An aptitude is an innate component of a competency (the others being knowledge, understanding, learned or acquired abilities (skills) and attitude) to do a certain kind of work at a certain level. Aptitudes may be physical or mental. The innate nature of aptitude is in contrast to achievement, which represents knowledge or ability that is
Emotional intelligence (EI) is an ability, skill or, in the case of the trait EI model, a self-perceived ability to identify, assess, and control the emotions of oneself, of others, and of groups. Various models and definitions have been proposed of which the ability and trait EI models are the most widely accepted in the
Social intelligence describes the exclusively human capacity to use very large brains to effectively navigate and negotiate complex social relationships and environments. Psychologist and professor at the London School of Economics Nicholas Humphrey believes it is social intelligence or the richness of our qualitative life, rather than our quantitative intelligence, that truly makes humans what
An intelligence quotient, or IQ, is a score derived from one of several different standardized tests designed to assess intelligence. The term “IQ” comes from the German Intelligenz-Quotient. When modern IQ tests are constructed the median score is set to 100 and a standard deviation to 15. Today almost all IQ tests adhere to the
The study of the heritability of IQ investigates the relative importance of genetics and environment for variation in intelligence quotient (IQ) in a population. “Heritability”, in this sense, “refers to the genetic contribution to variance within a population and in a specific environment” There has been significant controversy in the academic community about the heritability
Genius (plural geniuses) is something or someone embodying exceptional intellectual ability, creativity, or originality, typically to a degree that is associated with the achievement of unprecedented insight. There is no scientifically precise definition of genius, and indeed the question of whether the notion itself has any real meaning is a subject of current debate. The
Intellectual giftedness is an intellectual ability significantly higher than average. It is different from a skill, in that skills are learned or acquired behaviors. Like a talent, intellectual giftedness is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. Various ideas about the definition, development, and
Environment and intelligence research investigates the impact of environment on intelligence. This is one of the most important factors in understanding human group differences in IQ test scores and other measures of cognitive ability. Historically, there has been great interest in the field of intelligence research to determine environmental influences on the development of cognitive
The Flynn effect is the substantial increase in average scores on intelligence tests all over the world. When intelligence quotient (IQ) tests are initially standardized using a standardization sample by convention the average result is set to 100 and the standard deviation of the results is set to 15 points. When IQ tests are revised
A high IQ society is an organization that limits its membership to people who are within a certain high percentile of Intelligence quotient (IQ) test results. The oldest, largest and best-known such society is Mensa International, which was founded by Roland Berrill and Dr. Lancelot Ware in 1946. Other early societies are Intertel, founded by
Health and intelligence research investigates the impact of health on intelligence and vice versa. This is one of the most important factors in understanding the origins of human group differences in IQ test scores and other measures of cognitive ability, and, conversely, differences in disease, mortality, and morbidity. Several factors can lead to significant cognitive
Fertility and intelligence research investigates the relationship between fertility and intelligence. Demographic studies have indicated that in humans, fertility and intelligence tend to be negatively correlated, that is to say, the more intelligent, as measured by IQ, exhibit a lower total fertility rate than the less intelligent. It is theorized that this trend may lead
The relationship between nations and intelligence has been researched from various aspects. Estimates of average national (in the sense of countries) cognitive abilities have been done in several literature reviews of worldwide IQ testing and of international student assessment studies. Especially the IQ data collections have been criticized on various grounds. Various factors have been
The topic of religiosity and intelligence pertains to relationships between intelligence and religiosity, the extent to which someone is religious. A number of studies have been undertaken to examine these relationships, although other studies have explored religiosity to issues related to intelligence, such as educational level. Summary of research in the area and definitions
Research on sex and psychology investigates cognitive and behavioral differences between men and women. This research employs experimental tests of cognition, which take a variety of forms. Tests focus on possible differences in areas such as IQ, spatial reasoning, and emotion. IQ tests, regarded by psychometricians as measures of intelligence, have shown that differences between
The connection between race and intelligence has been a subject of debate in both popular science and academic research since the inception of intelligence testing in the early 20th century. There are no universally accepted definitions of either race or intelligence in academia, and any discussion of their connection involves studies from multiple disciplines, including
Cognitive epidemiology is a field of research that examines the associations between intelligence test scores and health, more specifically morbidity (mental and physical) and mortality. Typically, test scores are obtained at an early age, and compared to later morbidity and mortality. In addition to exploring and establishing these associations, cognitive epidemiology seeks to understand causal
The Wechsler Adult Intelligence Scale (WAIS) intelligence quotient (IQ) tests are the primary clinical instruments used to measure adult and adolescent intelligence. The original WAIS (Form I) was published in February 1955 by David Wechsler, as a revision of the Wechsler-Bellevue Intelligence Scale. The fourth edition of the test (WAIS-IV) was released in 2008 by
The Wechsler Intelligence Scale for Children (WISC), developed by Dr. David Wechsler, is an individually administered intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing. The WISC takes 65-80 minutes to administer and generates an IQ score which represents a child’s general cognitive ability.
The development of the Stanford–Binet Intelligence Scales initiated the modern field of intelligence testing, originating in France, then revised in the U.S. The Stanford–Binet test started with the French psychologist Alfred Binet, whom the French government commissioned with developing a method of identifying intellectually deficient children for their placement in special-education programs. As Binet indicated
The Woodcock-Johnson Tests of Cognitive Abilities is a set of intelligence tests first developed in 1977 by Woodcock and Johnson. It was revised in 1989 and again in 2001; this last version is commonly referred to as WJ-III. They may be administered to children from age two right up to the oldest adults (with norms
The Kaufman Assessment Battery for Children (KABC) is a clinical instrument (psychological diagnostic test) for assessing cognitive development. Its construction incorporates several recent developments in both psychological theory and statistical methodology. The test was developed by Alan S. Kaufman and Nadeen L. Kaufman in 1983 and revised in 2004. The KABC also gives special attention
Raven’s Progressive Matrices (often referred to simply as Raven’s Matrices) are non-verbal multiple choice measures of the reasoning (or, better, “meaning-making”) component of Spearman’s g , which is often referred to as general intelligence. The tests were originally developed by John C. Raven in 1936. In each test item, the subject is asked to identify
Cattell Culture Fair III In seeking to develop a culture-fair intelligence or IQ test that separated environmental and genetic factors, Raymond B. Cattell created the CFIT or Culture Fair Intelligence Test. Cattell argued that general intelligence (g) exists and that it consists of fluid intelligence and crystallized intelligence. Unlike other tests, which typically use a