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bibliographie:grady_tower [2025/02/02 16:44] luc [Écrits et publications] |
bibliographie:grady_tower [2025/02/02 16:50] (Version actuelle) luc [Écrits et publications] |
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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 | ||
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| 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). | ||
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| 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]] | ||
