I have never thought twice about the way we measure intelligence in the US. I knew IQ tests, standardized tests and academics were a sure way of understanding the level of a person's intelligence. Reading deeper into the nature of measuring the mind, I am starting to think there might be more to this than just tests scores.
In the US children’s intellectual aptitude is tested using many tests including standardize tests. These tests measure how proficient the child is in the various school subjects including math, reading and science (Berger, 2009). The intelligence quotient test or IQ test is also used to measure the intellect of US children. The IQ test is the measurement of the child’s mental abilities, mainly reasoning ability, obtained by comparing actual ability divided by chronological age (Berger, 2009). The calculated number gives you a score that can be used to determine the child’s ability (Berger, 2009). Average intelligence in the US is between a 85 to 115 scores (Berger, 2009). According to Bainbridge (n.d.), author for About.com, individuals with higher scores can be divided into several categories.
· Mildly Gifted -- 115 to 129
· Moderately Gifted -- 130 to 144
· Highly Gifted -- 145 to 159
· Exceptionally Gifted -- 160 to 179
· Profoundly Gifted -- 180
Bainbridge (n.d.) does explain that IQ testing is not an exact science and that there can be issues with the results of the test. One of the issues of IQ tests is that they can be culturally biased (Benson, 2003). Benson (2003) writes that every culture has a particular way of perceiving intelligence that might be different from the US measurement of intellect. Simply translating or even providing an IQ test in the native language of the child might not be enough.
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In China mental abilities have been tested since ancient times (Higgins & Xiang, 2009). The Chinese believed that intelligent people were those who made predictions from given information. In the 7th century AD the Chinese use the “keju” or a civil service exam testing the candidates for their knowledge in various fields including Confusion classics (Higgins & Xiang, 2009). Even the British government adopted this style of testing in the 1800s for their employees. In a way, one can say the Chinese invented aptitude testing! Although, during communism the use of psychological and aptitude testing was not popular, currently there is new development and usage of the IQ test in China (Higgins & Xiang, 2009). The main use of intelligence tests is in the clinical settings, research purposes, and lastly for educational purposes (Higgins & Xiang, 2009). Higgins and Xiang (2009) highlight a few of the strengths and weaknesses of the IQ tests in China. The main weakness is the cultural aspect of the test. The researchers appear to feel that this can be improved with simple modifications and using a written version of the test (Higgins & Xiang, 2009). Also when Chinese researchers look at IQ they stress environmental influences because this accords with their communist ideology (Higgins & Xiang, 2009).
To understand better the Chinese school system I watch a documentary series by BBC America online called “Chinese Schools” -(http://www.youtube.com/watch?v=C8cyb02YbU8&feature=BFa&list=SP248BCB9176DF2238&lf=list_related). For anyone who is interested in learning more about this academic culture I encourage you to go online and watch it. The way children are asked to perform academically and the amount of self-control is very different from US standards.
Perhaps this is why a universal IQ test is very unlikely!
Thanks for reading,
Angie
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Higgins, L.T. & Xiang, G. (2009). The development and use of intelligence tests in China. Psychology & Developing Societied; 21: 257-271. DOI: 10.1177/097133360902100205
