Is emotional IQ the same as regular IQ?
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.
Sex differences in intelligence
The ability to apply analytical analysis (as opposed to making intuitive decisions, i.e. System 1 and System 2 thinking) is related to, but different from IQ. On the cognitive reflection test, which consists of "trick questions" where the intuitive answer is wrong, women scored on average 1.03, while men scored 1.47. Bosch-Domènecha and colleagues (2014) further found not only did men outscore women on the CRT, but that greater exposure to prenatal androgens (via a lower 2D:4D ratio) is significantly correlated with a higher score on the cognitive reflection test regardless of sex. Several other studies have replicated these results and have found that men typically score higher than women on the CRT.
Pygmalion in the Classroom
Robert L. Thorndike, the leading educational psychologist of his era, found serious flaws in the instrument used to assess the IQ scores of the children in the Pygmalion study. One regular class in the study had a mean Reasoning IQ score deep in the retarded range, an impossibility. Thorndike concluded that the study's findings were worthless, summing up his evaluation of the instrument by writing, "When the clock strikes thirteen, doubt is not only cast on the last stroke but also on all that have come before...When the clock strikes 14, we throw away the clock." Meta-analytic research has found that the amount of time a teacher spends getting to know students prior to the induction of IQ-related expectancies reduces the impact of expectancy induction. The findings indicate when teachers have gotten to know their students for more than two weeks prior to expectancy induction, the influence of expectancy induction is virtually nil.
Nations and intelligence
In the 2002 book "IQ and the Wealth of Nations", and "IQ and Global Inequality" in 2006, Richard Lynn and Tatu Vanhanen created estimates of average IQs for 113 nations. They estimated IQs of 79 other nations based on neighboring nations or by other methods. They also created an estimate of "quality of human conditions" for each nation based on gross national product per capita, adult literacy rate, fraction of the population to enroll in secondary education, life expectancy, and rate of democratization. Lynn and Vanhanen found a substantial correlation between the national IQ scores they created and these various socioeconomic factors. They conclude that national IQ influences these measures of well-being, and that national differences in IQ are heavily influenced by genetics, although they also allow for some environmental contributions to it. They regard nutrition as the most important environmental factor, and education a secondary factor.
Emotional intelligence
Konstantinos Vasilis Petrides ("K. V. Petrides") proposed a conceptual distinction between the ability based model and a trait based model of EI and has been developing the latter over many years in numerous publications. Trait EI is "a constellation of emotional self-perceptions located at the lower levels of personality." In lay terms, trait EI refers to an individual's self-perceptions of their emotional abilities. This definition of EI encompasses behavioral dispositions and self-perceived abilities and is measured by self report, as opposed to the ability based model which refers to actual abilities, which have proven highly resistant to scientific measurement. Trait EI should be investigated within a personality framework. An alternative label for the same construct is trait emotional self-efficacy.
Intelligence quotient
There is considerable variation within and overlap among these categories. People with high IQs are found at all levels of education and occupational categories. The biggest difference occurs for low IQs with only an occasional college graduate or professional scoring below 90.
Emotional intelligence
Goleman's early work has been criticized for assuming from the beginning that EI is a type of intelligence or cognitive ability. Eysenck (2000) writes that Goleman's description of EI contains unsubstantiated assumptions about intelligence in general, and that it even runs contrary to what researchers have come to expect when studying types of intelligence:
Evangelos Katsioulis
In 2003 Katsioulis ranked first in the international Non-Verbal Cognitive Performance Examination - Revised (NVCP-R) IQ contest organized by the Cerebrals Society with a raw performance of 49/54. His raw score was interpreted with an IQ 205 on the Stanford-Binet scale with sd 16.
Intelligence and public policy
Some proponents of a genetic interpretation of the IQ gap, such as Rushton and Jensen (2005a) and Gottfredson (2005b), have sometimes argued that their interpretation does not in itself demand any particular policy response: while a conservative commentator may feel the results justify, for example, reductions in affirmative action, a liberal commentator may argue from a Rawlsian point of view (that genetic advantages are undeserved and unjust) for substantial affirmative action. Since all races have representatives at all levels of the IQ curve, this means any policy based on low IQ affects members of all races.
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".
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).
Positive psychology in the workplace
Emotional intelligence is the ability to recognize, and interpret emotions that can be used to regulate emotions and assist cognitive processes which promote emotional and intellectual growth. Emotional intelligence has been researched by Carmelli (2003) in order to see its effect on employees work performance. Due to the social nature of the interactions of the employees, emotional intelligence is essential in order to work well with co-workers. When employees work well together their task performance improves and as a result the business benefits. With emotional intelligence, employees are better able to perceive others needing help and are more willing to help for intrinsic benefits.
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.
IQ and Global Inequality
IQ and Global Inequality is a 2006 book by psychologist Richard Lynn and political scientist Tatu Vanhanen. "IQ and Global Inequality" is follow-up to their 2002 book "IQ and the Wealth of Nations", an expansion of the argument that international differences in current economic development are due in part to differences in average national intelligence as indicated by national IQ estimates, and a response to critics. The book was published by the controversial Washington Summit Publishers.
Intelligence quotient
Some studies claim that IQ only accounts for (explains) a sixth of the variation in income because many studies are based on young adults, many of whom have not yet reached their peak earning capacity, or even their education. On pg 568 of "", Arthur Jensen claims that although the correlation between IQ and income averages a moderate 0.4 (one sixth or 16% of the variance), the relationship increases with age, and peaks at middle age when people have reached their maximum career potential. In the book, "A Question of Intelligence", Daniel Seligman cites an IQ income correlation of 0.5 (25% of the variance).
The IQ Controversy, the Media and Public Policy
The study also revealed that the majority (55%) of surveyed experts believed that genetic factors also help to explain socioeconomic differences in IQ.
Emotional intelligence
Emotional intelligence has been defined as "the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior" by Peter Salovey and John Mayer. This definition was later broken down and refined into four proposed abilities: perceiving, using, understanding, and managing emotions. These abilities are distinct yet related. Emotional intelligence also reflects abilities to join intelligence, empathy and emotions to enhance thought and understanding of interpersonal dynamics. However, substantial disagreement exists regarding the definition of EI, with respect to both terminology and operationalizations. Currently, there are three main models of EI:
Mental age
Mental age, as well as IQ, have limitations. Binet did not believe these measures should be used for a single, permanent, and inborn level of intelligence. He stressed the limitation of the test because intelligence overall is too broad to be represented by a single number. It is influenced by many factors such as the individual's background and changes over time.
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.
Disabilities affecting intellectual abilities
Dementia is a serious loss of cognitive ability in a previously unimpaired person, beyond what might be expected from normal aging. Both dementia and intellectual disability are defined by neurologists as having an IQ that is two standard deviations below median (below about 70, when 100 is the median); the difference between these two classifications for intellectual disability is whether the low IQ represents a lifelong condition (intellectual disability), or a condition that is acquired later (dementia).
Well-being contributing factors
Research suggests neither a good education nor a high IQ reliably increases happiness.
Anders Ericsson argued an IQ above 120 has a decreasing influence on success. Presumably, IQs above 120 do not additionally cause other happiness indicators like success (with the exception of careers like Theoretical physics, where high IQs are more predictive of success). Above that IQ level, other factors, like social skills and a good mentor, matter more. As these relate to happiness, intelligence and education may simply allow one to reach a middle-class level of need satisfaction (as mentioned above, being richer than this seems to hardly affect happiness). According to the findings of the study, Using Theatrical Concepts for Role-plays with Educational Agents by Klesen, she expresses how role- playing embeds information and educational goals and causes people to learn unintentionally. Studies has shown that enjoyment in things as simple as role playing increases a person's IQ and their happiness.
Emotional intelligence
The trait EI model is general and subsumes the Goleman model discussed above. The conceptualization of EI as a personality trait leads to a construct that lies outside the taxonomy of human cognitive ability. This is an important distinction in as much as it bears directly on the operationalization of the construct and the theories and hypotheses that are formulated about it.
Disabilities affecting intellectual abilities
Intellectual disability, also known as "general learning disability", and previously known as "mental retardation" (a term now widely considered to be offensive), is a generalized disorder characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors that appears before adulthood. It has historically been defined as an Intelligence Quotient (IQ) score under 70, but the definition now includes both one component relating to mental functioning and one relating to individuals' functional skills in their environment, so IQ is not the only factor.
SocialIQ
The Social IQ (Social Influence Quotient) is a metric to measure your online social influence. This score measures the ability of influencing others’ thoughts and actions towards specific areas driven by user interest and expertise. Over 50 variables are tracked to score Trust, Network, and Authority that make up the overall Social IQ.
Emotional intelligence
The essence of this criticism is that scientific inquiry depends on valid and consistent construct utilization, and that before the introduction of the term EI, psychologists had established theoretical distinctions between factors such as abilities and achievements, skills and habits, attitudes and values, and personality traits and emotional states. Thus, some scholars believe that the term "EI" merges and conflates such accepted concepts and definitions.
IQ classification
The current scoring method for all IQ tests is the "deviation IQ". In this method, an IQ score of 100 means that the test-taker's performance on the test is at the median level of performance in the sample of test-takers of about the same age used to norm the test. An IQ score of 115 means performance one standard deviation above the median, a score of 85 performance, one standard deviation below the median, and so on. Lewis Terman and other early developers of IQ tests noticed that most child IQ scores come out to approximately the same number by either procedure. Deviation IQs are now used for standard scoring of all IQ tests in large part because they allow a consistent definition of IQ for both children and adults. By the current "deviation IQ" definition of IQ test standard scores, about two-thirds of all test-takers obtain scores from 85 to 115, and about 5 percent of the population scores above 125.
Borderline intellectual functioning
Borderline intellectual functioning, also called borderline mental retardation (in the ICD-8), is a categorization of intelligence wherein a person has below average cognitive ability (generally an IQ of 70–85), but the deficit is not as severe as intellectual disability (below 70). It is sometimes called below average IQ (BAIQ). This is technically a cognitive impairment; however, this group may not be sufficiently mentally disabled to be eligible for specialized services.
Emotional intelligence
Landy distinguishes between the "commercial wing" and "the academic wing" of the EI movement, basing this distinction on the alleged predictive power of EI as seen by the two currents. According to Landy, the former makes expansive claims on the applied value of EI, while the latter is trying to warn users against these claims. As an example, Goleman (1998) asserts that "the most effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. ...emotional intelligence is the sine qua non of leadership". In contrast, Mayer (1999) cautions "the popular literature's implication—that highly emotionally intelligent people possess an unqualified advantage in life—appears overly enthusiastic at present and unsubstantiated by reasonable scientific standards." Landy further reinforces this argument by noting that the data upon which these claims are based are held in "proprietary databases", which means they are unavailable to independent researchers for reanalysis, replication, or verification. Thus, the credibility of the findings cannot be substantiated in a scientific way, unless those datasets are made public and available for independent analysis.
Interpersonal Cognitive Behavioral Therapy
I-CBT seeks to help patients overcome their psychiatric/mental health problems by teaching them — through the utilization of emotional intelligence (EI) — to dismiss irrational thoughts by helping them to understand and define their emotional states. Emotional intelligence is thought to be a better indicator for success than intelligence quotient (IQ) test scores.
IQ classification
In current medical diagnosis, IQ scores alone are not conclusive for a finding of intellectual disability. Recently adopted diagnostic standards place the major emphasis on the adaptive behavior of each individual, with IQ score just being one factor in diagnosis in addition to adaptive behavior scales, and no category of intellectual disability being defined primarily by IQ scores. Psychologists point out that evidence from IQ testing should always be used with other assessment evidence in mind: ""In the end, any and all interpretations of test performance gain diagnostic meaning when they are corroborated by other data sources and when they are empirically or logically related to the area or areas of difficulty specified in the referral.""
Social mobility
Participants at midlife did not necessarily end up in the same social class as their fathers. There was social mobility in the sample: 45% of men were upwardly mobile, 14% were downward mobile and 41% were socially stable. IQ at age 11 had a graded relationship with participant's social class. The same effect was seen for father's occupation. Men at midlife social class I and II (the highest, more professional) also had the highest IQ at age 11. Height at midlife, years of education and childhood IQ were significantly positively related to upward social mobility, while number of siblings had no significant effect. For each standard deviation increase in IQ score at the age 11, the chances of upward social mobility increases by 69% (with a 95% confidence). After controlling the effect of independent variables, only IQ at age 11 was significantly inversely related to downward movement in social mobility. More years of education increase the chance that a father's son will surpass his social class, whereas low IQ makes a father's son prone to falling behind his father's social class.
Higher IQ at age 11 was also significantly related to higher social class at midlife, higher likelihood car driving at midlife, higher first social class, higher father's social class, fewer siblings, higher age of education, being taller and living in a less deprived neighbourhood at midlife. IQ was significantly more strongly related to the social class in midlife than the social class of the first job.
Intellectual giftedness
IQ classification varies from one publisher to another. IQ tests do not have validity for determining test-takers' rank order at higher IQ levels, and are perhaps only effective at determining whether a student is gifted rather than distinguishing among levels of giftedness. The Wechsler tests have a standard score ceiling of 160. Today, the Wechsler child and adult IQ tests are by far the most commonly used IQ tests in hospitals, schools, and private psychological practice. Older versions of the Stanford-Binet test, now obsolete, and the Cattell IQ test purport to yield IQ scores of 180 or higher, but those scores are not comparable to scores on currently normed tests. The Stanford-Binet Third Revision (Form L-M) yields consistently higher numerical scores for the same test-taker than scores obtained on current tests. This has prompted some authors on identification of gifted children to promote the Stanford-Binet form L-M, which has long been obsolete, as the only test with a sufficient ceiling to identify the exceptionally and profoundly gifted, despite the Stanford-Binet L-M never having been normed on a representative national sample. Because the instrument is outdated, current results derived from the Stanford-Binet L-M generate inflated and inaccurate scores. The IQ assessment of younger children remains debated.
Cognitive epidemiology
Post-traumatic stress disorder, severe depression, and schizophrenia are less prevalent in higher IQ bands. Some studies have found that higher IQ persons show a higher prevalence of Obsessive Compulsive Disorder, but a 2017 meta study found the opposite, that people who suffered from OCD had slightly lower average IQs.
Race and intelligence
A 2013 analysis of the National Assessment of Educational Progress found that from 1971 to 2008, the size of the black–white IQ gap in the United States decreased from 16.33 to 9.94 IQ points. It has also concluded however that, while IQ means are continuing to rise in all ethnic groups, this growth is occurring more slowly among 17-year-old students than among younger students and the black-white IQ gap is no longer narrowing. As of 2008, a study published in 2013 by Heiner Rindermann, Stefan Pinchelmann, and James Thompson have estimated the IQ means of 17-year-old black, white, and Hispanic students to range respectively from 90.45–94.15, 102.29–104.57 and 92.30–95.90 points. They explain that the gap may persist due to the crack epidemic, the degradation of African-American family structure, the rise of fraud in the educational system (especially with respect to "No Child Left Behind"), the decrease in unskilled real wages and employment among African-Americans due to globalization and minimum wage increases, differences in parental practices (such as breastfeeding or reading to children), and "environmental conditions shaped by [African-Americans] themselves." To resolve this, they ultimately recommend the reestablishment of "meritoric principles" and "blindly graded objective central exams," as opposed to "ethnically based policies," in education.
Public image of George W. Bush
Though no official IQ test score for Bush has been found, the score he received on his SAT during his final year of prep school at the exclusive Phillips Academy in Andover, Massachusetts is known. He scored 1206, which has been correlated to an IQ of 120. The score that Bush received on his qualifying test for the military suggests that his IQ was in the mid 120's, placing him in the 95th percentile of the population for intelligence. An article published in the journal "Political Psychology" estimated Bush's IQ at 125. The same study estimated the IQ of Bush's predecessor Bill Clinton at 149. The study's director noted that "Bush may be 'much smarter' than the findings imply". A lecturer in American politics at
Warwick University said: "A major part of [Bush's] public persona, to some extent, I think deliberately, is that he is not an intellectual. But he went to Yale, he has had an exclusive upbringing and he is by no means a dimwit."
G factor (psychometrics)
Achievement test scores are more highly correlated with IQ than school grades. This may be because grades are more influenced by the teacher's idiosyncratic perceptions of the student. In a longitudinal English study, "g" scores measured at age 11 correlated with all the 25 subject tests of the national GCSE examination taken at age 16. The correlations ranged from .77 for the mathematics test to .42 for the art test. The correlation between "g" and a general educational factor computed from the GCSE tests was .81.
Emotional intelligence
The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000.
Cognitive epidemiology
The relationship between childhood IQ scores and illegal drugs use by adolescence and middle age has been found. High IQ scores at age 10 are positively associated with intake of cannabis, cocaine (only after 30 years of age), ecstasy, amphetamine and polydrug and also highlight a stronger association between high IQ and drug use for women than men. Additionally, these findings are independent of socio-economic status or psychological distress during formative years. A high IQ at age 11 was predictive of increased alcohol dependency later in life and a one standard deviation increase in IQ scores (15-points) was associated with a higher risk of illegal drug use.
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.
Emotional intelligence
Although studies between emotional intelligence (EI) and job performance has shown mixed results of high and low correlations, EI is undeniably better predictor than most of the hiring methods commonly used in companies, such as letter of references, cover letter, among others. By 2008, 147 companies and consulting firms in U.S had developed programmes that involved EI for training and hiring employees. Van Rooy and Viswesvaran (2004) showed that EI correlated significantly with different domains in performance, ranging from .24 for job performance to .10 for academic performance. These findings may contribute organisations in different ways. For instance, employees high on EI would be more aware of their own emotions and from others, which in turn, could lead companies to better profits and less unnecessary expenses. This is especially important for expatriate managers, who have to deal with mixed emotions and feelings, while adapting to a new working culture. Moreover, employees high in EI show more confidence in their roles, which allow them to face demanding tasks positively.
Bias in Mental Testing
The book presents several arguments that IQ tests are not biased. African Americans' lower average performance on IQ tests cannot be because of differences in vocabulary, because African Americans have slightly better performance on verbal tests than on nonverbal tests. The IQ difference also cannot be because the tests depend on White culture, or that Whites inevitably do better on tests designed by Whites. In fact, Blacks perform better on tests that are culturally loaded than they do on tests designed to not include cultural references unfamiliar to Blacks, and Japanese children tend to outscore White children by an average of six points. Nor can the difference be a reflection of socioeconomic status, because when Black and White children are tested who are at the same socioeconomic level, the difference between their average IQs is still twelve points.
Emotional intelligence
The model introduced by Daniel Goleman focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines five main EI constructs (for more details see "What Makes A Leader" by Daniel Goleman, best of Harvard Business Review 1998):Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies. Goleman's model of EI has been criticized in the research literature as mere "pop psychology" (Mayer, Roberts, & Barsade, 2008).
Emotional intelligence
According to a popular science book by the journalist Daniel Goleman, emotional intelligence accounts for more career success than IQ. Similarly, other studies argued that employees high on EI perform substantially better than employees low in EI. This measured by self-reports and different work performance indicators, such as wages, promotions and salary increase. According to Lopes and his colleagues (2006), EI contributes to develop strong and positive relationships with co-workers and perform efficiently in work teams. This benefits performance of workers by providing emotional support and instrumental resources needed to succeed in their roles. Also, emotional intelligent employees have better resources to cope with stressing situations and demanding tasks, which enable them to outperform in those situations. For instance, Law et al. (2004) found that EI was the best predictor of job performance beyond general cognitive ability among IT scientist in computer company in China. Similarly, Sy, Tram, and O’Hara (2006) found that EI was associated positively with job performance in employees from a food service company.
Intelligence quotient
Psychologist Peter Schönemann persistently criticized IQ, calling it "the IQ myth". He argued that "g" is a flawed theory and that the high heritability estimates of IQ are based on false assumptions. Robert Sternberg, another significant critic of "g" as the main measure of human cognitive abilities, argued that reducing the concept of intelligence to the measure of "g" does not fully account for the different skills and knowledge types that produce success in human society.
Psychology of education
Longitudinal studies have shown a predictive interaction of intelligence on educational attainment. In one study which measured around 70,000 children in the UK, they investigated how a general factor in the Cognitive Abilities Test taken at age 11 correlated with GCSE scores taken at age 16. They found that the two measures correlated about 0.8 with each other, showing intelligence at age 11 is predictive of grades at age 16. In this instance, children had received the same level of education, suggesting the variance is explained primarily by differences in intelligence rather than education. The predictive effect of IQ on educational success is even apparent if IQ is measured before any formal education, with measured correlations of IQ at the beginning of education and educational attainment six year later correlating 0.46.
Sex differences in emotional intelligence
Emotional intelligence (EI) involves using cognitive and emotional abilities to function in interpersonal relationships, social groups as well as manage one's emotional states. It consists of abilities such as social cognition, empathy and reasoning about the emotions of others.
Emotional intelligence
The TEIQue provides an operationalization for the model of Petrides and colleagues, that conceptualizes EI in terms of personality. The test encompasses 15 subscales organized under four factors: well-being, self-control, emotionality, and sociability. The psychometric properties of the TEIQue were investigated in a study on a French-speaking population, where it was reported that TEIQue scores were globally normally distributed and reliable.
Emotional intelligence
Although promoted as an ability test, the MSCEIT is unlike standard IQ tests in that its items do not have objectively correct responses. Among other challenges, the consensus scoring criterion means that it is impossible to create items (questions) that only a minority of respondents can solve, because, by definition, responses are deemed emotionally "intelligent" only if the majority of the sample has endorsed them. This and other similar problems have led some cognitive ability experts to question the definition of EI as a genuine intelligence.
Fluid and crystallized intelligence
Crystallized and fluid intelligence are believed to be separate neural and mental systems. Fluid and crystallized intelligence are thus correlated with each other, and most IQ tests attempt to measure both varieties. For example, the Wechsler Adult Intelligence Scale (WAIS) measures fluid intelligence on the performance scale and crystallized intelligence on the verbal scale. The overall IQ score is based on a combination of these two scales.
Intelligence quotient
While it has been suggested that "in economic terms it appears that the IQ score measures something with decreasing marginal value. It is important to have enough of it, but having lots and lots does not buy you that much", large-scale longitudinal studies indicate an increase in IQ translates into an increase in performance at all levels of IQ: i.e. ability and job performance are monotonically linked at all IQ levels. Charles Murray, coauthor of "The Bell Curve," found that IQ has a substantial effect on income independent of family background.
Intellectual disability
Intellectual disability (ID), also known as general learning disability and mental retardation (MR), is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70 in addition to deficits in two or more adaptive behaviors that affect everyday, general living.
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.
IQ and Global Inequality
Richard Lynn and Gerhard Meisenberg in turn replied that "critical evaluation of the studies presented by WDM shows that many of these are based on unrepresentative elite samples" and that a further literature review, including taking into account results in mathematics, science, and reading, gave "an IQ of 68 as the best reading of the IQ in sub-Saharan Africa". Wicherts and colleagues in yet another reply stated: "In light of all the available IQ data of over 37,000 African testtakers, only the use of unsystematic methods to exclude the vast majority of data could result in a mean IQ close to 70. On the basis of sound methods, the average IQ remains close to 80. Although this mean IQ is clearly lower than 100, we view it as unsurprising in light of the potential of the Flynn effect in Africa (Wicherts, Borsboom, & Dolan, 2010) and common psychometric problems associated with the use of western IQ tests among Africans."
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."
Interpersonal emotion regulation
The Interpersonal Regulation Questionnaire (IRQ) is a 16-item measure of intrinsic interpersonal emotion regulation that assesses individuals' "tendency" to recruit social resources in response to emotional events, as well as their perceived "efficacy" of how effective interpersonal strategies are in improving their emotional experiences. Because it is a less common for individuals to deliberately worsen their mood, the measure focuses on increasing positive emotions and decreasing negative emotions. High interpersonal emotion regulation tendency and efficacy is related to greater emotional expressivity, empathy, social connectedness, and supportive relationships. Individuals who score high on efficacy are more likely to benefit from social support.
Intelligence quotient
In establishing a causal direction to the link between IQ and work performance, longitudinal studies by Watkins and others suggest that IQ exerts a causal influence on future academic achievement, whereas academic achievement does not substantially influence future IQ scores. Treena Eileen Rohde and Lee Anne Thompson write that general cognitive ability, but not specific ability scores, predict academic achievement, with the exception that processing speed and spatial ability predict performance on the SAT math beyond the effect of general cognitive ability.
Mental age
Modern intelligence tests, including the current Stanford-Binet test, no longer compute scores using the IQ formula. Instead, intelligence tests give a score that reflects how far the person's performance deviates from the average performance of others who are the same age, arbitrarily defined as an average score of 100.
Pygmalion effect
Soon after "Pygmalion"'s publication, Robert L. Thorndike, an educational psychologist, criticized the study and demonstrated that the instrument used to assess the children's IQ scores was seriously flawed. For example, the average reasoning IQ score for the children in one regular class was in the retarded range, which, given the circumstances, is impossible. In the end, Thorndike wrote the Pygmalion study's findings were worthless. He summarized his evaluation of the instrument this way: "When the clock strikes thirteen, doubt is not only cast on the last stroke but also on all that have come before...When the clock strikes 14, we throw away the clock." Rosenthal countered that "even if the initial test results were faulty, that didn’t invalidate the subsequent increase, as measured by the same test," although with initial IQ scores in the retarded range the observed change at the conclusion of the study is more likely to reflect regression-to-the-mean effects than the effect of teacher expectations.
Test Australia: The National IQ Test
The show was a three-hour special. Hosts Eddie McGuire and Catriona Rowntree were joined in the studio by seven groups: blondes, builders, teachers, students, identical twins, Kiwis and celebrities Turkan Aksoy, Layne Beachley, Tim Ferguson, Derryn Hinch, John Jarratt, Gina Jeffreys, Sami Lukis, Cindy Pan, Red Symons and Paul Vautin. In the studio the teachers were the group with the highest average result, followed by celebrities; Red Symons had the highest IQ among the celebrities, with 131. The test consisted of 76 questions which were divided into six categories: language, spatial processes, arithmetic, memory, reasoning, and learning. Over 43,000 people registered to take the test online during the show, and over 20,000 completed the test by texting their results via mobile phone. Results were used for several humorous comparisons, such as whether Aussie rules fans were more intelligent than Rugby league fans (both groups scored equally, with 110).
Environment and intelligence
IQ and educational attainment are strongly correlated (estimates range form .40 to over .60.) There is controversy, however, as to whether education affects intelligence – it may be both a dependent and independent variable with regard to IQ. A study by Ceci illustrates the numerous ways in which education can affect intelligence. It was found that; IQ decreases during summer breaks from schooling, children with delayed school entry have lower IQ's, those who drop out of education earlier have lower IQ's and children of the same age but of one years less schooling have lower IQ scores. Thus it is difficult to unravel the interconnected relationship of IQ and education where both seem to affect one another.
Emotional intelligence
A 2007 meta-analysis of 44 effect sizes by Schutte found that emotional intelligence was associated with better mental and physical health. Particularly, trait EI had the stronger association with mental and physical health. This was replicated again in 2010 by researcher Alexandra Martin who found trait EI as a strong predictor for health after conducting a meta-analysis based on 105 effect sizes and 19,815 participants. This meta-analysis also indicated that this line of research reached enough sufficiency and stability in concluding EI as a positive predictor for health.
Emotional intelligence
Criticisms have centered on whether EI is a real intelligence and whether it has incremental validity over IQ and the Big Five personality traits.
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.
Fertility and intelligence
While it may seem obvious that such differences in fertility would result in a progressive change of IQ, Preston and Campbell (1993) argued that this is a mathematical fallacy that applies only when looking at closed subpopulations. In their mathematical model, with constant differences in fertility, since children's IQ can be more or less than that of their parents, a steady-state equilibrium is argued to be established between different subpopulations with different IQ. The mean IQ will not change in the absence of a change of the fertility differences. The steady-state IQ distribution will be lower for negative differential fertility than for positive, but these differences are small. For the extreme and unrealistic assumption of endogamous mating in IQ subgroups, a differential fertility change of 2.5/1.5 to 1.5/2.5 (high IQ/low IQ) causes a maximum shift of four IQ points. For random mating, the shift is less than one IQ point. James S. Coleman, however, argues that Preston and Campbell's model depends on assumptions which are unlikely to be true.
Heritability of IQ
The American Psychological Association's report "" (1995) states that there is no doubt that normal child development requires a certain minimum level of responsible care. Severely deprived, neglectful, or abusive environments must have negative effects on a great many aspects of development, including intellectual aspects. Beyond that minimum, however, the role of family experience is in serious dispute. There is no doubt that such variables as resources of the home and parents' use of language are correlated with children's IQ scores, but such correlations may be mediated by genetic as well as (or instead of) environmental factors. But how much of that variance in IQ results from differences between families, as contrasted with the varying experiences of different children in the same family? Recent twin and adoption studies suggest that while the effect of the shared family environment is substantial in early childhood, it becomes quite small by late adolescence. These findings suggest that differences in the life styles of families whatever their importance may be for many aspects of children's lives make little long-term difference for the skills measured by intelligence tests.
U.S. Presidential IQ hoax
In 2001, political psychologist Aubrey Immelman made an IQ estimation of G. W. Bush based on the SAT Reasoning Test results of Bush (1206) and Al Gore, who achieved IQ scores of 133 and 134 in his school years: "It's tempting to employ Al Gore's IQ:SAT ratio of 134:135 as a formula for estimating Bush's probable intelligence quotient — an exercise in fuzzy statistics that predicts a score of 119."
Neuroimaging intelligence testing
Traditional IQ tests observe the test-taker's performance in a standardized battery of samples of behavior. The resulting IQ standard score is the subject of much investigation as psychologists check correlations between IQ and other life outcomes. The Wechsler IQ tests for adults and for children have long been regarded as the "gold standard" in IQ testing.
Heritability of IQ
If there is biological inheritance of IQ, then the relatives of a person with a high IQ should exhibit a comparably high IQ with a much higher probability than the general population. In 1982, Bouchard and McGue reviewed such correlations reported in 111 original studies in the United States. The mean correlation of IQ scores between monozygotic twins was 0.86, between siblings 0.47, between half-siblings 0.31, and between cousins 0.15.
Heritability of IQ
The APA report "Intelligence: Knowns and Unknowns" (1995) also stated that: 
"We should note, however, that low-income and non-white families are poorly represented in existing adoption studies as well as in most twin samples. Thus it is not yet clear whether these studies apply to the population as a whole. It remains possible that, across the full range of income and ethnicity, between-family differences have more lasting consequences for psychometric intelligence."
A study (1999) by Capron and Duyme of French children adopted between the ages of four and six examined the influence of socioeconomic status (SES). The children's IQs initially averaged 77, putting them near retardation. Most were abused or neglected as infants, then shunted from one foster home or institution to the next. Nine years later after adoption, when they were on average 14 years old, they retook the IQ tests, and all of them did better. The amount they improved was directly related to the adopting family's socioeconomic status. "Children adopted by farmers and laborers had average IQ scores of 85.5; those placed with middle-class families had average scores of 92. The average IQ scores of youngsters placed in well-to-do homes climbed more than 20 points, to 98."
Eyferth study
Arthur Jensen has pointed out that the white girls in the study obtained an average IQ eight points below that of the white boys, suggesting a sampling error, because in the WISC standardization sample the average IQs of boys and girls are equal (among the mixed-race subjects in the Eyferth study, there was a small sex difference of 1 point, favoring boys). He has also noted that the IQs of the children's mothers and fathers are unknown, and that white and black G.I.'s in Germany were not equally representative of their respective populations, since about 30 percent of blacks, compared to about 3 percent of whites, failed the preinduction mental test and were not admitted into the armed forces. He further argues that the selective preferences of the German women with regard to sexual partners may have influenced the results in an unknown manner. Moreover, nearly all of the children were tested before adolescence, i.e. before the genotypic aspect of IQ has become fully manifested. Finally, Jensen suggests that heterosis may have enhanced the IQ level of the mixed race children in the study.
Nations and intelligence
Rindermann (2007) states that the correlations between international student assessment studies and measures of national IQ are very high. Using the same statistical method used to measure the general intelligence factor ("g") he finds evidence for that the "student achievement assessments and intelligence tests primarily measure a common cognitive ability". The international student assessment studies have the advantages of standardized testing over a short time period. A disadvantage is that unlike IQ-data collections, it does not include older people or more developing nations. An advantage of using international student assessments instead of educational assessment is that "across countries and time, educational degrees are difficult to compare". Compared to international student assessments, "literacy as the ability to read and write texts is a much too basic competence" and as a result "these three educational measures [literacy rate, years spent attending school, and highest achieved degree] usually show lower correlations compared to more complex ability measures".
Job performance
Research of emotional intelligence (EI) and job performance shows mixed results: a positive relation has been found in some of the studies, in others there was no relation or an inconsistent one. This led researchers Cote and Miners (2006) to offer a compensatory model between EI and IQ, that posits that the association between EI and job performance becomes more positive as cognitive intelligence decreases, an idea first proposed in the context of academic performance (Petrides, Frederickson, & Furnham, 2004). The results of the former study supported the compensatory model: employees with low IQ get higher task performance and organizational citizenship behavior directed at the organization, the higher their EI.
Race and intelligence
In relation to the study of racial differences in IQ test scores it becomes a crucial question what exactly it is that IQ tests measure. Arthur Jensen was a proponent of the view that there is a correlation between scores on all the known types of IQ tests and that this correlation points to an underlying factor of general intelligence, or "g". In most conceptions of "g" it is considered to be fairly fixed in a given individual and unresponsive to training or other environmental influences. In this view test score differences, especially in those tasks considered to be particularly "g-loaded" reflect the test takers innate capability.
Other psychometricians argue that, while there may or may not be a general intelligence factor, performance on tests rely crucially on knowledge acquired through prior exposure to the types of tasks that such tests contain. This view would mean that tests cannot be expected to reflect only the innate abilities of a given individual, because the expression of potential will always be mediated by experience and cognitive habits. It also means that comparison of test scores from persons with widely different life experiences and cognitive habits is not an expression of their relative innate potentials.
Elementary cognitive task
An elementary cognitive task (ECT) is any of a range of basic tasks which require only a small number of mental processes and which have easily specified correct outcomes. Although ECTs may be cognitively simple there is evidence that performance on such tasks correlates well with other measures of general intelligence such as Raven's Progressive Matrices. For example, correcting for attenuation, the correlation between IQ test scores and ECT performance is about 0.5.
Emotional intelligence
They gave a multiple correlation (R) of .81 with the MSCEIT (perfect prediction would be 1). This result has been replicated by Fiori and Antonakis (2011),; they found a multiple R of .76 using Cattell’s "Culture Fair" intelligence test and the Big Five Inventory (BFI); significant covariates were intelligence (standardized beta = .39), agreeableness (standardized beta = .54), and openness (standardized beta = .46). Antonakis and Dietz (2011a), who investigated the Ability Emotional Intelligence Measure found similar results (Multiple R = .69), with significant predictors being intelligence, standardized beta = .69 (using the Swaps Test and a Wechsler scales subtest, the 40-item General Knowledge Task) and empathy, standardized beta = .26 (using the Questionnaire Measure of Empathic Tendency)--see also Antonakis and Dietz (2011b), who show how including or excluding important controls variables can fundamentally change results—thus, it is important to always include important controls like personality and intelligence when examining the predictive validity of ability and trait EI models.
Intelligence quotient
An alternative to standard IQ tests originated in the writings of psychologist Lev Vygotsky (1896–1934) from his last two years of work. The notion of the zone of proximal development that he introduced in 1933, roughly a year before his death, served as the banner for his proposal to diagnose development as the level of actual development that can be measured by the child's independent problem solving and, at the same time, the level of proximal, or potential development that is measured in the situation of moderately assisted problem solving by the child. The maximum level of complexity and difficulty of the problem that the child is capable to solve under some guidance indicates the level of potential development. Then, the difference between the higher level of potential and the lower level of actual development indicates the zone of proximal development. Combination of the two indexesthe level of actual and the zone of the proximal developmentaccording to Vygotsky, provides a significantly more informative indicator of psychological development than the assessment of the level of actual development alone.
The Emotional Intelligence Appraisal
Results obtained by The Emotional Intelligence Appraisal have been compared with those from the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT, an EI ability based assessment of emotional intelligence based on the model first proposed by Mayer and Salovey in 1990. While the results indicated a positive correlation this was non-significant. This suggests a distinction between the constructs being measured by these assessments. The MSEIT is ability-based whereas The Emotional Intelligence Appraisal adopts the mixed model proposed by Daniel Goleman.
Flynn effect
There is debate about whether the rise in IQ scores also corresponds to a rise in general intelligence, or only a rise in special skills related to taking IQ tests. Because children attend school longer now and have become much more familiar with the testing of school-related material, one might expect the greatest gains to occur on such school content-related tests as vocabulary, arithmetic or general information. Just the opposite is the case: abilities such as these have experienced relatively small gains and even occasional decreases over the years. Meta-analytic findings indicate that Flynn effects occur for tests assessing both fluid and crystallized abilities. For example, Dutch conscripts gained 21 points during only 30 years, or 7 points per decade, between 1952 and 1982. But this rise in IQ test scores is not wholly explained by an increase in general intelligence. Studies have shown that while test scores have improved over time, the improvement is not fully correlated with latent factors related to intelligence. Rushton has shown that the gains in IQ over time (the Lynn-Flynn effect) are unrelated to "g". Other researchers have shown that the IQ gains described by the Flynn effect are due in part to increasing intelligence, and in part to increases in test-specific skills. In parallel with the measured gains in IQ scores, secular declines have been found for "mental speed, digit span backwards, the use of difficult words, and color acuity, all of which are related to intelligence".
Emotional intelligence
However, it is important to note that self-reported and Trait EI measures retain a fair amount of predictive validity for job performance after controlling Big Five traits and IQ. Newman, Joseph, and MacCann contend that the greater predictive validity of Trait EI measures is due to their inclusion of content related to achievement motivation, self efficacy, and self-rated performance. Meta-analytic evidence confirms that self-reported emotional intelligence predicting job performance is due to mixed EI and trait EI measures' tapping into self-efficacy and self-rated performance, in addition to the domains of Neuroticism, Extraversion, Conscientiousness, and IQ. As such, the predictive ability of mixed EI to job performance drops to nil when controlling for these factors.
Emotional intelligence
Research of EI and job performance shows mixed results: a positive relation has been found in some of the studies, while in others there was no relation or an inconsistent one. This led researchers Cote and Miners (2006) to offer a compensatory model between EI and IQ, that posits that the association between EI and job performance becomes more positive as cognitive intelligence decreases, an idea first proposed in the context of academic performance (Petrides, Frederickson, & Furnham, 2004). The results of the former study supported the compensatory model: employees with low IQ get higher task performance and organizational citizenship behavior directed at the organization, the higher their EI. It has also been observed that there is no significant link between emotional intelligence and work attitude behavior.
Tuberous sclerosis
The intellectual ability of people with TSC varies enormously. About 40-50% have a normal IQ. A normal IQ is much more commonly seen in TSC1 than TSC2, and profound intellectual disability seen in 34% of TSC2 compared with 10% of TSC1 in one study. Many studies have examined whether early onset, type and severity of epilepsy associates with intellectual ability. Academic issues occur even in people with TSC who have normal intellectual ability. These are often specific learning disorders such as dyscalculia (understanding mathematics), but also include other aspects affecting school life such as anxiety, lack of social skills or low self-esteem.
Intelligence: Knowns and Unknowns
IQ scores were also correlated (0.3–0.5) with various measures of job performance such as supervisor ratings and work samples. The correlations were higher when the unreliability of such measures were controlled for. IQ scores were sometimes described as the "best available predictor" of job performance. Intelligence test scores did correlate significantly with social status and income later in life. They were somewhat less important for this than parental SES although the effects of parental SES and IQ were hard to separate. IQ tests had lower negative correlations with certain socially undesirable outcomes such as that children with high IQ were less likely to engage in juvenile crime. One example being a study finding a correlation of −0.19 (−0.17 with social class controlled for) between IQ scores and number of juvenile offenses in a large Danish sample. This implied that the explained variance (given certain linear assumptions) is less than 4% for these negative outcomes.
Typical intellectual engagement
Typical intellectual engagement (TIE) is a personality construct referring to a person's enjoyment (or dislike) of intellectually demanding activities. TIE was developed to identify aspects of personality most closely related to intelligence and knowledge and measures a person's "typical performance" in intellectual domains rather than their "maximal performance" (intellectual capacity measured by IQ tests). TIE is moderately positively associated with crystallized intelligence, and with general knowledge, and predicts academic performance. TIE is hard to distinguish from the earlier construct need for cognition and is positively correlated with openness to experience.
Heritability of IQ
Certain single-gene metabolic disorders can severely affect intelligence. Phenylketonuria is an example, with publications demonstrating the capacity of phenylketonuria to produce a reduction of 10 IQ points on average. Meta-analyses have found that environmental factors, such as iodine deficiency, can result in large reductions in average IQ; iodine deficiency has been shown to produce a reduction of 12.5 IQ points on average.
XXXY syndrome
Individuals with this syndrome also experience emotional symptoms such as anxiety symptoms, obsessive-compulsive behaviors, behavioral dysregulational and emotional immaturity. People with this syndrome typically have an IQ in the range of 40-60, where the average IQ range is 95-110. They also experience language-based learning disabilities that can affect their communication with others. Those with XXXY syndrome tend to display less externalizing and internalizing behaviors compared to those with 48, XXYY syndrome, which may have a positive effect on their social functioning. These individuals may also have increased vulnerability for autistic features. Changes in testosterone as well as androgen deficits may contribute to these individuals’ social behaviors that put them at increased risk for autistic features.
Racial hierarchy
Books like "The Bell Curve" analyze highly predictive cognitive characteristics like IQ, and one of the book's most discussed sections is its analysis of mean IQ scores across different races. They measure that the mean IQ of African Americans is less than the mean IQ of white Americans, and both of the mean IQs of white Americans and African Americans are less than the mean IQ of Asian Americans. When discussing IQ, other researchers establish that IQ is largely genetically determined and supplementary education would not noticeably change an individual's IQ scores. Others hypothesize that as the U.S. becomes more cognitively stratified, a large part of African Americans will remain in lower socioeconomic strata, insofar as life outcomes correlate with IQ. Others suspect that it could be wasteful to expend additional educational resources to increase IQ because IQ appears not to appreciably increase when changing these environmental factors.
Steve Sailer
During the United States presidential election, 2004, Sailer estimated that based on the intelligence tests from military records of candidates George W. Bush and John Kerry, Bush probably had a higher IQ by about 4 IQ points. In a report on the findings for "The New York Times", journalist John Tierney called Sailer "a veteran student of presidential IQ's", and cited the judgment of American psychologist Linda Gottfredson, an IQ expert at the University of Delaware, that Sailer's study was a "creditable analysis". Although citing Bush as having a higher IQ, Sailer has condemned Bush as "irresponsible" and "uninterested in proficiency and honesty".
Edmund Kemper
At Atascadero, California Youth Authority psychiatrists and social workers strongly disagreed with the court psychiatrists' diagnosis. Their reports stated that Kemper showed "no flight of ideas, no interference with thought, no expression of delusions or hallucinations, and no evidence of bizarre thinking," and recorded that he had an IQ of 136. He was re-diagnosed and stated as having a "personality trait disturbance, passive-aggressive type." Later on in his time at Atascadero, Kemper tested higher at an IQ of 145.
Intelligence quotient
However, IQ tests may well be biased when used in other situations. A 2005 study stated that "differential validity in prediction suggests that the WAIS-R test may contain cultural influences that reduce the validity of the WAIS-R as a measure of cognitive ability for Mexican American students," indicating a weaker positive correlation relative to sampled white students. Other recent studies have questioned the culture-fairness of IQ tests when used in South Africa. Standard intelligence tests, such as the Stanford-Binet, are often inappropriate for autistic children; the alternative of using developmental or adaptive skills measures are relatively poor measures of intelligence in autistic children, and may have resulted in incorrect claims that a majority of autistic children are mentally retarded.
Pygmalion effect
All students in a single California elementary school were given a disguised IQ test at the beginning of the study. These scores were not disclosed to teachers. Teachers were told that some of their students (about 20% of the school chosen at random) could be expected to be "intellectual bloomers" that year, doing better than expected in comparison to their classmates. The bloomers' names were made known to the teachers. At the end of the study, all students were again tested with the same IQ-test used at the beginning of the study. All six grades in both experimental and control groups showed a mean gain in IQ from before the test to after the test. However, First and Second Graders showed statistically significant gains favoring the experimental group of "intellectual bloomers". This led to the conclusion that teacher expectations, particularly for the youngest children, can influence student achievement. Rosenthal believed that even attitude or mood could positively affect the students when the teacher was made aware of the "bloomers". The teacher may pay closer attention to and even treat the child differently in times of difficulty.
Jason Richwine
""The statistical construct known as IQ can reliably estimate general mental ability, or intelligence. The average IQ of immigrants in the United States is substantially lower than that of the white native population, and the difference is likely to persist over several generations. The consequences are a lack of socioeconomic assimilation among low-IQ immigrant groups, more underclass behavior, less social trust, and an increase in the proportion of unskilled workers in the American labor market.""
Emotional intelligence
by demonstrating a relevant impact on health and social adaptation. Emotional intelligence (EI) is a set of abilities related to the understanding, use and management of emotion as it relates to one's self and others. Mayer et al., (2008) defines the dimensions of overall EI as: "accurately perceiving emotion, using emotions to facilitate thought, understanding emotion, and managing emotion". The concept combines emotional and intellectual processes. Lower emotional intelligence appears to be related to involvement in bullying, as the bully and/or the victim of bullying. EI seems to play an important role in both bullying behavior and victimization in bullying; given that EI is illustrated to be malleable, EI education could greatly improve bullying prevention and intervention initiatives.
Emotional intelligence
Despite the validity of previous findings, some researchers still question whether EI – job performance correlation makes a real impact on business strategies. They argue that popularity of emotional intelligence’s studies is due to media advertising, rather than objective scientific findings. Also, it is mentioned that relationship between job performance and EI is not as strong as suggested. This relationship requires the presence of other constructs to rise important outcomes. For instance, previous studies found that EI is positively associated with teamwork effectiveness under job contexts of high managerial work demands, which improves job performance. This is due to activation of strong emotions during performance on this job context. In this scenario, emotional intelligent individuals show a better set of resources to succeed on their roles. However, individuals with high EI show a similar level of performance than non-emotional intelligent employees under different job contexts. Moreover, Joseph and Newman (2010) suggested that emotional perception and emotional regulation components of EI highly contribute to job performance under job contexts of high emotional demands. Moon and Hur (2011) found that emotional exhaustion (“burn-out”) significantly influences the job performance – EI relationship. Emotional exhaustion showed a negative association with two components of EI (optimism and social skills). This association impacted negatively to job performance, as well. Hence, job performance – EI relationship is stronger under contexts of high emotional exhaustion or burn-out; in other words, employees with high levels of optimism and social skills possess better resources to outperform when facing high emotional exhaustion contexts.
IQ and Global Inequality
However, the study also did its own literature review on the average IQ of sub-Saharan Africans. It did not find as low a value as the book, below 70, but the estimated average value of 82 is still low compared to industrialized nations. Regarding four studies comparing and finding agreement between Lynn's estimated national IQs and the international student assessment tests, they disagree regarding sub-Saharan Africa but write "these four studies appear to validate national IQs in other parts of the world."
Intelligence and public policy
In the book "Practical Ethics", philosopher Peter Singer wrote: Let us suppose that the genetic hypothesis turns out to be correct... I believe that the implications of this supposition are less drastic than they are often supposed to be...
First, the genetic hypothesis does not imply that we should reduce our efforts to overcome other causes of inequality between people... Perhaps we should put special efforts into helping those who start from a position of disadvantage, so that we end with a more egalitarian result.
Second, the fact that the average IQ of one racial group is a few points higher than that of another does not allow anyone to say that all members of the higher IQ group have higher IQs... The point is that these figures are averages and say nothing about individuals...
The third reason... is simply that, as we saw earlier, the principle of equality is not based on any actual equality that all people share. I have argued that the only defensible basis for the principle of equality is equal consideration of interests... Equal status does not depend on intelligence. Racists who maintain the contrary are in peril of being forced to kneel before the next genius they encounter.
Differences in health care, nutrition, regulation of environmental toxins, and geographic distribution of diseases and control strategies between the developing world and developed nations have all been subjects of policies or policy recommendations (see Health and intelligence).
Cognitive epidemiology
Stability: Any casual agent has to be persistent and stable across time for its pattern of effects to be general over ages and decades. Large and stable individual differences in g are developed by adolescence and the dispersion of g in population's intelligence present in every generation, no matter what social circumstances are present. Therefore, equalizing socioeconomic environments does very little to reduce the dispersion in IQ. The dispersion of IQ in a society in general is more stable, than its dispersion of socioeconomic status.
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.
IQ classification
Because all IQ tests have error of measurement in the test-taker's IQ score, a test-giver should always inform the test-taker of the confidence interval around the score obtained on a given occasion of taking each test. IQ scores are ordinal scores and are not expressed in an interval measurement unit. Besides the inherent error band around any IQ test score because tests are a "sample of learned behavior", IQ scores can also be misleading because test-givers fail to follow standardized administration and scoring procedures. In cases of test-giver mistakes, the usual result is that tests are scored too leniently, giving the test-taker a higher IQ score than the test-taker's performance justifies. Some test-givers err by showing a "halo effect", with low-IQ individuals receiving IQ scores even lower than if standardized procedures were followed, while high-IQ individuals receive inflated IQ scores.
General knowledge
People high in general knowledge tend to be highly open to new experiences and in typical intellectual engagement. The relationship between openness to experience and general knowledge remains robust even when IQ is taken into account. People high in openness may be more motivated to engage in intellectual pursuits that increase their knowledge. Relationships between general knowledge and other five factor model traits tend to be weak and inconsistent. Though one study found that extraversion and neuroticism were negatively correlated with general knowledge, others found that they were unrelated. Inconsistent results have also been found for conscientiousness.
Cognitive epidemiology
However, when diagnosing individuals with a higher level of cognitive ability, a study of those with IQ's of 120 or more, patients should not be diagnosed from the standard norm but from an adjusted high-IQ norm that measured changes against the individual's higher ability level.
Illusory superiority
One of the main effects of illusory superiority in IQ is the "Downing effect". This describes the tendency of people with a below-average IQ to overestimate their IQ, and of people with an above-average IQ to underestimate their IQ. This tendency was first observed by C. L. Downing, who conducted the first cross-cultural studies on perceived intelligence. His studies also showed that the ability to accurately estimate other people's IQs was proportional to one's own IQ (i.e., the lower the IQ, the less capable of accurately appraising other people's IQs). People with high IQs are better overall at appraising other people's IQs, but when asked about the IQs of people with similar IQs as themselves, they are likely to rate them as having higher IQs.