The various items of the same event are supposed to measure the same thing. To verify this, we make sure we get very similar results taking only items peer (the second, fourth, etc.). Items or odd (first, third …). This is indeed the case. IQ is measuring a characteristic of the person should not be any big differences between two sessions, for the same person, two similar tests a few weeks apart. This is indeed the case.
If we change the coefficients of the materials to the school, giving prominence to mathematics but not in the arts, for example, the more IQ predict academic success.
It is not at all sure that the IQ measure global competence. In truth, it is so linked to the only working memory it is quite possible that we can confuse IQ and working memory … which obviously puts the interpretation of IQ.
When two people have very different IQ, this can be due to several factors: motivation, speed and concentration are three that are not deeply “intelligence” in the usual sense.
IQ (including verbal comprehension index) measures a certain type of logic. However, sometimes brilliant people have a sense of atypical and get hit a low IQ. To the question “How blue and red t they look like” a child who says “They determine the same feeling I disorder” or “They are confused by the color-blind” or “These are the two colors my bathroom “did not respond correctly, in the sense intended by the test, even if the answer may be not only logical, but also original.
All measures invented by psychometrics (personality, opinions, different skills), IQ is the most studied one of the most reliable and most stable.
The predictive power of IQ in terms of education, research, and professional success is undeniable. Having a reliable measure, even without knowing precisely what has important theoretical interest (demonstrating, for example, that certain mental skills are partly hereditary …).
These two points ensure that the total IQ and the four factors measure something much too random and dependent little when the measurement is made. But this does not guarantee that the IQ can legitimately be called measure “intelligence”. To address this second point, it first verifies that the Wechsler IQ meaning is close to other measures of IQ. Although this is close relative, the results are correct. But we risk falling into a circular reasoning, if each IQ test relies solely on others.
It then proceeds to analyze the correlation between IQ and a set of factors that should be related to intelligence. The most commonly used for children’s academic success. The correlation is very good, which makes IQ as a good predictor of academic success. Instead, the IQ is virtually independent of artistic creativity, social skills, ability to manage emotions, etc.
Multidimensional measures in customs are gradually psychologists. Many give little importance in the broader analysis that takes into account the total IQ. Is now considered to define “intelligence” (which has no clear definition even among experts in the field), it is better to think on a more specific set of capabilities.
It has become customary to call “intelligence” that measure IQ, and there are certainly valid reasons to reconcile the two, even if the fact that IQ correctly predicts academic success, but poorly creativity. However, we should not confuse intelligence with common sense and intelligence in the sense of IQ. In particular, it is sadly common to observe a shift between these two notions to justify such social inequalities (poorer classes who, in general, a lower IQ than the upper classes). IQ is a handy tool that allows prediction and screening of children at risk of school failure (IQ too low or too high).