emirtbp
Iron
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1. What is IQ
1.1. Does higher IQ make your social skills worse?
1.2. High IQ ≠ Being smart.
1.3. Can you compare IQ to intelligence?
1.4. Can IQ be used as a coping mechanism?
2. Neurodivergence
2.1. What is neurodivergence?
2.2. Can u connect neurodivergence and IQ?
3. How to increase IQ?
3.1. In ur teenage years (0-18)
3.2. Can u increase your IQ after you are 18?
1. What is IQ?
Intelligence Quotient, a total score derived from certain tests to measure human intelligence. Originally, IQ was a score obtained by dividing a person's estimated mental age, obtained by administering an intelligence test, by the person's chronological age. IQ is measured through standardized tests designed to assess various cognitive abilities such as abstract reasoning, memory, problem-solving, verbal comprehension, and pattern recognition. The most accurate way to measure IQ is by taking a formal test administered by a qualified psychologist, such as the Wechsler Adult Intelligence Scale (WAIS-IV), which is widely used for this purpose.
View attachment 4198234
This is the IQ chart
40-70
If u have an IQ between 40-70, u are Intellectually disabled, typically have difficulty learning basic self-care tasks and are heavily dependent on others for daily living. The Reddit post from a parent of a 9-year-old with an IQ of 40 describes a child who is semi-verbal, lacks foundational skills like understanding pronouns, has a very short attention span, and shows inconsistent progress despite years of therapy. (Reddit post: 9 Year old with IQ of 40.) functional abilities generally improve. Those with scores between 50 and 69 are classified as having "mild" intellectual disability, meaning they can learn simple life skills and may be employed in supervised settings, though they often require ongoing support. At the higher end of this range, such as an IQ of 70, individuals may be able to function in regular education settings
70-85
Having an IQ of 70 to 85 generally means experiencing cognitive challenges that are noticeable, particularly in academic and complex problem-solving settings, but the lived experience varies significantly between individuals. Having anything between this IQ range means u are below average and your brain still doesn't work as fast as the usual person, which can affect learning, literacy, and numeracy, often becoming apparent during early schooling.
85-115
Between 85-115 is a wide chart, worldwide this is considered average, because some countries in Africa have pretty low IQ's, whilst in Asia its quite the opposite, so in total this would basically be average. Individuals with an IQ of 85 may face challenges in academic or problem-solving tasks that require abstract thinking, but they are often well-adjusted, capable of forming strong interpersonal relationships, and excel as team players who benefit from collaborative environments. For those with an IQ closer to 100, the experience is generally one of being in the middle of the cognitive spectrum, with the ability to understand and learn at a pace typical for the general population, some individuals with an IQ of 100 may feel a sense of awareness about their average cognitive standing, recognizing both their strengths and limitations compared to others. Individuals with an IQ of 115 are typically above average in cognitive ability, demonstrating strong problem-solving skills, quick learning, and the capacity to understand complex concepts more easily than most people. While an IQ of 115 is considered high average, it is still within the broad range of typical cognitive functioning, and many people with scores in this range do not necessarily feel exceptionally bright all the time.
115-130
If your IQ is between 115-130 you are considered high average to gifted range. An IQ of 115 is considered high average, placing the individual in the 84th percentile, meaning they perform better than 84% of the population on cognitive tasks, this level of intelligence is characterized by well-developed cognition, including strong memory, attention, processing speed, and critical thinking skills, enabling quick learning and effective problem-solving. An IQ of 130 is generally classified as gifted, indicating performance better than 97.7% of peers and placing the individual in the 98th percentile, which is the threshold for membership in high-IQ societies like Mensa. People with this score typically exhibit highly developed cognitive faculties, including exceptional pattern recognition, the ability to make complex connections between ideas, and strong problem-solving skills.
130-160+
This IQ is considered exceptionally gifted and sometimes even genius. This level of intelligence often allows for rapid learning, strong problem-solving abilities, and success in intellectually demanding careers such as editing, management, or research analysis. Some individuals with an IQ of 130 to 140 describe feeling emotionally vulnerable or struggling with expectations, as they may not be high enough to be considered a "true genius" but still face pressures from others due to their intelligence. Despite this, many in this range report being able to find social and professional success, as they can still relate to a significant portion of the population and are not as isolated as those with higher IQs, for those with an IQ of 160 or higher, the experience is often more isolating. These individuals may find it difficult to engage in intellectually stimulating conversations, as most people cannot keep up with their thinking. Overall, while an IQ of 130 to 160 brings significant cognitive advantages, it also comes with unique challenges, including social isolation, emotional vulnerability, and the pressure to perform.
1.1. Does higher IQ make your social skills worse?
Interactions between intelligence and psychosocial factors were examined in terms of influences on social competence among 144 inner-city ninth-grade students. Psychosocial variables examined included ego development, locus of control, and positive and negative life events. Definitions of social competence were based on peer ratings, teacher ratings, and school grades. Results indicated that, unlike their less intelligent peers, intelligent youngsters showed higher competence levels at high versus low levels of both ego development and internal locus of control. Findings were interpreted in the context of sociocultural influences on academic achievement among disadvantaged adolescents.
Intelligence, A study has been done to this,The sample consisted of 144 (62 boys, 82 girls) adolescents enrolled in an inner-city public school in Connecticut. In the school sampled, students were placed in five “gate” levels, with curricula of varying difficulty. For the present study, students were drawn from 10 ninth-grade classrooms with two classes randomly selected from each of the five gate levels. Complete data were obtained for 83% of the students enrolled in the classes sampled. The mean age of the sample was 15.3 years (SD = 0.78) with a range of 14.0–17.2 years. The Raven’s Standard Progressive Matrices (SPM) (Raven, Court, & Raven, 1977), a widely utilized test that is relatively culture-free, was used to assess intelligence. Research shows that of the five SPM Sets (A–E) younger children are not expected to solve more than the problems in Sets A and B and the easier problems in Sets C and D. For adults, on the other hand, these same problems provide little more than training in the method of working (Raven et al., 1977). In this study, therefore, Sets B–D were administered, with the anticipation that these three sets would be sufficient to capture the range of intellectual abilities within the adolescent sample under study. Preliminary data analyses supported this assumption; students’ SPM scores fell in a normal distribution, with a range from 10 to 35 (the maximum possible score was 36).
School grades, School records were used to ascertain students’ grades. Marks from two marking periods were collected for four academic courses, yielding a total of eight marks for each participant. These marks were converted into grades using a grid developed by school officials, which made it possible to compare marks across the five gate levels (which varied in curricula). Based on these eight scores, mean grades were computed.
Locus of control, The Nowicki–Strickland Locus of Control scale (Nowicki & Strickland, 1973) was used to measure the extent to which children make external versus internal attributions. On this 40-item two-choice measure, high scores are indicative of high externality. Within this study, scoring was reversed to achieve consistency with the positive direction of scores for other moderator variables. High reliability and validity levels of this measure have been reported in several studies (Nowicki & Strickland, 1973).
Ego development, To assess ego development, the abbreviated version of the Sentence Completion Test, Form 81 (Loevinger, 1985), was administered. The item sum score was used to represent level of ego development in the statistical analyses. The Sentence Completion Test has been found to have acceptable levels of internal consistency, test-retest reliability, and construct and discriminant validity (Hauser, 1976; Loevinger, 1979, 1985; Redmore & Waldman, 1975).
Results
View attachment 4201558
Correlations among intelligence, measures of competence, and moderator variables
View attachment 4201559
Results of hierarchical regression analyses for the prediction of the variable School Grades
View attachment 4201560
Interaction between intelligence and internal locus of control in predicting scores on the school grades criterion of competence.
View attachment 4201561
Interaction between intelligence and ego development in predicting scores on the assertive-responsible criterion of competence.
1.2. High IQ ≠ Being smart.
How can someone with a high IQ have these kinds of intellectual deficiencies? Put another way, how can a "smart" person act foolishly? Keith Stanovich, professor of human development and applied psychology at the University of Toronto, Canada, has grappled with this apparent incongruity for 15 years. He says it applies to more people than you might think. To Stanovich, however, there is nothing incongruous about it. IQ tests are very good at measuring certain mental faculties, he says, including logic, abstract reasoning, learning ability and working-memory capacity - how much information you can hold in mind.
But the tests fall down when it comes to measuring those abilities crucial to making good judgements in real-life situations. That's because they are unable to assess things such as a person's ability to critically weigh up information, or whether an individual can override the intuitive cognitive biases that can lead us astray.
"A high IQ is like height in a basketball player," says David Perkins, who studies thinking and reasoning skills at Harvard Graduate School of Education in Cambridge, Massachusetts. "It is very important, all other things being equal. But all other things aren't equal. There's a lot more to being a good basketball player than being tall, and there's a lot more to being a good thinker than having a high IQ."
Indeed, IQ scores have long been criticised as poor indicators of an individual's all-round intelligence, as well as for their inability to predict how good a person will be in a particular profession. The palaeontologist Stephen Jay Gould claimed in The Mismeasure of Man in 1981 that general intelligence was simply a mathematical artefact and that its use was unscientific and culturally and socially discriminatory. Howard Gardner at the Harvard Graduate School of Education has been arguing - controversially - for more than 25 years that cognitive capacity is best understood in terms of multiple intelligences, covering mathematical, verbal, visual-spatial, physiological, naturalistic, self-reflective, social and musical aptitudes.
IS GEORGE W. BUSH stupid? It's a question that occupied a good many minds of all political persuasions during his turbulent eight-year presidency. The strict answer is no. Bush's IQ score is estimated to be above 120, which suggests an intelligence in the top 10 per cent of the population. But this, surely, does not tell the whole story. Even those sympathetic to the former president have acknowledged that as a thinker and decision-maker he is not all there. Even his loyal speechwriter David Frum called him glib, incurious and "as a result ill-informed". The political pundit and former Republican congressman Joe Scarborough accused him of lacking intellectual depth, claiming that compared with other US presidents whose intellect had been questioned, Bush junior was "in a league by himself". Bush himself has described his thinking style as "not very analytical".
1.3. Can you compare IQ to intelligence
IQ and intelligence are related but not the same thing. IQ is a numerical score derived from standardized tests designed to measure specific cognitive abilities such as reasoning, memory, verbal comprehension, and logic. It is a relative measure, meaning it compares an individual's performance to the average of a defined group, with the average set at 100. While IQ can indicate performance in academic and problem-solving contexts, it does not capture the full scope of human intelligence.
Intelligence is a broader and more complex concept that encompasses not only cognitive skills but also emotional intelligence, creativity, adaptability, empathy, and the ability to solve real-world problems. Emotional intelligence, for instance, involves recognizing and managing one's own emotions and those of others, which is not assessed by traditional IQ tests. Research indicates that while IQ is a strong predictor of academic success, emotional intelligence is crucial for personal well-being, effective interpersonal relationships, and success in many professional roles, particularly those involving direct human interaction.
Furthermore, IQ scores are influenced by various factors including education, socioeconomic background, and test conditions, and they are not fixed or absolute measures of innate ability. The concept of intelligence has evolved beyond what IQ tests can measure, and some experts argue that IQ tests were developed before a comprehensive understanding of intelligence itself was established. Therefore, while IQ provides a useful, albeit limited, assessment of certain intellectual capabilities, it does not equate to overall intelligence, which includes a wide range of mental, emotional, and social abilities.
IQ scores in individuals older than eight years of age tend to be very consistent, suggesting that people generally cannot change their scores dramatically by studying or taking courses. Scores are determined through the interaction of both genetic and environmental factors. While genetic factors may set boundaries for an individual's abilities, environmental factors can determine where an individual will fall within those boundaries. For example, an individual born with superior intellectual abilities and raised in an enriching environment is likely to score well on an IQ test. Conversely, a person with similar genetic make-up but raised in an impoverished environment may never display his or her true potential. Studies performed on twins who were raised together and twins who were raised apart support this interaction of genetics and environment. Twins who were raised together showed less variation in their IQ scores than twins raised apart.
IQ scores are normally distributed and can be graphed on a normal or bell-shaped curve. The average IQ score is 100, meaning that 50% of scores fall above and below this score. The standard deviation, which indicates how far a score is from the mean, is 15. A person who obtains an IQ score of 85 would be considered one standard below the mean, while a score of 130 would be two standard deviations above. As scores deviate further from the mean, there are fewer scores. For example, 68 percent of all IQ scores fall within one standard deviation on either side of the mean. However, only 26 percent of scores fall between one and two standard deviations and only 4 percent fall between two and three standard deviations.
IQ scores are also categorized by ranges. While different intelligence tests tend to have slightly different classification names, the ranges themselves are consistent. For example, classifications used on instruments developed by prolific test developer Dr. David Wechsler include the following ranges: Average 90–109, High Average 110–119, Superior 120–129, Very Superior 130 and above, Low Average 80–89, Borderline 70–79, and Extremely Low 69 and below. These ranges are helpful when attempting to interpret test results.
Once a theory has been adopted, experts develop subtests and individual items to measure the components of the theory. Items go through extensive review and modification by the developer until a specific set of subtests and items are chosen for inclusion in the instrument. The test is then administered to a representative sample of our national population. This sample generally includes thousands of individuals who are selected on the basis of such characteristics as age, sex, socioeconomic status, education level, and geographic location. Information obtained from this sample, known as the norming sample, is then evaluated to establish the statistical qualities of the instrument. The information is also used to evaluate test items and make modifications where necessary. Once the test is fully developed, studies are conducted to compare the new instrument with already published instruments currently thought to be valid for the purpose of intellectual assessment. If scores on the newly developed instrument are similar to scores on the existing instruments, the authors can state that their instrument is valid for the measurement of intelligence. Future research, performed by practitioners who use the instrument along with researchers in universities and other institutions, will further establish the usefulness of the new test instrument.
Difference
A prominent opinion comes from Dr. Howard Gardner, a renowned developmental psychologist and neuropsychologist known for his theory of multiple intelligences. He argues that IQ tests are limited and do not fully capture human intelligence. According to Gardner, traditional IQ tests primarily measure logical-mathematical and linguistic abilities, but intelligence is far broader, encompassing at least seven distinct types: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal.
Gardner believes the overemphasis on IQ can be culturally and educationally limiting, as it overlooks other vital forms of intelligence that contribute to success and personal growth. He emphasizes that people learn and express intelligence in diverse ways, and reducing it to a single number can be misleading and harmful, especially in educational settings. Because IQ tests focus on a narrow set of skills and are influenced by factors like education, culture, and test-taking conditions, they do not fully represent a person’s overall intellectual potential or capabilities. It is possible for someone to have a high IQ but struggle with emotional regulation or social interactions, while another person with an average IQ may excel in creative problem-solving or building relationships. Therefore, while IQ can be a useful tool for identifying certain cognitive strengths or weaknesses, it is not equivalent to intelligence as a whole. Intelligence is dynamic and can be developed throughout life, shaped by experiences, culture, and opportunities.
Correlation
IQ scores show a strong positive correlation with general intelligence (often referred to as the "g factor"), with studies reporting g loadings between 0.88 and 0.95, indicating that IQ tests are reliable measures of core cognitive abilities like reasoning, problem-solving, and memory.
However, experts emphasize that while IQ correlates highly with general intelligence, it does not capture all forms of intelligence. For instance, Robert Sternberg argues that traditional IQ overlooks creative, practical, emotional, and social intelligence—skills critical for real-world adaptation and long-term societal well-being.
Additionally, IQ predicts important life outcomes such as educational attainment, job performance, income, and health, supporting its validity as a measure of cognitive effectiveness. Yet, personality traits like conscientiousness and openness also play significant roles, and the effects of IQ and personality are often additive.
1.4. Can IQ be used as a coping mechanism?
1. IQ Modulates Coupling Between Psychopathology and Cognition
2. Change in Coping and Defense Mechanisms Across Adulthood
3. Cognitive Control and Emotion Regulation Flexibility
4. Academic Stress and Coping in High-Achieving Students
2.1. What is neurodivergence?
Neurodivergence is a non-medical umbrella term describing individuals whose brains develop or function in ways that differ significantly from what society considers "neurotypical." It encompasses a wide range of conditions and experiences, including autism, ADHD, dyslexia, OCD, Tourette syndrome, and even differences arising from traumatic brain injury, long-term illness (like long COVID), or mental health conditions. The concept originated in the late 1990s with sociologist Judy Singer, who introduced the term neurodiversity to highlight that neurological differences are a natural part of human variation—just as no two fingerprints are alike, no two brains function identically. The term neurodivergent, popularized by activist Kassiane Asasumasu, emphasizes inclusion: it describes people whose cognitive, emotional, or behavioral patterns diverge from societal norms, without labeling them as defective.
Being neurodivergent means experiencing the world differently—whether in learning, communication, sensory processing, social interaction, or emotional regulation. These differences come with both challenges and strengths. For example:
2.2. Can you connect neurodivergence and IQ?
There is no single gene that directly connects neurodivergence and high IQ, but several genes are implicated in both cognitive ability and neurodevelopmental conditions.
One key example is FMR1, which when mutated causes Fragile X syndrome—a condition associated with autism and intellectual disability. However, in non-pathological forms, variations in FMR1 may influence cognitive traits. This gene plays a role in synaptic plasticity and is part of the Rho GTPase pathway, which has been linked to both brain development and evolutionary increases in human cognition.
Another gene, SSADH (succinate semialdehyde dehydrogenase), has alleles associated with mental retardation when deactivated, but a functional polymorphism in the same gene is linked to higher IQ in nonclinical populations.
Additionally, genes like SORCS3, TRAIP, and AMT are associated with both neurodevelopmental disorders (e.g., autism, ADHD) and cognitive performance, suggesting shared genetic pathways.
These findings indicate that some genes influencing neurodivergence also affect intelligence, often through roles in neural development, synaptic function, and brain evolution.
3.1. How to increase IQ (0-18)
Increasing IQ in individuals under 18 is primarily about supporting optimal brain development and cognitive function through environmental, educational, and lifestyle factors. Genetic influences on IQ are complex and fixed, but cognitive potential can be maximized through nurturing conditions.
Yes, it is possible to increase your IQ after the age of 18, although the extent and nature of such increases are debated. Research indicates that while IQ scores are generally stable in adulthood, they are not fixed and can be influenced by various factors. For example, prolonged and intensive training in creative problem-solving during late adolescence (ages 18–19) has been shown to lead to measurable gains in cognitive function, with one study reporting an average improvement of 5.66 IQ points in the experimental group compared to the control group, and a 15-point increase in fluid and crystallized intelligence. Similarly, continued education has a documented positive effect, with each additional year of schooling associated with an approximate 3.5-point increase in IQ.
Other activities may also contribute to cognitive improvement. Engaging in brain-training exercises like dual n-back, playing chess, or learning music and visual arts can enhance working memory, problem-solving skills, and brain plasticity. Physical exercise and a healthy lifestyle are also linked to improved cognitive performance and neuroplasticity. Furthermore, studies have shown that IQ can fluctuate significantly during adolescence, with changes in brain structure correlating with improvements in verbal and non-verbal IQ, suggesting that the brain remains adaptable well into young adulthood.
However, it is important to note that while IQ test scores can increase, the broader concept of intelligence—encompassing creativity, emotional intelligence, and practical problem-solving—may be more valuable than a high IQ score alone. Some experts argue that IQ tests measure specific cognitive abilities rather than a fixed, unchangeable trait, and that improvements may reflect better test-taking skills or increased knowledge rather than a fundamental shift in general intelligence. Despite these nuances, the consensus is that cognitive abilities and IQ can be enhanced through targeted training, education, and lifestyle choices even after age 18.
Yes, here are key studies that provide evidence for IQ increases after age 18:
How Much Does Education Improve Intelligence? – Psychological Science
The Guardian: Nature plays its part, but school nurtures your brain even better
BBC News: IQ 'can change in teenage years'
These studies collectively demonstrate that cognitive training, education, and environmental factors can lead to measurable IQ gains beyond age 18.
This is just a simple basic entry to my posts, I will go much deeper, this took me enough hours so please learn from it.
1.1. Does higher IQ make your social skills worse?
1.2. High IQ ≠ Being smart.
1.3. Can you compare IQ to intelligence?
1.4. Can IQ be used as a coping mechanism?
2. Neurodivergence
2.1. What is neurodivergence?
2.2. Can u connect neurodivergence and IQ?
3. How to increase IQ?
3.1. In ur teenage years (0-18)
3.2. Can u increase your IQ after you are 18?
1. What is IQ?
Intelligence Quotient, a total score derived from certain tests to measure human intelligence. Originally, IQ was a score obtained by dividing a person's estimated mental age, obtained by administering an intelligence test, by the person's chronological age. IQ is measured through standardized tests designed to assess various cognitive abilities such as abstract reasoning, memory, problem-solving, verbal comprehension, and pattern recognition. The most accurate way to measure IQ is by taking a formal test administered by a qualified psychologist, such as the Wechsler Adult Intelligence Scale (WAIS-IV), which is widely used for this purpose.
View attachment 4198234
This is the IQ chart
40-70
If u have an IQ between 40-70, u are Intellectually disabled, typically have difficulty learning basic self-care tasks and are heavily dependent on others for daily living. The Reddit post from a parent of a 9-year-old with an IQ of 40 describes a child who is semi-verbal, lacks foundational skills like understanding pronouns, has a very short attention span, and shows inconsistent progress despite years of therapy. (Reddit post: 9 Year old with IQ of 40.) functional abilities generally improve. Those with scores between 50 and 69 are classified as having "mild" intellectual disability, meaning they can learn simple life skills and may be employed in supervised settings, though they often require ongoing support. At the higher end of this range, such as an IQ of 70, individuals may be able to function in regular education settings
70-85
Having an IQ of 70 to 85 generally means experiencing cognitive challenges that are noticeable, particularly in academic and complex problem-solving settings, but the lived experience varies significantly between individuals. Having anything between this IQ range means u are below average and your brain still doesn't work as fast as the usual person, which can affect learning, literacy, and numeracy, often becoming apparent during early schooling.
85-115
Between 85-115 is a wide chart, worldwide this is considered average, because some countries in Africa have pretty low IQ's, whilst in Asia its quite the opposite, so in total this would basically be average. Individuals with an IQ of 85 may face challenges in academic or problem-solving tasks that require abstract thinking, but they are often well-adjusted, capable of forming strong interpersonal relationships, and excel as team players who benefit from collaborative environments. For those with an IQ closer to 100, the experience is generally one of being in the middle of the cognitive spectrum, with the ability to understand and learn at a pace typical for the general population, some individuals with an IQ of 100 may feel a sense of awareness about their average cognitive standing, recognizing both their strengths and limitations compared to others. Individuals with an IQ of 115 are typically above average in cognitive ability, demonstrating strong problem-solving skills, quick learning, and the capacity to understand complex concepts more easily than most people. While an IQ of 115 is considered high average, it is still within the broad range of typical cognitive functioning, and many people with scores in this range do not necessarily feel exceptionally bright all the time.
115-130
If your IQ is between 115-130 you are considered high average to gifted range. An IQ of 115 is considered high average, placing the individual in the 84th percentile, meaning they perform better than 84% of the population on cognitive tasks, this level of intelligence is characterized by well-developed cognition, including strong memory, attention, processing speed, and critical thinking skills, enabling quick learning and effective problem-solving. An IQ of 130 is generally classified as gifted, indicating performance better than 97.7% of peers and placing the individual in the 98th percentile, which is the threshold for membership in high-IQ societies like Mensa. People with this score typically exhibit highly developed cognitive faculties, including exceptional pattern recognition, the ability to make complex connections between ideas, and strong problem-solving skills.
130-160+
This IQ is considered exceptionally gifted and sometimes even genius. This level of intelligence often allows for rapid learning, strong problem-solving abilities, and success in intellectually demanding careers such as editing, management, or research analysis. Some individuals with an IQ of 130 to 140 describe feeling emotionally vulnerable or struggling with expectations, as they may not be high enough to be considered a "true genius" but still face pressures from others due to their intelligence. Despite this, many in this range report being able to find social and professional success, as they can still relate to a significant portion of the population and are not as isolated as those with higher IQs, for those with an IQ of 160 or higher, the experience is often more isolating. These individuals may find it difficult to engage in intellectually stimulating conversations, as most people cannot keep up with their thinking. Overall, while an IQ of 130 to 160 brings significant cognitive advantages, it also comes with unique challenges, including social isolation, emotional vulnerability, and the pressure to perform.
1.1. Does higher IQ make your social skills worse?
Interactions between intelligence and psychosocial factors were examined in terms of influences on social competence among 144 inner-city ninth-grade students. Psychosocial variables examined included ego development, locus of control, and positive and negative life events. Definitions of social competence were based on peer ratings, teacher ratings, and school grades. Results indicated that, unlike their less intelligent peers, intelligent youngsters showed higher competence levels at high versus low levels of both ego development and internal locus of control. Findings were interpreted in the context of sociocultural influences on academic achievement among disadvantaged adolescents.
Intelligence, A study has been done to this,The sample consisted of 144 (62 boys, 82 girls) adolescents enrolled in an inner-city public school in Connecticut. In the school sampled, students were placed in five “gate” levels, with curricula of varying difficulty. For the present study, students were drawn from 10 ninth-grade classrooms with two classes randomly selected from each of the five gate levels. Complete data were obtained for 83% of the students enrolled in the classes sampled. The mean age of the sample was 15.3 years (SD = 0.78) with a range of 14.0–17.2 years. The Raven’s Standard Progressive Matrices (SPM) (Raven, Court, & Raven, 1977), a widely utilized test that is relatively culture-free, was used to assess intelligence. Research shows that of the five SPM Sets (A–E) younger children are not expected to solve more than the problems in Sets A and B and the easier problems in Sets C and D. For adults, on the other hand, these same problems provide little more than training in the method of working (Raven et al., 1977). In this study, therefore, Sets B–D were administered, with the anticipation that these three sets would be sufficient to capture the range of intellectual abilities within the adolescent sample under study. Preliminary data analyses supported this assumption; students’ SPM scores fell in a normal distribution, with a range from 10 to 35 (the maximum possible score was 36).
School grades, School records were used to ascertain students’ grades. Marks from two marking periods were collected for four academic courses, yielding a total of eight marks for each participant. These marks were converted into grades using a grid developed by school officials, which made it possible to compare marks across the five gate levels (which varied in curricula). Based on these eight scores, mean grades were computed.
Locus of control, The Nowicki–Strickland Locus of Control scale (Nowicki & Strickland, 1973) was used to measure the extent to which children make external versus internal attributions. On this 40-item two-choice measure, high scores are indicative of high externality. Within this study, scoring was reversed to achieve consistency with the positive direction of scores for other moderator variables. High reliability and validity levels of this measure have been reported in several studies (Nowicki & Strickland, 1973).
Ego development, To assess ego development, the abbreviated version of the Sentence Completion Test, Form 81 (Loevinger, 1985), was administered. The item sum score was used to represent level of ego development in the statistical analyses. The Sentence Completion Test has been found to have acceptable levels of internal consistency, test-retest reliability, and construct and discriminant validity (Hauser, 1976; Loevinger, 1979, 1985; Redmore & Waldman, 1975).
Results
View attachment 4201558
Correlations among intelligence, measures of competence, and moderator variables
View attachment 4201559
Results of hierarchical regression analyses for the prediction of the variable School Grades
View attachment 4201560
Interaction between intelligence and internal locus of control in predicting scores on the school grades criterion of competence.
View attachment 4201561
Interaction between intelligence and ego development in predicting scores on the assertive-responsible criterion of competence.
1.2. High IQ ≠ Being smart.
How can someone with a high IQ have these kinds of intellectual deficiencies? Put another way, how can a "smart" person act foolishly? Keith Stanovich, professor of human development and applied psychology at the University of Toronto, Canada, has grappled with this apparent incongruity for 15 years. He says it applies to more people than you might think. To Stanovich, however, there is nothing incongruous about it. IQ tests are very good at measuring certain mental faculties, he says, including logic, abstract reasoning, learning ability and working-memory capacity - how much information you can hold in mind.
But the tests fall down when it comes to measuring those abilities crucial to making good judgements in real-life situations. That's because they are unable to assess things such as a person's ability to critically weigh up information, or whether an individual can override the intuitive cognitive biases that can lead us astray.
"A high IQ is like height in a basketball player," says David Perkins, who studies thinking and reasoning skills at Harvard Graduate School of Education in Cambridge, Massachusetts. "It is very important, all other things being equal. But all other things aren't equal. There's a lot more to being a good basketball player than being tall, and there's a lot more to being a good thinker than having a high IQ."
Indeed, IQ scores have long been criticised as poor indicators of an individual's all-round intelligence, as well as for their inability to predict how good a person will be in a particular profession. The palaeontologist Stephen Jay Gould claimed in The Mismeasure of Man in 1981 that general intelligence was simply a mathematical artefact and that its use was unscientific and culturally and socially discriminatory. Howard Gardner at the Harvard Graduate School of Education has been arguing - controversially - for more than 25 years that cognitive capacity is best understood in terms of multiple intelligences, covering mathematical, verbal, visual-spatial, physiological, naturalistic, self-reflective, social and musical aptitudes.
IS GEORGE W. BUSH stupid? It's a question that occupied a good many minds of all political persuasions during his turbulent eight-year presidency. The strict answer is no. Bush's IQ score is estimated to be above 120, which suggests an intelligence in the top 10 per cent of the population. But this, surely, does not tell the whole story. Even those sympathetic to the former president have acknowledged that as a thinker and decision-maker he is not all there. Even his loyal speechwriter David Frum called him glib, incurious and "as a result ill-informed". The political pundit and former Republican congressman Joe Scarborough accused him of lacking intellectual depth, claiming that compared with other US presidents whose intellect had been questioned, Bush junior was "in a league by himself". Bush himself has described his thinking style as "not very analytical".
1.3. Can you compare IQ to intelligence
IQ and intelligence are related but not the same thing. IQ is a numerical score derived from standardized tests designed to measure specific cognitive abilities such as reasoning, memory, verbal comprehension, and logic. It is a relative measure, meaning it compares an individual's performance to the average of a defined group, with the average set at 100. While IQ can indicate performance in academic and problem-solving contexts, it does not capture the full scope of human intelligence.
Intelligence is a broader and more complex concept that encompasses not only cognitive skills but also emotional intelligence, creativity, adaptability, empathy, and the ability to solve real-world problems. Emotional intelligence, for instance, involves recognizing and managing one's own emotions and those of others, which is not assessed by traditional IQ tests. Research indicates that while IQ is a strong predictor of academic success, emotional intelligence is crucial for personal well-being, effective interpersonal relationships, and success in many professional roles, particularly those involving direct human interaction.
Furthermore, IQ scores are influenced by various factors including education, socioeconomic background, and test conditions, and they are not fixed or absolute measures of innate ability. The concept of intelligence has evolved beyond what IQ tests can measure, and some experts argue that IQ tests were developed before a comprehensive understanding of intelligence itself was established. Therefore, while IQ provides a useful, albeit limited, assessment of certain intellectual capabilities, it does not equate to overall intelligence, which includes a wide range of mental, emotional, and social abilities.
Intelligence
While definitions of intelligence vary widely, most include some form of abstract reasoning and problem-solving abilities. Also frequently found in definitions are the concepts of spatial ability, memory, speed and accuracy, and learning and planning. Current intelligence tests generally consist of numerous subtests which are believed to tap into these areas. The scores obtained on the subtests combine to provide an intelligence quotient.IQ scores in individuals older than eight years of age tend to be very consistent, suggesting that people generally cannot change their scores dramatically by studying or taking courses. Scores are determined through the interaction of both genetic and environmental factors. While genetic factors may set boundaries for an individual's abilities, environmental factors can determine where an individual will fall within those boundaries. For example, an individual born with superior intellectual abilities and raised in an enriching environment is likely to score well on an IQ test. Conversely, a person with similar genetic make-up but raised in an impoverished environment may never display his or her true potential. Studies performed on twins who were raised together and twins who were raised apart support this interaction of genetics and environment. Twins who were raised together showed less variation in their IQ scores than twins raised apart.
IQ scores are normally distributed and can be graphed on a normal or bell-shaped curve. The average IQ score is 100, meaning that 50% of scores fall above and below this score. The standard deviation, which indicates how far a score is from the mean, is 15. A person who obtains an IQ score of 85 would be considered one standard below the mean, while a score of 130 would be two standard deviations above. As scores deviate further from the mean, there are fewer scores. For example, 68 percent of all IQ scores fall within one standard deviation on either side of the mean. However, only 26 percent of scores fall between one and two standard deviations and only 4 percent fall between two and three standard deviations.
IQ scores are also categorized by ranges. While different intelligence tests tend to have slightly different classification names, the ranges themselves are consistent. For example, classifications used on instruments developed by prolific test developer Dr. David Wechsler include the following ranges: Average 90–109, High Average 110–119, Superior 120–129, Very Superior 130 and above, Low Average 80–89, Borderline 70–79, and Extremely Low 69 and below. These ranges are helpful when attempting to interpret test results.
IQ test construction
While early IQ tests were often developed with little consideration for statistical properties and standardization, today's instruments represent the capstone of test development. They are very valid, meaning that they measure what they report to measure, and are quite reliable in that they measure consistently over time. When an IQ test is developed, the first step is to identify the theoretical background to be used as its basis. For example, the WJ-IV Cog adheres to CHC Theory. Numerous theories of intelligence exist, and test developers often modify theories or expand on them for test development purposes.Once a theory has been adopted, experts develop subtests and individual items to measure the components of the theory. Items go through extensive review and modification by the developer until a specific set of subtests and items are chosen for inclusion in the instrument. The test is then administered to a representative sample of our national population. This sample generally includes thousands of individuals who are selected on the basis of such characteristics as age, sex, socioeconomic status, education level, and geographic location. Information obtained from this sample, known as the norming sample, is then evaluated to establish the statistical qualities of the instrument. The information is also used to evaluate test items and make modifications where necessary. Once the test is fully developed, studies are conducted to compare the new instrument with already published instruments currently thought to be valid for the purpose of intellectual assessment. If scores on the newly developed instrument are similar to scores on the existing instruments, the authors can state that their instrument is valid for the measurement of intelligence. Future research, performed by practitioners who use the instrument along with researchers in universities and other institutions, will further establish the usefulness of the new test instrument.
Difference
A prominent opinion comes from Dr. Howard Gardner, a renowned developmental psychologist and neuropsychologist known for his theory of multiple intelligences. He argues that IQ tests are limited and do not fully capture human intelligence. According to Gardner, traditional IQ tests primarily measure logical-mathematical and linguistic abilities, but intelligence is far broader, encompassing at least seven distinct types: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal.
Gardner believes the overemphasis on IQ can be culturally and educationally limiting, as it overlooks other vital forms of intelligence that contribute to success and personal growth. He emphasizes that people learn and express intelligence in diverse ways, and reducing it to a single number can be misleading and harmful, especially in educational settings. Because IQ tests focus on a narrow set of skills and are influenced by factors like education, culture, and test-taking conditions, they do not fully represent a person’s overall intellectual potential or capabilities. It is possible for someone to have a high IQ but struggle with emotional regulation or social interactions, while another person with an average IQ may excel in creative problem-solving or building relationships. Therefore, while IQ can be a useful tool for identifying certain cognitive strengths or weaknesses, it is not equivalent to intelligence as a whole. Intelligence is dynamic and can be developed throughout life, shaped by experiences, culture, and opportunities.
Correlation
IQ scores show a strong positive correlation with general intelligence (often referred to as the "g factor"), with studies reporting g loadings between 0.88 and 0.95, indicating that IQ tests are reliable measures of core cognitive abilities like reasoning, problem-solving, and memory.
However, experts emphasize that while IQ correlates highly with general intelligence, it does not capture all forms of intelligence. For instance, Robert Sternberg argues that traditional IQ overlooks creative, practical, emotional, and social intelligence—skills critical for real-world adaptation and long-term societal well-being.
Additionally, IQ predicts important life outcomes such as educational attainment, job performance, income, and health, supporting its validity as a measure of cognitive effectiveness. Yet, personality traits like conscientiousness and openness also play significant roles, and the effects of IQ and personality are often additive.
1.4. Can IQ be used as a coping mechanism?
- Cognitive Reserve Hypothesis
Higher IQ is linked to better problem-solving, planning, and emotional regulation, which support adaptive coping. Individuals with high IQ may use more mature defenses like sublimation, suppression, and logical analysis—strategies associated with resilience.
- Verbal Intelligence and Ego Strength
Studies show that higher verbal ability correlates with lower use of immature defenses (e.g., projection, denial) and greater use of adaptive strategies. This suggests intelligence supports psychological maturity and self-awareness.
- Hyper-Brain, Hyper-Body Theory
Some research proposes that high IQ individuals experience "intellectual overexcitability"—a heightened awareness and overstimulation of the central nervous system. While this can fuel creativity, it may also lead to chronic stress responses, increasing vulnerability to anxiety and mood disorders. In this view, intense cognition becomes a double-edged sword: it helps analyze and plan (adaptive), but can also fuel rumination and worry (maladaptive).
- Protective vs. Risk Factor?
Recent large-scale studies (e.g., UK Biobank) suggest high IQ is not a risk factor for most mental disorders and may even protect against anxiety and PTSD. However, the way intelligence is used matters—rumination and overthinking can turn cognitive strength into a psychological burden.
- Cognitive Reserve Hypothesis
1. IQ Modulates Coupling Between Psychopathology and Cognition
2. Change in Coping and Defense Mechanisms Across Adulthood
3. Cognitive Control and Emotion Regulation Flexibility
4. Academic Stress and Coping in High-Achieving Students
2.1. What is neurodivergence?
Neurodivergence is a non-medical umbrella term describing individuals whose brains develop or function in ways that differ significantly from what society considers "neurotypical." It encompasses a wide range of conditions and experiences, including autism, ADHD, dyslexia, OCD, Tourette syndrome, and even differences arising from traumatic brain injury, long-term illness (like long COVID), or mental health conditions. The concept originated in the late 1990s with sociologist Judy Singer, who introduced the term neurodiversity to highlight that neurological differences are a natural part of human variation—just as no two fingerprints are alike, no two brains function identically. The term neurodivergent, popularized by activist Kassiane Asasumasu, emphasizes inclusion: it describes people whose cognitive, emotional, or behavioral patterns diverge from societal norms, without labeling them as defective.
Being neurodivergent means experiencing the world differently—whether in learning, communication, sensory processing, social interaction, or emotional regulation. These differences come with both challenges and strengths. For example:
- A person with dyslexia may struggle with reading but excel at 3D visualization and spatial reasoning.
- Someone with ADHD might find focus difficult in traditional settings but thrive in high-energy, creative environments. Critically, neurodivergence is not a diagnosis but a framework for understanding. It challenges the idea of a single "normal" brain and promotes accommodations—like flexible workspaces or alternative assessment methods—that allow neurodivergent individuals to succeed. Research shows that viewing neurodivergence as difference rather than deficit leads to better self-esteem, mental health, and career outcomes. About 15–20% of the global population is estimated to be neurodivergent, reflecting how common and natural neurological variation
While historical figures like Leonardo da Vinci (possible ADHD, dyslexia) or Nikola Tesla (traits resembling autism) are sometimes discussed as potentially neurodivergent, these are informed guesses, not confirmed cases. Medical understanding of neurological differences only began developing in the 20th century, with autism formally described by Leo Kanner in 1943 and ADHD recognized decades later. Thus, while neurodivergent individuals have always existed, the concept and identification are recent.
Neurodivergence is genetics, alot of people say it isnt, but there's genes that connect your neurodivergence.
- SORCS3: Associated with ADHD, autism, schizophrenia, and bipolar disorder. It plays a role in brain signaling and synaptic plasticity.
- TRAIP: Linked to ADHD and autism through its role in genome stability and cognitive function.
- AMT: Involved in neuron development and strongly associated with educational attainment, which is often impacted in ADHD and dyslexia.
- TNRC6B: Pathogenic variants cause developmental delay, intellectual disability, autism, and ADHD.https://www.nature.com/articles/s41380-024-02649-8
- Genetic Neurodevelopmental Clustering and Dyslexia – Nature – Identifies SORCS3, TRAIP, and AMT as pleiotropic genes associated with dyslexia, ADHD, and cognitive function.
- PMC Full Text – Genetic Neurodevelopmental Clustering – Confirms SORCS3’s role in synaptic plasticity and its links to ADHD, autism, and learning deficits.
- medRxiv Preprint – Genetic Links to Dyslexia and ADHD – Discusses TRAIP and AMT in relation to neurodevelopmental conditions and educational attainment.
- Is Neurodivergent Genetic? – Science of Biogenetics – Reviews genetic factors in autism (e.g., SHANK3), ADHD (DRD4), and dyslexia (DCDC2).
2.2. Can you connect neurodivergence and IQ?
Genetic Overlap
Large-scale genomic studies show that many genetic variants associated with autism, ADHD, and dyslexia also correlate with higher cognitive ability and educational attainment. For example:- SORCS3, TRAIP, and AMT are genes linked to both neurodevelopmental conditions and intelligence.
- A study published in Nature Communications found that genes expressed in cortical neurons—particularly those involved in dendritic development and synaptic function—overlap with regions associated with high IQ and human brain evolution.
There is no single gene that directly connects neurodivergence and high IQ, but several genes are implicated in both cognitive ability and neurodevelopmental conditions.
One key example is FMR1, which when mutated causes Fragile X syndrome—a condition associated with autism and intellectual disability. However, in non-pathological forms, variations in FMR1 may influence cognitive traits. This gene plays a role in synaptic plasticity and is part of the Rho GTPase pathway, which has been linked to both brain development and evolutionary increases in human cognition.
Another gene, SSADH (succinate semialdehyde dehydrogenase), has alleles associated with mental retardation when deactivated, but a functional polymorphism in the same gene is linked to higher IQ in nonclinical populations.
Additionally, genes like SORCS3, TRAIP, and AMT are associated with both neurodevelopmental disorders (e.g., autism, ADHD) and cognitive performance, suggesting shared genetic pathways.
These findings indicate that some genes influencing neurodivergence also affect intelligence, often through roles in neural development, synaptic function, and brain evolution.
- FMR1 gene and IQ relationship – Shows that FMRP levels (from the FMR1 gene) are linked to cognitive function, with a threshold effect on IQ.
- SSADH gene polymorphism and intelligence – Demonstrates that a functional variant in SSADH is associated with higher IQ, suggesting greater enzyme activity supports cognitive ability.
- SORCS3, TRAIP, and AMT genes in ADHD, dyslexia, and cognition – Identifies these genes as pleiotropic, influencing both neurodevelopmental conditions and cognitive performance.
- Genetic overlap in attention and learning difficulties – Highlights SORCS3, TRAIP, and AMT as key genes tied to both neurodivergence and educational attainment.
3.1. How to increase IQ (0-18)
Increasing IQ in individuals under 18 is primarily about supporting optimal brain development and cognitive function through environmental, educational, and lifestyle factors. Genetic influences on IQ are complex and fixed, but cognitive potential can be maximized through nurturing conditions.
Key Approaches to Increase IQ in Those Under 18
- Quality Education: Exposure to stimulating and challenging learning experiences enhances reasoning, problem-solving, and knowledge acquisition—core aspects measured in IQ tests.
- Reading and Mental Stimulation: Encourage reading widely, puzzles, games, and activities that promote cognitive skills like memory, attention, and logic.
- Physical Exercise: Regular aerobic exercise supports brain health, neurogenesis, and executive function by increasing blood flow and growth factors in the brain.
- Nutrition: A balanced diet rich in omega-3 fatty acids, proteins, vitamins, and minerals supports brain growth. Avoid excessive sugar and processed foods.
- Adequate Sleep: Sleep is critical for memory consolidation, cognitive processing, and brain development in children and adolescents.
- Social Interaction and Emotional Support: Positive relationships and emotional well-being contribute to cognitive development and stress management.
- Limiting Exposure to Neurotoxins: Avoiding smoking, alcohol, excessive screen time, and environmental toxins protects brain function.
Common Supplements for Cognitive Support in Youth
- Omega-3 Fatty Acids (DHA/EPA): Critical for brain development and function, omega-3s from fish oil or algae supplements can support memory, attention, and overall cognitive health.
- B Vitamins (B6, B9/Folate, B12): Important for brain metabolism and neurotransmitter synthesis, adequate B vitamin intake supports cognitive processes.
- Iron: Essential for oxygen transport to the brain; iron deficiency in children is linked to impaired cognitive development.
- Magnesium: Plays a role in neural signaling and cognitive function; mild supplementation may help if deficient.
- Zinc: Important for brain development, with potential benefits for attention and memory.
- Natural Cognitive Enhancers: Some herbal supplements like Bacopa Monnieri and Ginkgo Biloba have limited evidence suggesting mild improvements in memory and focus, though safety data in children is limited.
Important Considerations
- Supplements should be used only under medical supervision to avoid overdosing or interactions.
- Nutritional supplementation benefits are most significant in cases of deficiency or inadequate diet.
- Supplements cannot substitute for a healthy lifestyle, education, and environmental stimulation, which are essential for cognitive development.
- Long-term safety and efficacy of many nootropic and cognitive-enhancing supplements in minors remain uncertain.
Yes, it is possible to increase your IQ after the age of 18, although the extent and nature of such increases are debated. Research indicates that while IQ scores are generally stable in adulthood, they are not fixed and can be influenced by various factors. For example, prolonged and intensive training in creative problem-solving during late adolescence (ages 18–19) has been shown to lead to measurable gains in cognitive function, with one study reporting an average improvement of 5.66 IQ points in the experimental group compared to the control group, and a 15-point increase in fluid and crystallized intelligence. Similarly, continued education has a documented positive effect, with each additional year of schooling associated with an approximate 3.5-point increase in IQ.
Other activities may also contribute to cognitive improvement. Engaging in brain-training exercises like dual n-back, playing chess, or learning music and visual arts can enhance working memory, problem-solving skills, and brain plasticity. Physical exercise and a healthy lifestyle are also linked to improved cognitive performance and neuroplasticity. Furthermore, studies have shown that IQ can fluctuate significantly during adolescence, with changes in brain structure correlating with improvements in verbal and non-verbal IQ, suggesting that the brain remains adaptable well into young adulthood.
However, it is important to note that while IQ test scores can increase, the broader concept of intelligence—encompassing creativity, emotional intelligence, and practical problem-solving—may be more valuable than a high IQ score alone. Some experts argue that IQ tests measure specific cognitive abilities rather than a fixed, unchangeable trait, and that improvements may reflect better test-taking skills or increased knowledge rather than a fundamental shift in general intelligence. Despite these nuances, the consensus is that cognitive abilities and IQ can be enhanced through targeted training, education, and lifestyle choices even after age 18.
Yes, here are key studies that provide evidence for IQ increases after age 18:
- Ritchie & Tucker-Drob (2018): A meta-analysis of 42 data sets involving over 600,000 participants found that each additional year of education is associated with an IQ gain of 1 to 5 points, with effects lasting into adulthood. This study used quasi-experimental designs to isolate the causal effect of education on intelligence.
How Much Does Education Improve Intelligence? – Psychological Science- Kvashchev et al. (reanalyzed): A study involving creative problem-solving training for students aged 18–19 showed an average 10-point IQ increase, with a 15-point gain in fluid and crystallized intelligence compared to controls.
- Norwegian Education Reform Studies: Research using data from a 1960s reform that extended compulsory schooling in Norway found that an extra year of school led to significant IQ gains, measured during military conscription testing.
The Guardian: Nature plays its part, but school nurtures your brain even better- BBC Report on Teen IQ Changes: A 2011 study published in Nature followed teenagers from age 14 to 18 and found significant IQ fluctuations, with changes linked to brain structure. While focused on teens, it supports the idea that IQ remains malleable into early adulthood.
BBC News: IQ 'can change in teenage years'These studies collectively demonstrate that cognitive training, education, and environmental factors can lead to measurable IQ gains beyond age 18.
This is just a simple basic entry to my posts, I will go much deeper, this took me enough hours so please learn from it.
