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bibliographie:grady_tower [2025/02/02 16:19]
luc [Écrits et publications] 		bibliographie:grady_tower [2025/02/02 16:50] (Version actuelle)
luc [Écrits et publications]
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 __Distribution of intelligence test scores for five general fields of the doctorate __Distribution of intelligence test scores for five general fields of the doctorate
-and for the total doctorate population__                                           Â +and for the total doctorate population:__ 
-  Army Standard  Approx. gen                     Doctorates (N)                    +                                          Â 
 +  Army Standard  Approx. gen   __________________Doctorates (N)___________________ 
    Scale dist    population      All     Phys     Biol     Social   Arts,   Educ-    Scale dist    population      All     Phys     Biol     Social   Arts,   Educ-
                  age 32, 1958  fields   sciences sciences sciences human.   cation                   age 32, 1958  fields   sciences sciences sciences human.   cation 
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    70-79           218,200        7         1        5                1    70-79           218,200        7         1        5                1
   Below 70         162,600   Below 70         162,600
 +  ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
   Total          2,400,000     3567      1233      645      827     437      425   Total          2,400,000     3567      1233      645      827     437      425
   100 (mean)                    130.8     134.7    126.1    132.3   132.1    123.3   100 (mean)                    130.8     134.7    126.1    132.3   132.1    123.3
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-Terman's statement was based on data provided by the Stanford-Binet. As the remainder of the IQs in this paper will be based on the Wechsler-Bellevue (W-B), or the Wechsler Adult Intelligence Scale (WAIS), it's important to know that Stanford-Binet IQs are typically found to be 10 to 12 points higher than Wechsler-Bellevue scores. In fact, "...the difference between the Revised Stanford-Binet and the Wechsler-Bellevue IQs become progressively greater the higher the IQs are above 100." (Jour of psych XIV, 1942, 317-326. See also Jour of Consul Psych 25, 10 61, 390, and the Jour of Social Psych XXIII, 1946, 237-239) This should not be construed to mean that the Stanford-Binet is less valid than the Wechsler-Bellevue, the Wechsler Adult Intelligence Scale, or any other highly reliable test. In fact, the Stanford-Binet may be somewhat more valid at the very highest levels. All that it does mean is that the level of performance represented by a score on the W-B, or the WAIS, will be represented by a score 10 or 12 points higher on the Stanford-Binet. At the very highest levels this difference will be even greater.+Terman's statement was based on data provided by the Stanford-Binet. As the remainder of the IQs in this paper will be based on the Wechsler-Bellevue (W-B), or the Wechsler Adult Intelligence Scale (WAIS), it's important to know that Stanford-Binet IQs are typically found to be 10 to 12 points higher than Wechsler-Bellevue scores. In fact, "...the difference between the Revised Stanford-Binet and the Wechsler-Bellevue IQs become progressively greater the higher the IQs are above 100." (//Jour of psych// XIV, 1942, 317-326. See also //Jour of Consul Psych// 25, 10 61, 390, and the //Jour of Social Psych// XXIII, 1946, 237-239) This should not be construed to mean that the Stanford-Binet is less valid than the Wechsler-Bellevue, the Wechsler Adult Intelligence Scale, or any other highly reliable test. In fact, the Stanford-Binet may be somewhat more valid at the very highest levels. All that it does mean is that the level of performance represented by a score on the W-B, or the WAIS, will be represented by a score 10 or 12 points higher on the Stanford-Binet. At the very highest levels this difference will be even greater.
  
-One of the most outstanding groups of men that I was able to find was that of the faculty of the University of Cambridge. (Nature, 1967, 213, 442) These scores represent the Full Scale WAIS IQs of 148 faculty members in a variety of disciplines from one of the most distinguished Universities in the world.+One of the most outstanding groups of men that I was able to find was that of the faculty of the University of Cambridge. (//Nature//, 1967, 213, 442) These scores represent the Full Scale WAIS IQs of 148 faculty members in a variety of disciplines from one of the most distinguished Universities in the world.
  
-The WAIS has a mean of 100 and a standard deviation of 15. Entrance requirements to TNS on the WAIS is a score of 148 (Vidya #7, Nov 1979)+The WAIS has a mean of 100 and a standard deviation of 15. Entrance requirements to TNS on the WAIS is a score of 148 (//Vidya// #7, Nov 1979)
  
-Mean, range, variance, and standard error of the mean, for 148 Cambridge faculty    Â +__Mean, range, variance, and standard error of the mean, for 148 Cambridge faculty__ 
-                                     Mean        Range of               Standard +   Â 
-Subject of                          deviation     scores    Variance    deviation +                                       Mean        Range of               Standard 
-bachelor degree            n           IQs                             of the mean   +  Subject of                          deviation     scores    Variance    deviation 
-Agricultural sciences     17          121.6       110-135     41.18       1.55 +  bachelor degree            n           IQs                             of the mean 
-Biochemistry              10          130.0       122-141     41.33       2.034 +  ----------------------------------------------------------------------------------  Â 
-Biological sciences       20          126.1       113-135     27.05       1.15 +  Agricultural sciences     17          121.6       110-135     41.18       1.55 
-Chemistry                 12          129.6       121-138     30.45       1.59 +  Biochemistry              10          130.0       122-141     41.33       2.034 
-Engineering sciences      16          125.0       111-138     57.46       1.9 +  Biological sciences       20          126.1       113-135     27.05       1.15 
-Mathematics               16          130.4       124-136     16.0        1.0 +  Chemistry                 12          129.6       121-138     30.45       1.59 
-Medical sciences          10          127.0       116-134     46.22       2.15 +  Engineering sciences      16          125.0       111-138     57.46       1.9 
-Physics                   20          127.7       112-136     39.05       1.4 +  Mathematics               16          130.4       124-136     16.0        1.0 
-Social sciences           10          121.8       112-132     41.55       2.04+  Medical sciences          10          127.0       116-134     46.22       2.15 
 +  Physics                   20          127.7       112-136     39.05       1.4 
 +  Social sciences           10          121.8       112-132     41.55       2.04
    
  
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-     The following chart is taken from Wechsler's Measurement and Appraisal of +The following chart is taken from //Wechsler's Measurement and Appraisal of 
-Adult Intelligence by Joseph D. Matarazzo, 5th edition, p 177.+Adult Intelligence// by Joseph D. Matarazzo, 5th edition, p 177.
  
                                         XX                                         XX
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               100        110        120        130        140        150               100        110        120        130        140        150
  
-     The Full Scale WAIS IQs for 80 medical students.  Adapted from Kole, D. M.+The Full Scale WAIS IQs for 80 medical students.  Adapted from Kole, D. M.
 A study of intellectual and personality characteristics of medical students. A study of intellectual and personality characteristics of medical students.
-(The Journal of Medical Education, 1965, 40, 1130-1143)+(//The Journal of Medical Education//, 1965, 40, 1130-1143)
    
  
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 Matarazzo goes on to say, "Another point which is well understood among the few currently growing group of specialists in this country who deal primarily with the assessment of individuals applying for entry into medicine, law, graduate nursing, physics, economics, psychology, English literature, graduate business school, and a host of related scientific and humanistic disciplines is that, on the basis of a purely intellectual index, such applicants are so similar as to have come from the same population. Matarazzo goes on to say, "Another point which is well understood among the few currently growing group of specialists in this country who deal primarily with the assessment of individuals applying for entry into medicine, law, graduate nursing, physics, economics, psychology, English literature, graduate business school, and a host of related scientific and humanistic disciplines is that, on the basis of a purely intellectual index, such applicants are so similar as to have come from the same population.
  
-Currently practicing physicians are also similar to these young medical students in Full Scale WAIS IQs. (Matarazzo and Goldstein, Journal of Medical Education, 1972, 47, 102-111)+Currently practicing physicians are also similar to these young medical students in Full Scale WAIS IQs. (Matarazzo and Goldstein, //Journal of Medical Education//, 1972, 47, 102-111)
  
-Holt and Luborsky in Personality Patterns of Psychiatrists, 1958, p. 40, reported that the "Average Wechsler-Bellevue Scale of Adult Intelligence was 128" ... "Scores ranged from 110 to 145. IQ was not decisive in gaining admittance; the average of those accepted was only slightly higher than those who were rejected. The average verbal subscore was 131 with a range of 115-145."+Holt and Luborsky in //Personality Patterns of Psychiatrists//, 1958, p. 40, reported that the "Average Wechsler-Bellevue Scale of Adult Intelligence was 128" ... "Scores ranged from 110 to 145. IQ was not decisive in gaining admittance; the average of those accepted was only slightly higher than those who were rejected. The average verbal subscore was 131 with a range of 115-145."
  
-Balinsky and Shaw (Personnel Psychology, 1956, 9, 207-209) reported on an appraisal of top level executives a Full Scale IQ of 124.09, S.D. 7.90; Verbal Scale IQ 125.1, S.D. 8.09; and Performance IQ 117.09, S.D. 9.81. They also reported that only the Verbal IQ was significantly correlated with performance ratings (r = .32, p<.05). However, the subscale of arithmetical reasoning proved to be the best predictor of management performance (r = .42, p<.01).+Balinsky and Shaw (//Personnel Psychology//, 1956, 9, 207-209) reported on an appraisal of top level executives a Full Scale IQ of 124.09, S.D. 7.90; Verbal Scale IQ 125.1, S.D. 8.09; and Performance IQ 117.09, S.D. 9.81. They also reported that only the Verbal IQ was significantly correlated with performance ratings (r = .32, p<.05). However, the subscale of arithmetical reasoning proved to be the best predictor of management performance (r = .42, p<.01).
  
-Up to this point I have tried to avoid using data from less demanding vocations. But because the article by L.M. Simon and E.A. Levitt (Occupations, 1950, 29, 23-25) is the most extensive set of norms I've ever seen in one place for the W-B, I've decided to include their full table.+Up to this point I have tried to avoid using data from less demanding vocations. But because the article by L.M. Simon and E.A. Levitt (//Occupations//, 1950, 29, 23-25) is the most extensive set of norms I've ever seen in one place for the W-B, I've decided to include their full table.
  
-        SCORES ON THE WECHSLER BELLEVUE SCALE IN RELATION TO OCCUPATION             Â +          SCORES ON THE WECHSLER BELLEVUE SCALE IN RELATION TO OCCUPATION             Â 
-     Group             N         Range     10%   Q-1   Median    Q-3     90%         +       Group             N         Range     10%   Q-1   Median    Q-3     90%         
-Engineers             52 +  Engineers             52 
-    Full                        116-148    121   127     133     135     140 +      Full                        116-148    121   127     133     135     140 
-    Verbal                      110-144    120   125     130     136     140 +      Verbal                      110-144    120   125     130     136     140 
-    Performance                 114-145    119   124     129     133     137 +      Performance                 114-145    119   124     129     133     137 
-Professionals I       52 +  Professionals I       52 
-    Full                        113-141    120   126     132     134     137 +      Full                        113-141    120   126     132     134     137 
-    Verbal                      109-144    121   126     134     136     141 +      Verbal                      109-144    121   126     134     136     141 
-    Performance                  99-137    115   119     124     129     132 +      Performance                  99-137    115   119     124     129     132 
-Educators             45 +  Educators             45 
-    Full                        104-141    118   123     129     134     137 +      Full                        104-141    118   123     129     134     137 
-    Verbal                      106-143    112   123     129     134     137 +      Verbal                      106-143    112   123     129     134     137 
-    Performance                  95-139    112   117     125     132     135 +      Performance                  95-139    112   117     125     132     135 
-Professionals II      61 +  Professionals II      61 
-    Full                        106-143    117   123     128     133     138 +      Full                        106-143    117   123     128     133     138 
-    Verbal                      112-143    117   123     128     132     137 +      Verbal                      112-143    117   123     128     132     137 
-    Performance                  94-141    111   118     124     129     136 +      Performance                  94-141    111   118     124     129     136 
-Teachers             421 +  Teachers             421 
-    Full                         94-152    114   120     126     132     137 +      Full                         94-152    114   120     126     132     137 
-    Verbal                       94-145    113   120     126     131     137 +      Verbal                       94-145    113   120     126     131     137 
-    Performance                  83-161    108   115     123     130     134 +      Performance                  83-161    108   115     123     130     134 
-Social Service        66 +  Social Service        66 
-    Full                        108-145    117   121     125     132     135 +      Full                        108-145    117   121     125     132     135 
-    Verbal                      105-145    114   118     124     133     136 +      Verbal                      105-145    114   118     124     133     136 
-    Performance                  95-146    106   113     122     129     134 +      Performance                  95-146    106   113     122     129     134 
-Managers             134 +  Managers             134 
-    Full                         92-146    113   120     125     130     136 +      Full                         92-146    113   120     125     130     136 
-    Verbal                       81-140    110   118     124     131     135 +      Verbal                       81-140    110   118     124     131     135 
-    Performance                  91-154    109   115     122     129     135 +      Performance                  91-154    109   115     122     129     135 
-Nurses               191 +  Nurses               191 
-    Full                         93-141    113   118     124     128     132 +      Full                         93-141    113   118     124     128     132 
-    Verbal                       99-143    110   115     121     127     131 +      Verbal                       99-143    110   115     121     127     131 
-    Performance                  78-145    102   114     125     130     136 +      Performance                  78-145    102   114     125     130     136 
-Arts                  62 +  Arts                  62 
-    Full                         74-147    109   117     124     131     138 +      Full                         74-147    109   117     124     131     138 
-    Verbal                       73-142    107   115     120     127     136 +      Verbal                       73-142    107   115     120     127     136 
-    Performance                  78-145    102   114     125     130     136 +      Performance                  78-145    102   114     125     130     136 
-Sales                153 +  Sales                153 
-    Full                         95-142    105   112     122     128     132 +      Full                         95-142    105   112     122     128     132 
-    Verbal                       93-143    101   111     120     128     133 +      Verbal                       93-143    101   111     120     128     133 
-    Performance                  93-144    103   111     118     125     130 +      Performance                  93-144    103   111     118     125     130 
-Secretaries          107 +  Secretaries          107 
-    Full                         92-135    108   114     121     125     130 +      Full                         92-135    108   114     121     125     130 
-    Verbal                       94-134    107   114     120     125     130 +      Verbal                       94-134    107   114     120     125     130 
-    Performance                  88-136    102   108     118     126     129 +      Performance                  88-136    102   108     118     126     129 
-Bookkeepers           55 +  Bookkeepers           55 
-    Full                         99-137    105   109     117     125     129 +      Full                         99-137    105   109     117     125     129 
-    Verbal                       98-141    102   107     115     125     129 +      Verbal                       98-141    102   107     115     125     129 
-    Performance                  94-141    101   107     114     120     125 +      Performance                  94-141    101   107     114     120     125 
-Clerks               128 +  Clerks               128 
-    Full                         74-140     97   105     116     122     131 +      Full                         74-140     97   105     116     122     131 
-    Verbal                       76-145     99   106     117     122     127 +      Verbal                       76-145     99   106     117     122     127 
-    Performance                  69-140     94   103     114     121     129 +      Performance                  69-140     94   103     114     121     129 
-Office Workers        62 +  Office Workers        62 
-    Full                         88-139     99   108     116     123     128 +      Full                         88-139     99   108     116     123     128 
-    Verbal                       89-135     98   104     113     122     127 +      Verbal                       89-135     98   104     113     122     127 
-    Performance                  81-141     97   106     115     124     128 +      Performance                  81-141     97   106     115     124     128 
-Skilled Labor        107 +  Skilled Labor        107 
-    Full                         87-139    103   110     115     123     127 +      Full                         87-139    103   110     115     123     127 
-    Verbal                       82-136     98   106     114     120     127 +      Verbal                       82-136     98   106     114     120     127 
-    Performance                  93-136    102   108     117     122     126 +      Performance                  93-136    102   108     117     122     126 
-Personal Service      57 +  Personal Service      57 
-    Full                         54-130     79    92     106     113     122 +      Full                         54-130     79    92     106     113     122 
-    Verbal                       59-132     80    90     104     115     121 +      Verbal                       59-132     80    90     104     115     121 
-    Performance                  54-129     84    99     105     114     119        +      Performance                  54-129     84    99     105     114     119        
  
-Professionals I -- physicians, dentists, lawyers +  Professionals I -- physicians, dentists, lawyers 
-Educators -- college deans and instructors, high school and grammar school principals +  Educators -- college deans and instructors, high school and grammar school principals 
-Professionals II -- pharmacists, accountants +  Professionals II -- pharmacists, accountants 
-Social Service -- social workers, clergy +  Social Service -- social workers, clergy 
-Managers -- small business owners, retail store managers, office managers, foremen+  Managers -- small business owners, retail store managers, office managers, foremen
      business executives, small manufacturers.      business executives, small manufacturers.
-Arts -- singers, dancers, musicians, actors, artists, designers, commercial artists +  Arts -- singers, dancers, musicians, actors, artists, designers, commercial artists 
-Sales -- all inside and outside sales people, wholesale and retail +  Sales -- all inside and outside sales people, wholesale and retail 
-Office Workers -- stenographers, comptometer operators, typists, receptionists,+  Office Workers -- stenographers, comptometer operators, typists, receptionists,
      telephone switchboard operators      telephone switchboard operators
-Skilled Labor -- machinists, automobile and aircraft mechanics, radio and television+  Skilled Labor -- machinists, automobile and aircraft mechanics, radio and television
      repairmen, plumbers, electricians      repairmen, plumbers, electricians
-Personal Service -- barbers, beauticians, waiters, food handlers, soda fountain+  Personal Service -- barbers, beauticians, waiters, food handlers, soda fountain
      attendants, domestics      attendants, domestics
    
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 I included this particular reference because there were enough high level professions included in the table to make it of interest to my topic. Readers who are interested in similar scores for a very much larger range of occupations are referred to the Army General Classification Test scores from World War II. most of that data is not based on intellectually demanding occupations and is not included in this paper for that reason. I included this particular reference because there were enough high level professions included in the table to make it of interest to my topic. Readers who are interested in similar scores for a very much larger range of occupations are referred to the Army General Classification Test scores from World War II. most of that data is not based on intellectually demanding occupations and is not included in this paper for that reason.
  
-Just after World War II, Dr. G.M. Gilbert, a psychologist-psychiatrist, was given access to the prisoners who were to be put on trial for war crimes at Nuremberg. Included in his examination was a German version of the American Wechsler-Bellevue Adult Intelligence Test. The results of those tests, presented in the table below, may be found in Dr. Gilbert's book, Nuremberg Diary, and also in The Reich Manual, p. 363, by Leonard Mosley.+Just after World War II, Dr. G.M. Gilbert, a psychologist-psychiatrist, was given access to the prisoners who were to be put on trial for war crimes at Nuremberg. Included in his examination was a German version of the American Wechsler-Bellevue Adult Intelligence Test. The results of those tests, presented in the table below, may be found in Dr. Gilbert's book, //Nuremberg Diary//, and also in //The Reich Manual//, p. 363, by Leonard Mosley.
  
                       Name                          IQ                       Name                          IQ
Ligne 394: Ligne 397:
                      20. Ernst Kaltenbrunner        113                      20. Ernst Kaltenbrunner        113
                      21. Julius Streicher           106                      21. Julius Streicher           106
 +
 It's interesting to speculate on what Adolf Hitler's IQ might have been. I think we're on pretty safe ground in saying that he must have been at least as bright as the top members on this list. If he hadn't been, these wolves would surely have torn him apart. It's interesting to speculate on what Adolf Hitler's IQ might have been. I think we're on pretty safe ground in saying that he must have been at least as bright as the top members on this list. If he hadn't been, these wolves would surely have torn him apart.
  
-TNS accepts a WAIS score of 148 for admission, but does not accept Wechsler-Bellevue scores (Vidya #7, Nov 1979). However, if TNS did accept such scores, the admission requirement would be about 143. The W-B has a standard deviation of about 14 points. This places the median score (129) of the Nazi leaders just above the 98th percentile, and the highest scoring of the group just below TNS admission requirements.+TNS accepts a WAIS score of 148 for admission, but does not accept Wechsler-Bellevue scores (//Vidya// #7, Nov 1979). However, if TNS did accept such scores, the admission requirement would be about 143. The W-B has a standard deviation of about 14 points. This places the median score (129) of the Nazi leaders just above the 98th percentile, and the highest scoring of the group just below TNS admission requirements.
  
-It's also interesting to not that Dr. Gilbert was one of Terman's research subjects. He can be easily identified from the clues offered on page 365 of The Gifted Child Grows Up (5th edition, 1976).+It's also interesting to not that Dr. Gilbert was one of Terman's research subjects. He can be easily identified from the clues offered on page 365 of //The Gifted Child Grows Up// (5th edition, 1976).
  
 The evidence presented so far supports two conclusions. First, that practical success in even the most intellectually demanding professions, such as scientist, professor, physician, or high level executive requires an intelligence quotient no higher than the 96th percentile (125 WAIS). Second, that even in these demanding professions, there is a broad range of ability. Some doctorates were even awarded to individuals with IQs below 100, although this was rare. The evidence presented so far supports two conclusions. First, that practical success in even the most intellectually demanding professions, such as scientist, professor, physician, or high level executive requires an intelligence quotient no higher than the 96th percentile (125 WAIS). Second, that even in these demanding professions, there is a broad range of ability. Some doctorates were even awarded to individuals with IQs below 100, although this was rare.
Ligne 428: Ligne 432:
 In short, after job training or formal education, IQs become relatively ineffective predictors of success. In short, after job training or formal education, IQs become relatively ineffective predictors of success.
  
-For the reader who is interested in the subject of predicting job performance by means of IQ and other kinds of tests, I highly recommend E.E. Ghiselli's book, The Validity of Occupational Aptitude Tests, New York; Wiley, 1966.+For the reader who is interested in the subject of predicting job performance by means of IQ and other kinds of tests, I highly recommend E.E. Ghiselli's book, //The Validity of Occupational Aptitude Tests//, New York; Wiley, 1966.
  
-The strongest, clearest, and most comprehensive summary of all these research finding can probably be found in A.R. Jensen's book, Bias in Mental Testing, 1980, p. 113.+The strongest, clearest, and most comprehensive summary of all these research finding can probably be found in A.R. Jensen's book, //Bias in Mental Testing//, 1980, p. 113.
  
-"Although IQs are an interval scale, the practical, social, economic and career implications of different IQs most certainly do not represent equal intervals. Again, this is not a fault of the IQ scale, but is the result of personal and societal values and demands. The implications and consequences of, say, a 30-point IQ difference is more significant between IQs of 70 and 100 than between IQs of 130 and 160. The importance of a given difference depends not only on its magnitude, but on whether or not it crosses over any of the social, educational, and occupational thresholds of IQ. To be sure, these thresholds are statistical and represent only differing probabilities for individuals' falling on either side of the threshold. But the differential probabilities are not negligible. Such probabilistic thresholds of this type occur in different regions of the IQ scale, not by arbitrary convention or definition, but because of the structure of the educational and occupational systems of modern industrial societies and their correlated demands on the kind of cognitive ability measured by IQ tests.+>"Although IQs are an interval scale, the practical, social, economic and career implications of different IQs most certainly do not represent equal intervals. Again, this is not a fault of the IQ scale, but is the result of personal and societal values and demands. The implications and consequences of, say, a 30-point IQ difference is more significant between IQs of 70 and 100 than between IQs of 130 and 160. The importance of a given difference depends not only on its magnitude, but on whether or not it crosses over any of the social, educational, and occupational thresholds of IQ. To be sure, these thresholds are statistical and represent only differing probabilities for individuals' falling on either side of the threshold. But the differential probabilities are not negligible. Such probabilistic thresholds of this type occur in different regions of the IQ scale, not by arbitrary convention or definition, but because of the structure of the educational and occupational systems of modern industrial societies and their correlated demands on the kind of cognitive ability measured by IQ tests.
  
-The four socially and personally most important most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.+>The four socially and personally most important most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.
  
-The social implications of exceptionally high ability and its interaction with the other factors that make for unusual achievements are considerably greater than the personal implications. The quality of a society's culture is highly determined by the very small fraction of its population that is most exceptionally endowed. The growth of civilization, the development of written language and of mathematics, the great religious and philosophic insights, scientific discoveries, practical inventions, industrial developments, advancements in legal and political systems, and the world's masterpieces of literature, architecture, music and painting, it seems safe to say, are attributable to a rare small proportion of the human population throughout history who undoubtedly possessed, in addition to other important qualities of talent, energy, and imagination, a high level of the essential mental ability measured by tests of intelligence."+>The social implications of exceptionally high ability and its interaction with the other factors that make for unusual achievements are considerably greater than the personal implications. The quality of a society's culture is highly determined by the very small fraction of its population that is most exceptionally endowed. The growth of civilization, the development of written language and of mathematics, the great religious and philosophic insights, scientific discoveries, practical inventions, industrial developments, advancements in legal and political systems, and the world's masterpieces of literature, architecture, music and painting, it seems safe to say, are attributable to a rare small proportion of the human population throughout history who undoubtedly possessed, in addition to other important qualities of talent, energy, and imagination, a high level of the essential mental ability measured by tests of intelligence."
  
 Terman was right; an IQ above 140 has very little significance in terms of personal success. But if Jensen's assessment is correct, and I am confident that it is, where were the historical personages that should have emerged from Terman's study? Terman was right; an IQ above 140 has very little significance in terms of personal success. But if Jensen's assessment is correct, and I am confident that it is, where were the historical personages that should have emerged from Terman's study?
  
-Terman suffered badly from halo effect He not only exaggerated the importance of IQ, he also inflated test scores. All of his subjects were chosen as children of approximately 11 years of age. Their childhood IQs were reported to be 152, but Quinn McNemar reported their adult IQs to be only 134, 18 points less than their childhood scores (The Gifted Child Grows Up, p. 146). Yet adult IQs were avoided as often as possible in reporting adult achievements; childhood IQs were preferred in every case. Other investigators making use of Terman's data almost always follow this practice as well. Consequently, a myth has grown up reflecting a superiority that Terman's group did not in fact possess.+Terman suffered badly from halo effect He not only exaggerated the importance of IQ, he also inflated test scores. All of his subjects were chosen as children of approximately 11 years of age. Their childhood IQs were reported to be 152, but Quinn McNemar reported their adult IQs to be only 134, 18 points less than their childhood scores (//The Gifted Child Grows Up//, p. 146). Yet adult IQs were avoided as often as possible in reporting adult achievements; childhood IQs were preferred in every case. Other investigators making use of Terman's data almost always follow this practice as well. Consequently, a myth has grown up reflecting a superiority that Terman's group did not in fact possess.
  
-Terman also selected members of his group with IQs above 170 (average 177.7 men and 177.6 women) for special study. If we subtract the same 18 point difference from 170 that we found between childhood IQs and adult IQs in the main group, we will arrive at an estimate of 152: an estimate less than the TNS average of 156. But even 152 is an overestimate for two reasons. First, the farther a score is from the mean, the greater the regression to the mean will be: 18 points is an underestimate. Second, Terman says specifically that an IQ of 170 is found about 3 times in 10,000 of the general population (The Gifted Child Grows Up, p. 282). That's 3.43 sigma according to my tables, or about 155 IQ, before the 18 or more points are subtracted to allow for adult regression. The average TNS member is at least the equal of Terman's high group, and may very well be their superior.+Terman also selected members of his group with IQs above 170 (average 177.7 men and 177.6 women) for special study. If we subtract the same 18 point difference from 170 that we found between childhood IQs and adult IQs in the main group, we will arrive at an estimate of 152: an estimate less than the TNS average of 156. But even 152 is an overestimate for two reasons. First, the farther a score is from the mean, the greater the regression to the mean will be: 18 points is an underestimate. Second, Terman says specifically that an IQ of 170 is found about 3 times in 10,000 of the general population (//The Gifted Child Grows Up//, p. 282). That's 3.43 sigma according to my tables, or about 155 IQ, before the 18 or more points are subtracted to allow for adult regression. The average TNS member is at least the equal of Terman's high group, and may very well be their superior.
  
 Nevertheless, Terman's "Subjects of IQ 170 or Above" is the only group that I'm aware of that comes close to furnishing a picture of what TNS members are probably like. Nevertheless, Terman's "Subjects of IQ 170 or Above" is the only group that I'm aware of that comes close to furnishing a picture of what TNS members are probably like.
  
-Jensen's reference to the social implications of exceptionally high IQs suggests that intellectual achievements on an historical scale will be made only by those of very rare ability indeed. Can we find such achievements and measure the IQs of those who made them? Indeed we can. In fact, it's already been done. In the early 1950s, Doctor Anne Roe wrote a book titled The Making of a Scientist (Greenwood Press, Westport Conn, 1973) in which she investigated the biographies, personalities, and intellectual abilities of 64 of America's most eminent living scientists, some of whom were Nobel Prize winners. She found the average verbal IQ of this very eminent group to be 166 (p. 164). These scientists comprise the only research group I've come across whose intellectual abilities resemble those of the Four Sigma Society.+Jensen's reference to the social implications of exceptionally high IQs suggests that intellectual achievements on an historical scale will be made only by those of very rare ability indeed. Can we find such achievements and measure the IQs of those who made them? Indeed we can. In fact, it's already been done. In the early 1950s, Doctor Anne Roe wrote a book titled //The Making of a Scientist// (Greenwood Press, Westport Conn, 1973) in which she investigated the biographies, personalities, and intellectual abilities of 64 of America's most eminent living scientists, some of whom were Nobel Prize winners. She found the average verbal IQ of this very eminent group to be 166 (p. 164). These scientists comprise the only research group I've come across whose intellectual abilities resemble those of the Four Sigma Society.
  
 CODA CODA
  
-If IQs above 140 have little importance for personal achievement, what then is left for us? Jensen says, "The evidence is overwhelming that scholastic achievement increases linearly as a function of IQ throughout the entire range of the IQ scale..." (Bias in Mental Testing, p. 319). In other words, what's left for us is knowledge. We are the ones who learn, who understand, who discover, and who invent. That should be ample challenge for any of us. </spoiler>+If IQs above 140 have little importance for personal achievement, what then is left for us? Jensen says, "The evidence is overwhelming that scholastic achievement increases linearly as a function of IQ throughout the entire range of the IQ scale..." (//Bias in Mental Testing//, p. 319). In other words, what's left for us is knowledge. We are the ones who learn, who understand, who discover, and who invent. That should be ample challenge for any of us. </spoiler>
   * [[http://www.freerepublic.com/focus/f-chat/2242985/posts|Theories of Multiple Intelligence]]   * [[http://www.freerepublic.com/focus/f-chat/2242985/posts|Theories of Multiple Intelligence]]
  

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