Intelligence Quotient (IQ) Measure

An Intelligence Quotient (IQ) Measure is a standardized intelligence test that aims to estimate an IQ score.

Context:
- It can (typically) evaluate Cognitive Ability through standardized assessment.
- It can (typically) measure General Intelligence through test questions.
- It can (typically) assess Problem-Solving Capability through cognitive challenges.
- It can (typically) contain Verbal IQ Test Questions, Mathematical IQ Test Questions, Visual Pattern Recognition IQ Test Questions.
- It can (typically) quantify Intelligence Level through normalized scoring.
- ...
- It can (often) analyze Reasoning Ability through logical problems.
- It can (often) evaluate Pattern Recognition through visual tests.
- It can (often) measure Verbal Comprehension through language tasks.
- It can (often) assess Numerical Ability through mathematical problems.
- ...
- It can range from being a Child IQ Test to being an Adult IQ Test, depending on its target age.
- It can range from being a Basic Intelligence Test to being an Advanced Cognitive Assessment, depending on its complexity level.
- It can range from being a Single Domain IQ Test to being a Full Scale IQ Test, depending on its scope.
- ...
- It can integrate with Educational Assessment for academic planning.
- It can support Professional Evaluation through capability assessment.
- It can inform Cognitive Development through intelligence tracking.
- ...
Examples:
- Standard IQ Tests, such as:
  - Adult Intelligence Scales, such as:
    - Wechsler Adult Intelligence Scale for general adult assessment.
    - Stanford-Binet Intelligence Scale for comprehensive testing.
  - Child Intelligence Scales, such as:
    - Wechsler Intelligence Scale for Children for youth assessment.
    - Kaufman Assessment Battery for Children for childhood testing.
- Specialized Intelligence Measures, such as:
  - Cognitive Ability Tests, such as:
    - Woodcock-Johnson Tests of Cognitive Abilities for specific capability.
    - Differential Ability Scales for distinct skills.
  - Comprehensive Systems, such as:
    - Cognitive Assessment System for processing evaluation.
- ...
Counter-Examples:
- g Factor, which is a theoretical construct rather than a measurement tool.
- Memory Test, which focuses solely on memory capacity rather than general intelligence.
- SAT Test, which measures academic achievement rather than innate intelligence.
- Situational Judgement Test, which assesses practical decision-making rather than cognitive ability.
See: Intelligence, EQ Test, Abstract Reasoning, Cognitive Assessment, Intelligence Evaluation.

References

2015

(Wang et al., 2015) ⇒ Huazheng Wang, Bin Gao, Jiang Bian, Fei Tian, and Tie-Yan Liu. (2015). “Solving Verbal Comprehension Questions in IQ Test by Knowledge-Powered Word Embedding.” In: arXiv:1505.07909 [cs.CL].
- QUOTE: Intelligence Quotient (IQ) Test is a set of standardized questions designed to evaluate human intelligence. Verbal comprehension questions appear very frequently in IQ tests, which measure human's verbal ability including the understanding of the words with multiple senses, the synonyms and antonyms, and the analogies among words.

2013

http://en.wikipedia.org/wiki/Intelligence_quotient#Current_tests
- There are a variety of individually administered IQ tests in use in the English-speaking world. The most commonly used individual IQ test series is the Wechsler Adult Intelligence Scale for adults and the Wechsler Intelligence Scale for Children for school-age test-takers. Other commonly used individual IQ tests (some of which do not label their standard scores as "IQ" scores) include the current versions of the Stanford-Binet, Woodcock-Johnson Tests of Cognitive Abilities, the Kaufman Assessment Battery for Children, the Cognitive Assessment System, and the Differential Ability Scales.
  Approximately 95% of the population have scores within two standard deviations (SD) of the mean. If one SD is 15 points, as is common in almost all modern tests, then 95% of the population are within a range of 70 to 130, and 98% are below 131. Alternatively, two-thirds of the population have IQ scores within one SD of the mean; i.e. within the range 85-115.
  IQ scales are ordinally scaled.^[1]^[2]^[3]^[4] While one standard deviation is 15 points, and two SDs are 30 points, and so on, this does not imply that mental ability is linearly related to IQ, such that IQ 50 means half the cognitive ability of IQ 100. In particular, IQ points are not percentage points.
  The correlation between IQ test results and achievement test results is about 0.7. ^[5]

↑ Mussen, Paul Henry (1973). Psychology: An Introduction. Lexington (MA): Heath. p. 363. ISBN 0-669-61382-7. "The I.Q. is essentially a rank; there are no true "units" of intellectual ability."
↑ Truch, Steve (1993). The WISC-III Companion: A Guide to Interpretation and Educational Intervention. Austin (TX): Pro-Ed. p. 35. ISBN 0-89079-585-1. "An IQ score is not an equal-interval score, as is evident in Table A.4 in the WISC-III manual."
↑ Bartholomew, David J. (2004). Measuring Intelligence: Facts and Fallacies. Cambridge: Cambridge University Press. p. 50. ISBN 978-0-521-54478-8. Lay summary (27 July 2010). "When we come to quantities like IQ or g, as we are presently able to measure them, we shall see later that we have an even lower level of measurement — an ordinal level. This means that the numbers we assign to individuals can only be used to rank them — the number tells us where the individual comes in the rank order and nothing else."
↑ Mackintosh, N. J. (1998). IQ and Human Intelligence. Oxford: Oxford University Press. pp. 30–31. ISBN 0-19-852367-X. "In the jargon of psychological measurement theory, IQ is an ordinal scale, where we are simply rank-ordering people. . . It is not even appropriate to claim that the 10-point difference between IQ scores of 110 and 100 is the same as the 10-point difference between IQs of 160 and 150"
↑ Template:Cite doi

1994

(Herrnstein & Murray, 1994) ⇒ Richard J. Herrnstein, and Charles Murray. (1994). “Bell Curve: Intelligence and Class Structure in American Life." Free Press. ISBN:0-02-914673-9

[1] Mussen, Paul Henry (1973). Psychology: An Introduction. Lexington (MA): Heath. p. 363. ISBN 0-669-61382-7. "The I.Q. is essentially a rank; there are no true "units" of intellectual ability."

[2] Truch, Steve (1993). The WISC-III Companion: A Guide to Interpretation and Educational Intervention. Austin (TX): Pro-Ed. p. 35. ISBN 0-89079-585-1. "An IQ score is not an equal-interval score, as is evident in Table A.4 in the WISC-III manual."

[3] Bartholomew, David J. (2004). Measuring Intelligence: Facts and Fallacies. Cambridge: Cambridge University Press. p. 50. ISBN 978-0-521-54478-8. Lay summary (27 July 2010). "When we come to quantities like IQ or g, as we are presently able to measure them, we shall see later that we have an even lower level of measurement — an ordinal level. This means that the numbers we assign to individuals can only be used to rank them — the number tells us where the individual comes in the rank order and nothing else."

[4] Mackintosh, N. J. (1998). IQ and Human Intelligence. Oxford: Oxford University Press. pp. 30–31. ISBN 0-19-852367-X. "In the jargon of psychological measurement theory, IQ is an ordinal scale, where we are simply rank-ordering people. . . It is not even appropriate to claim that the 10-point difference between IQ scores of 110 and 100 is the same as the 10-point difference between IQs of 160 and 150"

[5] Template:Cite doi

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Intelligence Quotient (IQ) Measure

References

2015

2013

1994

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