Human Intelligence: Going Beyond Mere IQ
Lourdes Salvador
April 18, 2007
The ability to excel at a variety of tasks, with a particular emphasis on academic success, is intelligence. A more detailed definition emphasizes that intelligence is the mental capacity to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn. In psychology, the study of intelligence is generally regarded as distinct from creativity, personality, character, or wisdom.
Most people think of an intelligent person as an individual who has a high intelligence quotient (IQ) test score and is an outstanding student or who is gifted in some way. But there may be even more to intelligence than what we immediately think. An examination of intelligence quotient tests and their correlations will provide more insight.
Intelligence quotient tests measure many different kinds of intelligence. Harvard psychologist, Howard Gardner, theorized multiple intelligences broken down into at least eight different components: logical, linguistic, spatial, musical, kinesthetic, naturalist, intra-personal and inter-personal intelligences. It is highly plausible, for example, that a person may be highly gifted musically and suffers greatly when it comes to logical abstract thinking. When watching a musically gifted individual compose and play music one would be inclined to comment on the musical genius they display. However, in a math class the tables may turn and the same individual may be considered slow or dense. This does not mean the individual is not intelligent. A person can be intelligent without excelling in all areas.
In order to access such organizations as MENSA a person indeed must test well in all areas of an intelligence quotient test. In other words the overall intelligence quotient must be high in order to be considered for membership. Is this elitism? Or do people with overall high intelligence quotients have a right to socialize with peers of supposedly equal intelligence? There is obvious debate over the ethics of organizations such as MENSA. Do people with higher intellect need more stimulation from socializing with intellectual equals? What is intelligence correlated with?
In a report of a task force established by the Board of Scientific Affairs of the American Psychological Association (Intelligence: Knowns and Unknowns, 1995) it was determined that there is a positive correlation between intelligence tests and school performance. A positive correlation also exists between intelligence quotient tests and the length of education. A negative correlation exists between intelligence quotient tests and juvenile crime.
However "successful school learning depends on many personal characteristics other than intelligence, such as persistence, interest in school, and willingness to study" (Intelligence: Knowns and Unknowns, 1995). In other words, an individual can be intelligent and still do poorly in school if he is bored or does not apply himself. Can someone who does poorly in school or carries a low GPA still be intelligent? Absolutely! Even students with learning disabilities can be intelligent.
Gifted children can have learning disabilities just as other children can (Dowland, 2000). These children are known as gifted learning disabled (GLD) or twice exceptional. These children often test high in one area of an intelligence quotient test and low in another area. Recall the individual mentioned above that is highly gifted musically and suffers greatly when it comes to logical abstract thinking. This is an example of a GLD student who excels in one area yet is unable to perform to normal standards in another area. Depending on the curriculum at the school, this child may carry an average or low GPA due to difficulties in the weak area. A low GPA is not merely a fundamental lack of discipline as some would say. In another example a dyslexic child may have difficulty with reading and a resulting low GPA yet excel far beyond her peers in spatial and interpersonal tasks.
Even a high school drop out can be intelligent. Dropping out of high school is not always lack of intelligence. Other social factors such as childbirth, a residence change, family problems, or boredom come into play when students drop out of school. Once a student drops out, embarrassment at being too old, shame, and other factors may come into play that keep the student from returning to school. Fortunately, General Educational Development (GED) programs are available now for these students.
Intelligence is multifaceted and involves the way a living organism functions within an environment to meet it's needs. It is the opinion of this author that intelligence does play a big role in success, though it is not the only role. Personality, character, and wisdom certainly come into play. Most of us know at least one creative individual who managed to find success through the use of creativity to manipulate others or the environment. Intelligence is much more than intelligence quotient test and school performance. Intelligence comes in many forms and each of us is uniquely gifted in some way!
References:
Board of Scientific Affairs of the American Psychological Association (1995).
Intelligence: Knowns and Unknowns. Retrieved on February 16, 2006 from: http://www.lrainc.com/swtaboo/taboos/apa_01.html
Davis, S. & Palladino, J (2005). Psychology. Upper Saddle River: Pearson-Prentice-Hall
Dowland, H. (2000). Gifted Learning Disabled. Retrieved February 17, 2006 from: http://www.terminus.net.au/~helendowland/What%20gifted%20children%20need.htm
Most people think of an intelligent person as an individual who has a high intelligence quotient (IQ) test score and is an outstanding student or who is gifted in some way. But there may be even more to intelligence than what we immediately think. An examination of intelligence quotient tests and their correlations will provide more insight.
Intelligence quotient tests measure many different kinds of intelligence. Harvard psychologist, Howard Gardner, theorized multiple intelligences broken down into at least eight different components: logical, linguistic, spatial, musical, kinesthetic, naturalist, intra-personal and inter-personal intelligences. It is highly plausible, for example, that a person may be highly gifted musically and suffers greatly when it comes to logical abstract thinking. When watching a musically gifted individual compose and play music one would be inclined to comment on the musical genius they display. However, in a math class the tables may turn and the same individual may be considered slow or dense. This does not mean the individual is not intelligent. A person can be intelligent without excelling in all areas.
In order to access such organizations as MENSA a person indeed must test well in all areas of an intelligence quotient test. In other words the overall intelligence quotient must be high in order to be considered for membership. Is this elitism? Or do people with overall high intelligence quotients have a right to socialize with peers of supposedly equal intelligence? There is obvious debate over the ethics of organizations such as MENSA. Do people with higher intellect need more stimulation from socializing with intellectual equals? What is intelligence correlated with?
In a report of a task force established by the Board of Scientific Affairs of the American Psychological Association (Intelligence: Knowns and Unknowns, 1995) it was determined that there is a positive correlation between intelligence tests and school performance. A positive correlation also exists between intelligence quotient tests and the length of education. A negative correlation exists between intelligence quotient tests and juvenile crime.
However "successful school learning depends on many personal characteristics other than intelligence, such as persistence, interest in school, and willingness to study" (Intelligence: Knowns and Unknowns, 1995). In other words, an individual can be intelligent and still do poorly in school if he is bored or does not apply himself. Can someone who does poorly in school or carries a low GPA still be intelligent? Absolutely! Even students with learning disabilities can be intelligent.
Gifted children can have learning disabilities just as other children can (Dowland, 2000). These children are known as gifted learning disabled (GLD) or twice exceptional. These children often test high in one area of an intelligence quotient test and low in another area. Recall the individual mentioned above that is highly gifted musically and suffers greatly when it comes to logical abstract thinking. This is an example of a GLD student who excels in one area yet is unable to perform to normal standards in another area. Depending on the curriculum at the school, this child may carry an average or low GPA due to difficulties in the weak area. A low GPA is not merely a fundamental lack of discipline as some would say. In another example a dyslexic child may have difficulty with reading and a resulting low GPA yet excel far beyond her peers in spatial and interpersonal tasks.
Even a high school drop out can be intelligent. Dropping out of high school is not always lack of intelligence. Other social factors such as childbirth, a residence change, family problems, or boredom come into play when students drop out of school. Once a student drops out, embarrassment at being too old, shame, and other factors may come into play that keep the student from returning to school. Fortunately, General Educational Development (GED) programs are available now for these students.
Intelligence is multifaceted and involves the way a living organism functions within an environment to meet it's needs. It is the opinion of this author that intelligence does play a big role in success, though it is not the only role. Personality, character, and wisdom certainly come into play. Most of us know at least one creative individual who managed to find success through the use of creativity to manipulate others or the environment. Intelligence is much more than intelligence quotient test and school performance. Intelligence comes in many forms and each of us is uniquely gifted in some way!
References:
Board of Scientific Affairs of the American Psychological Association (1995).
Intelligence: Knowns and Unknowns. Retrieved on February 16, 2006 from: http://www.lrainc.com/swtaboo/taboos/apa_01.html
Davis, S. & Palladino, J (2005). Psychology. Upper Saddle River: Pearson-Prentice-Hall
Dowland, H. (2000). Gifted Learning Disabled. Retrieved February 17, 2006 from: http://www.terminus.net.au/~helendowland/What%20gifted%20children%20need.htm