure of all of these broad abilities. For example, Gq and Grw may be seen as measures of school achievement and not IQ. Gt may be difficult to measure without special equipment.
Intellect (disambiguation)
Intellect is a term used in studies of the human mind. This may also refer to these related topics:
Nous
Nous (, ), sometimes equated to intellect or intelligence, is a term from classical philosophy for the faculty of the human mind necessary for understanding what is true or real. English words such as "understanding" are sometimes used, but three commonly used philosophical terms come directly from classical languages: "νοῦς" or "νόος" (from Ancient Greek), "intellēctus" and "intellegentia" (from Latin). To describe the activity of this faculty, the word "intellection" is sometimes used in philosophical contexts, as well as the Greek words "noēsis" and "noeîn" ("νόησις", "νοεῖν"). This activity is understood in a similar way (at least in some contexts) to the modern concept of intuition.
Intelligence
Intelligence has been defined in many ways, including: the capacity for logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, and problem solving. More generally, it can be described as the ability to perceive or infer information, and to retain it as knowledge to be applied towards adaptive behaviors within an environment or context.
Intelligence quotient
Scores from intelligence tests are estimates of intelligence. Unlike, for example, distance and mass, a concrete measure of intelligence cannot be achieved given the abstract nature of the concept of "intelligence". IQ scores have been shown to be associated with such factors as morbidity and mortality, parental social status, and, to a substantial degree, biological parental IQ. While the heritability of IQ has been investigated for nearly a century, there is still debate about the significance of heritability estimates and the mechanisms of inheritance.
Intelligence quotient
Some measures of educational aptitude correlate highly with IQ tests for instance, Frey and Detterman (2004) reported a correlation of 0.82 between "g" (general intelligence factor) and SAT scores; another research found a correlation of 0.81 between "g" and GCSE scores, with the explained variance ranging "from 58.6% in Mathematics and 48% in English to 18.1% in Art and Design".
David Wechsler
Wechsler is best known for his intelligence tests. He was one of the most influential advocates of the role of nonintellective factors in testing. He emphasized that factors other than intellectual ability are involved in intelligent behavior. Wechsler objected to the single score offered by the 1937 Binet scale. Although his test did not directly measure nonintellective factors, it took these factors into careful account in its underlying theory. The Wechsler Adult Intelligence Scale (WAIS) was developed first in 1939 and then called the Wechsler-Bellevue Intelligence Test. From these he derived the Wechsler Intelligence Scale for Children (WISC) in 1949 and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) in 1967. Wechsler originally created these tests to find out more about his patients at the Bellevue clinic and he found the then-current Binet IQ test unsatisfactory. The tests are still based on his philosophy that intelligence is "the global capacity to act purposefully, to think rationally, and to deal effectively with [one's] environment" (cited in Kaplan & Saccuzzo, p. 256).
Intelligence quotient
The English statistician Francis Galton made the first attempt at creating a standardized test for rating a person's intelligence. A pioneer of psychometrics and the application of statistical methods to the study of human diversity and the study of inheritance of human traits, he believed that intelligence was largely a product of heredity (by which he did not mean genes, although he did develop several pre-Mendelian theories of particulate inheritance). He hypothesized that there should exist a correlation between intelligence and other observable traits such as reflexes, muscle grip, and head size. He set up the first mental testing centre in the world in 1882 and he published "Inquiries into Human Faculty and Its Development" in 1883, in which he set out his theories. After gathering data on a variety of physical variables, he was unable to show any such correlation, and he eventually abandoned this research.
French psychologist Alfred Binet, together with Victor Henri and Théodore Simon had more success in 1905, when they published the Binet-Simon test, which focused on verbal abilities. It was intended to identify mental retardation in school children, but in specific contradistinction to claims made by psychiatrists that these children were "sick" (not "slow") and should therefore be removed from school and cared for in asylums. The score on the Binet-Simon scale would reveal the child's mental age. For example, a six-year-old child who passed all the tasks usually passed by six-year-olds—but nothing beyond—would have a mental age that matched his chronological age, 6.0. (Fancher, 1985). Binet thought that intelligence was multifaceted, but came under the control of practical judgment.
Intelligence quotient
The British psychologist Charles Spearman in 1904 made the first formal factor analysis of correlations between the tests. He observed that children's school grades across seemingly unrelated school subjects were positively correlated, and reasoned that these correlations reflected the influence of an underlying general mental ability that entered into performance on all kinds of mental tests. He suggested that all mental performance could be conceptualized in terms of a single general ability factor and a large number of narrow task-specific ability factors. Spearman named it "g" for "general factor" and labeled the specific factors or abilities for specific tasks "s". In any collection of test items that make up an IQ test, the score that best measures "g" is the composite score that has the highest correlations with all the item scores. Typically, the ""g"-loaded" composite score of an IQ test battery appears to involve a common strength in abstract reasoning across the test's item content. Therefore, Spearman and others have regarded "g" as closely related to the essence of human intelligence.
Religiosity and intelligence
The study of religiosity and intelligence explores the link between religiosity and issues related to intelligence and educational level (by country and on the individual level). Religiosity and intelligence are both complex topics that include diverse variables, and the interactions among variables are not always well understood. For instance, intelligence is often defined differently by different researchers and also all scores from intelligence tests are only estimates of intelligence because concrete measurements, like those of mass or distance, cannot be achieved given the abstract nature of the concept of "intelligence". Religiosity is also complex in that it involves wide variations of interactions of religious beliefs, practices, behaviors, and affiliations in diverse cultures.
Active intellect
The active intellect, in the sense described, is more properly called the Agent Intellect, as it is the force triggering intellection in the human mind and causing thoughts to pass from the potential to the actual. It must not be confused with the "intellect in act", which is the result of that triggering, and is more akin to the psychological term "active knowledge". Another term for the final result of intellection, that is to say a person's accumulated knowledge, is the "acquired intellect".
Nous
These philosophers explain the intellect as something developed from experience of sensations, being interpreted by the brain in a physical way, and nothing else, which means that absolute knowledge is impossible. For Bacon, Hobbes and Locke, who wrote in both English and Latin, ""intellectus"" was translated as "understanding". Far from seeing it as secure way to perceive the truth about reality, Bacon, for example, actually named the "intellectus" in his "Novum Organum", and the proœmium to his "Great Instauration", as a major source of wrong conclusions, because it is biased in many ways, for example towards over-generalizing. For this reason, modern science should be methodical, in order not to be misled by the weak human intellect. He felt that lesser known Greek philosophers such as Democritus "who did not suppose a mind or reason in the frame of things", have been arrogantly dismissed because of Aristotelianism leading to a situation in his time wherein "the search of the physical causes hath been neglected, and passed in silence". The intellect or understanding was the subject of Locke's "Essay Concerning Human Understanding".
Height and intelligence
A 1986 study of 13,887 American youths aged 6 to 17 years old sought to examine the correlation between height and intelligence. Height was normalized for age and sex, and intelligence was measured with the Wechsler Intelligence Scale for Children and the Wide Range Achievement Test, measuring intellectual development (IQ) and academic achievement, respectively. Subjects were re-examined 2 to 5 years later. Both the Wechsler Intelligence Scale for Children and the Wide Range Achievement Test were found to significantly correlate with height. However, change in height was found not to be correlated with IQ score.
Neuroimaging intelligence testing
Using MRI, researchers are able to acquire volumetric measurements of brain size. Some studies have tried to explain the relationship between brain size (meaning volume) and intelligence, specifically in terms of IQ. In general, it has been found that Full Scale IQ and Verbal IQ have a stronger correlation with brain size than Performance IQ. It is thought by some that grey and white matter specifically relate to different IQs (grey matter with Verbal IQ and white matter with Performance IQ), but the results have not been consistent. It has been found that within the cortex, the correlation with IQ was very influenced by the volume of prefrontal grey matter.
Human intelligence
Psychologists have shown that the definition of human intelligence is unique to the culture that one is studying. Robert Sternberg is among the researchers who have discussed how one's culture affects the person's interpretation of intelligence, and he further believes that to define intelligence in only one way without considering different meanings in cultural contexts may cast an investigative and unintentionally egocentric view on the world. To negate this, psychologists offer the following definitions of intelligence:
Intelligence quotient
IQ is the most thoroughly researched means of measuring intelligence, and by far the most widely used in practical settings. However, while IQ strives to measure some concepts of intelligence, it may fail to serve as an accurate measure of broader definitions of intelligence. IQ tests examine some areas of intelligence while neglecting others such as creativity and social intelligence.
Emotional intelligence
"[Goleman] exemplifies more clearly than most the fundamental absurdity of the tendency to class almost any type of behavior as an 'intelligence'... If these five 'abilities' define 'emotional intelligence', we would expect some evidence that they are highly correlated; Goleman admits that they might be quite uncorrelated, and in any case if we cannot measure them, how do we know they are related? So the whole theory is built on quicksand: there is no sound scientific basis."
Similarly, Locke (2005) claims that the concept of EI is in itself a misinterpretation of the intelligence construct, and he offers an alternative interpretation: it is not another form or type of intelligence, but intelligence—the ability to grasp abstractions—applied to a particular life domain: emotions. He suggests the concept should be re-labeled and referred to as a skill.
Neuroimaging intelligence testing
Another study in 2006 examined 100 postmortem brains, seeking a relationship between an individual’s Full Scale Wechsler Adult Intelligence Scale score and the volume of their brain regions. Prior to death, the subjects had completed the WAIS test, which measures verbal and visuospatial abilities. The factors considered important to the relationship between brain size and intelligence were age, sex and hemispheric functional lateralization. They found that general verbal ability was correlated with cerebral volume in women and right-handed men. It was not possible to find a relationship between ability and volume in with every group, however.
Artificial general intelligence
Other important capabilities include the ability to sense (e.g. see) and the ability to act (e.g. move and manipulate objects) in the world where intelligent behaviour is to be observed. This would include an ability to detect and respond to hazard. Many interdisciplinary approaches to intelligence (e.g. cognitive science, computational intelligence and decision making) tend to emphasise the need to consider additional traits such as imagination (taken as the ability to form mental images and concepts that were not programmed in) and autonomy.
Computer based systems that exhibit many of these capabilities do exist (e.g. see computational creativity, automated reasoning, decision support system, robot, evolutionary computation, intelligent agent), but not yet at human levels.Chinese researchers Feng Liu, Yong Shi and Ying Liu conducted intelligence tests in the summer of 2017 with public available and freely accessible weak AI such as Google KI or Apple's Siri and others. At the maximum, these KIs reached a value of about 47, which corresponds approximately to a six-year-old child in first grade. An adult comes to about 100 on average. In 2014, similar tests were carried out in which the KIs reached a maximum value of 27. .
Intelligence and personality
Some psychologists have recently pointed out that previous instruments used to measure openness actually assessed two distinctive aspects. The first is intellect, which reflects intellectual engagement and perceived intelligence and is marked by ideas, while the second is emotion, which reflects the artistic and contemplative qualities related to being engaged in sensation and perception and is marked by fantasy, aesthetics, feelings and actions. On this basis, intellect was found to be associated with the neural system of the working memory, which is related to "g", whereas openness was not. In addition, according to a study of genetic behaviour, intellect is genetically closer to intelligence than openness.
Nations and intelligence
The 1981 article "Average IQ values in various European countries" by Vinko Buj is the only international IQ study that over a short time period has compared IQs using the same IQ test. It was probably done in the 1970s in the capital cities or in the biggest town in 21 European countries and Ghana. Rindermann (2007) states that it is of dubious quality with scant information regarding how it was done. The correlations with the other measures of national intelligence, except the PISA student assessment study, are good.
Intelligence quotient
Spearman's argument proposing a general factor of human intelligence is still accepted, in principle, to be the most important construct to intelligence by many psychometricians, though none would say that it is all there is to intelligence. Today's factor models of intelligence typically represent cognitive abilities as a three-level hierarchy, where there are a large number of narrow factors at the bottom of the hierarchy, a handful of broad, more general factors at the intermediate level, and at the apex a single factor, referred to as the "g" factor, which represents the variance common to all cognitive tasks. However, this view is not universally accepted; other factor analyses of the data, with different results, are possible. Some psychometricians regard "g" as a statistical artifact.
Intelligence quotient
There are a variety of individually administered IQ tests in use in the English-speaking world. The most commonly used individual IQ test series is the Wechsler Adult Intelligence Scale for adults and the Wechsler Intelligence Scale for Children for school-age test-takers. Other commonly used individual IQ tests (some of which do not label their standard scores as "IQ" scores) include the current versions of the Stanford-Binet Intelligence Scales, Woodcock-Johnson Tests of Cognitive Abilities, the Kaufman Assessment Battery for Children, the Cognitive Assessment System, and the Differential Ability Scales.
Intellectual giftedness
While many people believe giftedness is a strictly quantitative difference, measurable by IQ tests, some authors on the "experience of being" have described giftedness as a fundamentally different way of perceiving the world, which in turn affects every experience had by the gifted individual. This view is doubted by some scholars who have closely studied gifted children longitudinally.
Social intelligence
Nicholas Humphrey points to a difference between intelligence being measured by IQ tests and social intelligence. Some autistic children are extremely intelligent because they have well developed skills of observing and memorizing information, however they have low social intelligence. Similarly, chimpanzees are very adept at observation and memorization, but according to Humphrey, inept at handling interpersonal relationships. What they lack is a theory of others' minds. For a long time, the field was dominated by behaviorism, that is, the theory that one could understand animals including humans, just by observing their behavior and finding correlations. But recent theories indicate that one must consider the inner structure behavior.
Intelligence quotient
IQ tests that measure intelligence also include:
Religiosity and intelligence
The definitions of intelligence are controversial since at least 70 definitions have been found among diverse fields of research. Some groups of psychologists have suggested the following definitions: 
From "Mainstream Science on Intelligence" (1994), an op-ed statement in the Wall Street Journal signed by fifty-two researchers (out of 131 total invited to sign). 
From "" (1995), a report published by the Board of Scientific Affairs of the American Psychological Association:
Intelligence is a property of the mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn. There are several ways to more specifically define intelligence. In some cases, intelligence may include traits such as creativity, personality, character, knowledge, or wisdom. However, some psychologists prefer not to include these traits in the definition of intelligence.
Intelligence quotient
Critics such as Keith Stanovich do not dispute the reliability of IQ test scores or their capacity to predict some kinds of achievement, but argue that basing a concept of intelligence on IQ test scores alone neglects other important aspects of mental ability.
The IQ Controversy, the Media and Public Policy
Snyderman and Rothman discovered that experts were in agreement about the nature of intelligence. "On the whole, scholars with any expertise in the area of intelligence and intelligence testing (defined very broadly) share a common view of the most important components of intelligence, and are convinced that it can be measured with some degree of accuracy." Almost all respondents picked out abstract reasoning, ability to solve problems and ability to acquire knowledge as the most important elements.
Sex differences in intelligence
The current literature on sex differences produced inconsistent results depending on the type of testing used. Among the researchers who conducted studies on intelligence, many state that there are no sex differences in g (Jensen 1998, Colom, Garcia, Juan-Esponiza & Abad 2000, Colom, Garcia, Juan-Esponiza & Abad 2002, Camarata and Woodcock 2006), some found a difference favoring males (Lynn 1999, Lynn Irwing 2004, 2008) and some found a difference favoring females (Keith, Reynolds, Patel & Ridley 2006 and Reynolds, Keith, Ridley, Patel 2006). The issues remains unresolved if one uses standardized tests as Jensen (1998) and Colom, Garcia (2002) agrees that there might be a small insignificant sex difference in "intelligence in general" (IQ) but this may not necessarily reflect a sex difference in "general intelligence" ("g" factor). The difference between the two concepts is that IQ is a psychometric scoring system measured with standardized testing, while "g" factor is a latent scientific construct that correlates with all cognitive tests and achievements in life. Although most researchers distinguish between "g" and IQ, those that argue for greater male intelligence assert that IQ and "g" are synonymous (Lynn & Irwing 2004) and so the real division comes from defining IQ in relation to "g" factor. However, in 2008 Lynn and Irwing proposed that since working memory ability correlate highest with "g" factor, researchers would have no choice but to accept greater male intelligence if differences on working memory tasks are found. As a result, a neuroimaging study published by Schmidt (2009) conducted an investigation into this proposal by measuring sex differences on an n-back working memory task. The results found no sex difference in working memory capacity and thus contradicting the position pushed forward by Lynn and Irwing (2008) and more in line with those arguing for no sex differences in intelligence. The same results in the 2009 n-back working memory study have also been replicated in numerous other studies since.
Romantic epistemology
The intellect is "the faculty of suiting measures to circumstances," or "the faculty judging according to sense." Intellect is linked initially to fancy, such that their functioning forms a law by which man "is impelled to abstract the changes and outward relations of matter and to arrange them under the form of causes and effects." This law is necessary for man's awareness and freedom, but if not conjoined with a new participative capacity (the Goethean "Gemüt") would "prevent or greatly endanger man's development and progression." The intellect in man, as contrasted with animals, is the ability not only to obey rules, but to create them and to know what the term "rule" means. It is the possibility of sense experience. Sensation is "already intelligence in process of constructing itself." Thus, "intelligence is a self-development and sensation itself is but vision nascent, not the cause of intelligence, but intelligence itself revealed as an earlier power in the process of self-construction" working on the sense-data to provide names of objects and the relationships of their outer forms in terms of cause and effect (what Suzanne Langer terms 'figuration').
Collective intelligence
A new scientific understanding of collective intelligence defines it as a group's general ability to perform a wide range of tasks. Definition, operationalization and statistical methods are similar to the psychometric approach of general individual intelligence. Hereby, an individual's performance on a given set of cognitive tasks is used to measure general cognitive ability indicated by the general intelligence factor "g" extracted via factor analysis. In the same vein as "g" serves to display between-individual performance differences on cognitive tasks, collective intelligence research aims to find a parallel intelligence factor for groups "c" factor' (also called 'collective intelligence factor' ("CI")) displaying between-group differences on task performance. The collective intelligence score then is used to predict how this same group will perform on any other similar task in the future. Yet tasks, hereby, refer to mental or intellectual tasks performed by small groups even though the concept is hoped to be transferrable to other performances and any groups or crowds reaching from families to companies and even whole cities. Since individuals' "g" factor scores are highly correlated with full-scale IQ scores, which are in turn regarded as good estimates of "g", this measurement of collective intelligence can also be seen as an intelligence indicator or quotient respectively for a group (Group-IQ) parallel to an individual's intelligence quotient (IQ) even though the score is not a quotient per se.
Intelligence
From "Mainstream Science on Intelligence" (1994), an op-ed statement in the Wall Street Journal signed by fifty-two researchers (out of 131 total invited to sign):
From "" (1995), a report published by the Board of Scientific Affairs of the American Psychological Association:
Besides those definitions, psychology and learning researchers also have suggested definitions of intelligence such as:
Human intelligence is the intellectual power of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness. Intelligence enables humans to remember descriptions of things and use those descriptions in future behaviors. It is a cognitive process. It gives humans the cognitive abilities to learn, form concepts, understand, and reason, including the capacities to recognize patterns, comprehend ideas, plan, solve problems, and use language to communicate. Intelligence enables humans to experience and think.
Intelligence quotient
An intelligence quotient (IQ) is a total score derived from several standardized tests designed to assess human intelligence. The abbreviation "IQ" was coined by the psychologist William Stern for the German term "Intelligenzquotient", his term for a scoring method for intelligence tests at University of Breslau he advocated in a 1912 book. Historically, IQ is a score obtained by dividing a person's mental age score, obtained by administering an intelligence test, by the person's chronological age, both expressed in terms of years and months. The resulting fraction is multiplied by 100 to obtain the IQ score. When current IQ tests were developed, the median raw score of the norming sample is defined as IQ 100 and scores each standard deviation (SD) up or down are defined as 15 IQ points greater or less, although this was not always so historically. By this definition, approximately two-thirds of the population scores are between IQ 85 and IQ 115. About 2.5 percent of the population scores above 130, and 2.5 percent below 70.
Psychometrics
The firstpsychometric instruments were designed to measure the concept of intelligence. One historical approach involved the Stanford-Binet IQ test, developed originally by the French psychologist Alfred Binet. Intelligence tests are useful tools for various purposes. An alternative conception of intelligence is that cognitive capacities within individuals are a manifestation of a general component, or general intelligence factor, as well as cognitive capacity specific to a given domain.
Human intelligence
Although typically identified by its western definition, multiple studies support the idea that human intelligence carries different meanings across cultures around the world. In many Eastern cultures, intelligence is mainly related with one's social roles and responsibilities. A Chinese conception of intelligence would define it as the ability to empathize with and understand others — although this is by no means the only way that intelligence is defined in China.
In several African communities, intelligence is shown similarly through a social lens. However, rather than through social roles, as in many Eastern cultures, it is exemplified through social responsibilities. For example, in the language of Chi-Chewa, which is spoken by some ten million people across central Africa, the equivalent term for intelligence implies not only cleverness but also the ability to take on responsibility. Furthermore, within American culture there are a variety of interpretations of intelligence present as well. One of the most common views on intelligence within American societies defines it as a combination of problem-solving skills, deductive reasoning skills, and Intelligence quotient (IQ), while other American societies point out that intelligent people should have a social conscience, accept others for who they are, and be able to give advice or wisdom.
PASS theory of intelligence
The PASS theory provides the theoretical framework for a measurement instrument called the Das-Naglieri Cognitive Assessment System (CAS), published in 1997. This test is designed to provide a nuanced assessment of the individual's intellectual functioning, providing information about cognitive strengths and weaknesses in each of the four processes. This emphasis on processes (rather than abilities) is said to make it useful for differential diagnosis; unlike traditional full-scale IQ tests, the PASS is capable of diagnosing Learning disabilities and Attention Deficit Disorder, Autism, Mental Retardation, cognitive changes in aging and Down syndrome, and more recently changes due to brain impairment in Stroke. Its usefulness as a theory and measurement instrument for Planning and Decision making in management has also been demonstrated.
Humanity (virtue)
Intelligence has many psychological definitions from Weschler’s intelligence to the various theories of multiple intelligence. The CSV divides intelligence into hot and cold, hot intelligence being those intelligences related to active emotional processes. (338) Individuals with high social intelligence are very self-aware, and effective organizers and leaders. Additionally, it combines elements of the other two hot intelligences, personal and emotional intelligence. Personal intelligence being the internal counterpart to social intelligence and emotional intelligence being the capacity to understand emotions. The CSV highlights three social intelligence measurement scales: Factor Based Social Intelligence Tasks, Psychological Mindedness Assessment Procedure, and Mayer-Salovey-Caruso Emotional intelligence Test.
Neuroimaging intelligence testing
Psychometrics is a field of study specifically dedicated to psychological measurement and involves two main tasks: (i) constructing instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement. Brain-based intelligence tests are concerned with both of these aspects. Modern techniques have evolved to focus on a few biological characteristics: Brain ERPs, brain size, and speed of neural conduction. Various instruments have been employed to measure these things.
Aptitude
Aptitude and intelligence quotient are related, and in some ways differing views of human mental ability. Unlike the original idea of IQ, aptitude often refers to one of the many different characteristics which can be independent of each other, such as aptitude for military flight, air traffic control, or computer programming. This approach measures a variety of separate skills, similar to the theory of multiple intelligences and Cattell–Horn–Carroll theory and many other modern theories of intelligence. In general, aptitude tests are more likely to be designed and used for career and employment decisions, and intelligence tests are more likely to be used for educational and research purposes. However, there is a great deal of overlap between them, and they often measure the same kinds of abilities. For example, aptitude tests such as the Armed Services Vocational Aptitude Battery measure enough aptitudes that they could also serve as a measure of general intelligence.
Intelligence quotient
Psychometricians generally regard IQ tests as having high statistical reliability. A high reliability implies that – although test-takers may have varying scores when taking the same test on differing occasions, and although they may have varying scores when taking different IQ tests at the same age – the scores generally agree with one another and across time. Like all statistical quantities, any particular estimate of IQ has an associated standard error that measures uncertainty about the estimate. For modern tests, the standard error of measurement is about three points . Clinical psychologists generally regard IQ scores as having sufficient statistical validity for many clinical purposes. In a survey of 661 randomly sampled psychologists and educational researchers, published in 1988, Mark Snyderman and Stanley Rothman reported a general consensus supporting the validity of IQ testing. "On the whole, scholars with any expertise in the area of intelligence and intelligence testing (defined very broadly) share a common view of the most important components of intelligence, and are convinced that it can be measured with some degree of accuracy." Almost all respondents picked out abstract reasoning, ability to solve problems and ability to acquire knowledge as the most important elements.
Since the early 20th century, raw scores on IQ tests have increased in most parts of the world. When a new version of an IQ test is normed, the standard scoring is set so performance at the population median results in a score of IQ 100. The phenomenon of rising raw score performance means if test-takers are scored by a constant standard scoring rule, IQ test scores have been rising at an average rate of around three IQ points per decade. This phenomenon was named the Flynn effect in the book "The Bell Curve" after James R. Flynn, the author who did the most to bring this phenomenon to the attention of psychologists.
Gifted education
At Stanford University in 1918, Lewis Terman adapted Alfred Binet's Binet-Simon intelligence test into the Stanford-Binet test, and introduced intelligence quotient (IQ) scoring for the test. According to Terman, the IQ was one's mental age compared to one's chronological age, based on the mental age norms he compiled after studying a sample of children. He defined intelligence as "the ability to carry on abstract thinking". During World War I Terman was a commissioned officer of the United States Army, and collaborated with other psychologists in developing intelligence tests for new recruits to the armed forces. For the first time, intelligence testing was given to a wide population of drafted soldiers.
How Much Can We Boost IQ and Scholastic Achievement?
Jensen's argument consisted of a series of related claims. IQ tests are reliable measurements of a real human ability—what people generally describe as "intelligence"—that is important to many parts of contemporary life. Intelligence, as measured by IQ tests, is about 80 percent heritable. Intelligent parents are much more likely to have intelligent children than other parents. Remedial educational programs have failed to raise the measured intelligence of individuals or groups. Indeed, one of the most inflammatory sentences is the opener: "Compensatory education has been tried and apparently has failed." The article generated extensive discussion and controversy both in the popular press and in the academic literature. The article prompted 29 academic rebuttals published in the same journal, which eventually decided to refuse reprints or allow Jensen to respond to critical letters. Many college students also responded to the publication of the paper by burning effigies of Jensen and sending him death threats. In 1982, Schiff et al. conducted an adoption study that aimed to provide a direct answer to the question Jensen had posted in his 1969 paper. They reported that children who were adopted into families of a higher social class experienced, on average, "an increase of 14 IQ points in the mean IQ score estimated with 2 tests and a reduction by a factor of 4 in the probability of repeating a grade."
Implicit theories of intelligence
Implicit theories of intelligence develop at an early age and are subtly influenced by parents and educators and the type of praise they give for successful work. Typically it has been assumed that any sort of praise will have a positive impact on a child's self-confidence and achievement. However, different types of praise can lead to the development of different views on intelligence. Young children who hear praise that values high intelligence as a measure of success, such as "You must be smart at these problems," may link failure with a lack of intelligence and are more susceptible to developing an entity mindset. Often children are given high praise for their intelligence after relatively easy success, which sets them up to develop counterproductive behaviors in dealing with academic setbacks, rather than fostering confidence and the enjoyment of learning. Praise for intelligence connects performance with ability, rather than effort, leading these individuals to develop "performance" goals to prove competence. However students who receive praise valuing hard work as a measure of success, such as "You must have worked hard at these problems," more often pursue mastery goals that underlie an incremental mindset.
Wechsler Adult Intelligence Scale
The WAIS is founded on Wechsler's definition of intelligence, which he defined as "... the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment." He believed that intelligence was made up of specific elements that could be isolated, defined, and subsequently measured. However, these individual elements were not entirely independent, but were all interrelated. His argument, in other words, is that general intelligence is composed of various specific and interrelated functions or elements that can be individually measured.
Sex differences in intelligence
In 2000, researchers Roberto Colom and Francisco J. Abad conducted a large study of 10,475 adults on five IQ tests taken from the Primary Mental Abilities and found negligible or no significant sex differences. The tests conducted were on vocabulary, spatial rotation, verbal fluency and inductive reasoning. Roberto Colom in 2002 found that males' IQs were 3.16 points higher on the WAIS III test, but that there was no difference on the general intelligence factor ("g") and therefore explained the differences as due to non-"g" factors such as specific group factors and test specificity. Responding to findings by Richard Lynn in 2002, researchers Roberto Colom and Oscar Garcia Lopez proposed that g factor is the variance of correlation among different IQ tests and not the sum of group scores published by Lynn in his studies. So measuring variance of Colom's study of 4,072 high school graduates, they found that females outperform males on the inductive reasoning part of the Primary Mental Abilities test, males outperform females on the Raven's Progressive Matrices and that there is no difference on the Culture-Fair intelligence test and therefore concluded no difference in general intelligence. Using multi-group covariance and mean group structure analysis in 2006, researchers Sophie van der Sluis, Conor V. Dolan and Roberto Colom found that "g" factor couldn't explain any sex differences on the WAIS III. Later that year in another study, the same researchers concluded that sex differences on WAIS are due to primary factors or broad stratum abilities like working memory and perceptual organization not "g" factor. A study conducted by Jim Flynn and Lilia Rossi-Case (2011) found that men and women achieved roughly equal IQ scores on Raven's Progressive Matrices after reviewing recent standardization samples in five modernized nations. In 2010, researcher Emily Savage-McGlynn proposed that inconsistent results in sex differences are due to opportunity samples rather than samples that represent the general population. After a study with a nationally representative sample of 926 participants in the UK, no sex difference was found in the Raven's Progressive Matrices test.
Intelligence quotient
In Binet's view, there were limitations with the scale and he stressed what he saw as the remarkable diversity of intelligence and the subsequent need to study it using qualitative, as opposed to quantitative, measures (White, 2000). American psychologist Henry H. Goddard published a translation of it in 1910. American psychologist Lewis Terman at Stanford University revised the Binet-Simon scale, which resulted in the Stanford-Binet Intelligence Scales (1916). It became the most popular test in the United States for decades.
Animal cognition
As the Cognitive ability and intelligence in non-human animals cannot be measured with verbal scales, it has been measured using a variety of methods that involve such things as habit reversal, social learning, and responses to novelty. Principal Component Analysis and factor analytic studies have shown that a single factor of intelligence is responsible for 47% of the individual variance in cognitive ability measures in primates and between 55% and 60% of the variance in mice. These values are similar to the accepted variance in IQ explained by a similar single factor known as the general factor of intelligence in humans (40-50%).
Neuropsychological assessment
Testing one’s intelligence can also give a clue to whether there is a problem in the brain-behavior connection. The Wechsler Scales are the tests most often used to determine level of intelligence. The variety of scales available, the nature of the tasks, as well as a wide gap in verbal and performance scores can give clues to whether there is a learning disability or damage to a certain area of the brain.
Malleability of intelligence
In general, intelligence is thought to be attributed to both genetic and environmental factors, but the extent to which each plays a key role is highly disputed. Studies of identical and non-identical twins raised separately and together show a strong correlation between child IQ and socio-economic level of the parents. Children raised in lower-class families tend to score lower on intelligence tests when compared to children raised in both middle and upper-class families. However, there is no difference in intelligence scores between children raised in middle versus upper-class families.The biological basis of intelligence is founded in the degree of connectivity of neurons in the brain and the varying amounts of white and grey matter. Studies show that intelligence is positively correlated with total cerebral volume. While it is true that the number of neurons in the brain actually decreases throughout development, as neural connections grow and the pathways become more efficient, the supporting structures in the brain increase. This increase in supporting tissues, which include myelination, blood vessels, and glial cells, leads to an increase in overall brain size. When brain circumference and IQ were compared in 9 year olds, a positive correlation was found between the two. An increase of 2.87 IQ points occurred for each standard deviation increase in brain circumference.
Francis Galton
Galton's study of human abilities ultimately led to the foundation of differential psychology and the formulation of the first mental tests. He was interested in measuring humans in every way possible. This included measuring their ability to make sensory discrimination which he assumed was linked to intellectual prowess. Galton suggested that individual differences in general ability are reﬂected in performance on relatively simple sensory capacities and in speed of reaction to a stimulus, variables that could be objectively measured by tests of sensory discrimination and reaction
time. He also measured how quickly people reacted which he later linked to internal wiring which ultimately limited intelligence ability. Throughout his research Galton assumed that people who reacted faster were more intelligent than others.
Neuroimaging intelligence testing
The varying techniques of imaging-based testing search for different signs of intelligence. The types of intelligence analyzed in this review were fluid intelligence (Gf), general intelligence (g), and crystallized intelligence (Gc). Early studies utilized information from patients with brain damage, noticing changes in intelligence scores that correlated to certain regions of the brain. As imaging technology has improved, so has the ability for deeper neuro-analysis. MRI studies have found that the volume of gray matter correlates to intelligence, providing evidence for generalizations made regarding brain/head-size and intelligence. Additionally, PET and fMRI studies have revealed more information regarding the functionality of certain regions of the brain. By recording and interpreting the brain activity of subjects as they complete a variety of tasks, researchers are able to draw connections between the types of task (and thus, the type of intelligence) that calls on particular areas of the brain. This is interesting as knowing how parts of the brain are utilized may reveal more information about the structure and hierarchy used in neural development. It also may provide interesting information regarding the pathways of neural signals as they navigate the nervous system. Image-based testing may allow researchers to discover why certain neurons are connected, if they are indeed aligned in a purposeful manner and consequently, how to repair such pathways when they are damaged.
The Emotional Intelligence Appraisal
The Emotional Intelligence Appraisal is a skill-based self-report and 360-degree measure of emotional intelligence (EQ) developed as a measure of emotionally competent behavior that provides an estimate of one's emotional intelligence. Twenty-eight items are used to obtain a total EQ score and to produce four composite scale scores, corresponding to the four main skills of Daniel Goleman's model of emotional intelligence. The Emotional Intelligence Appraisal was created in 2001 by Drs. Travis Bradberry and Jean Greaves and comes in both booklet and online format, allowing participants to choose their preferred method of test taking.