Intelligence ... and life’s events

Ihave two friends who only finished high school. They are now millionaires having made their fortunes in different ways.

I have 10 years of university under my belt, including my Ph.D. as an educational psychologist, and have done well in many respects.

So, what’s the answer to the question: Who is the most intelligent person? Some of that depends on what values one holds for different accomplishments in life.

The originator of the concept of a measurable intelligence, Alfred Binet, believed that three broad factors make up intelligence.

The ability to meet and adapt to novel situations quickly and effectively was one trait of an intelligent person. Certainly, my two friends have used this attribute as they worked their way into the business field.

The ability to utilize abstract concepts effectively constitutes another quality. I’m not sure how much part this plays in the day-to-day business domain. I suppose that depends on the type of abstract concepts my two friends met with and how they were able to turn those into profitable ventures.

The final trait of Binet’s model of intelligence involves the ability to grasp relationships and to learn quickly. I’m quite sure all three of us have been able to use this one to our own advantages.

What does have to do with our kids? A great deal.

For your reference, an IQ score between 85 and 115 is considered within the average range of ability. Sixty six per cent of the population scores in the average range.

In many school systems, children and adolescents must score above 120 to be eligible for gifted and talented programs.

The problem with these IQ tests is they often miss people due to the type of tasks presented and the value that schools place upon some measured abilities as opposed to others in the test.

However, the IQ test has some inherent problems. The model that one well-used IQ test is built on, is quite old and does not reflect what we now know about intelligence based on today’s cognitive research

Many school systems use IQ tests as their main gateway into programs for individuals who may be gifted and/or talented. An alternative can work better than IQ.

Several years ago, I was asked to help a small school district to identify their gifted and talented students. The Ministry of Education required an IQ test. If I tested them all individually they would have been able to pay for the testing so wouldn’t get the program funds.

I suggested we use a different approach that was based on Gardener’s model of intelligence. We set up a series of checklists and other approaches to identify potentially gifted and talented students in the school district.

Thirteen students were identified, from one student in kindergarten with precocious writing skills to a talented computer student in Grade 12.

Since we could not test each one individually, we used a group-based IQ test except for three young students whom I tested individually.

The interesting outcome was that only two students from this group scored above 120, the usual IQ cut-off point.

We need to be more flexible in our ways of measuring people’s abilities and potential. As a famous psychologist, Vygotsy, once pointed out: intelligence tests only measure what one has acquired to that point in time, they do not tell us much about the person’s potential.

Perhaps a quiet revolution may be coming in the domain of our understanding and use of IQ tests.

Dr. Steve Lydiatt is a practising educational psychologist. He can be reached by email: drsteve.educistics@gmail.com.