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IQ Tests
A critical examination of standardized testing, from IQ tests, to psychological profiling tests to aptitude tests. -- 3,285 words; MLA

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IQ TEST

The task of trying to quantify a person's intelligence has been a goal of psychologists
since before the beginning of this century. The Binet-Simon scales were first proposed in
1905 in Paris, France and various sorts of tests have been evolving ever since. One of
the important questions that always comes up regarding these tools is what
are the tests really measuring? Are they measuring a person's intelligence? Their ability
to perform well on standardized tests? Or just some arbitrary quantity of the person's
IQ? When examining the situations around which these tests are given and the content of
the tests themselves, it becomes apparent that however useful the tests may
be for standardizing a group's intellectual ability, they are not a good indicator of
intelligence.
To issue a truly standardized test, the testing environment should be the same for
everyone involved. If anything has been learned from the psychology of perception, it is
clear that a person's environment has a great deal to do with their cognitive abilities.
Is the light flickering? Is the paint on the walls an unsettling shade? Is the
temperature too hot or too cold? Is the chair uncomfortable? Or in the worst case, do
they have an illness that day? To test a person's mind, it is necessary to utilize their
body in the process. If everyone's body is placed in different conditions during the
testing, how is it expected to get standardized results across all the subjects? Because
of this assumption that everyone will perform equally independent of their environment,
intelligence test scores are skewed and cannot be viewed as standardized, and definitely
not as an example of a person's intelligence.
It is obvious that a person's intelligence stems from a variety of traits. A few of these
that are often tested are reading comprehension, vocabulary, and spatial relations. But
this is not all that goes into it. What about physical intelligence, conversational
intelligence, social intelligence, survival intelligence, and the slew of others that
go into everyday life? Why are these important traits not figured into intelligence
tests? Granted, normal standardized tests certainly get predictable results where
academics are concerned, but they should not be considered good indicators of general
intelligence because of the glaring omissions they make in the testing process. To really
gauge a
person's intelligence, it would be necessary to put them through a rigorous set of
real-life trials and document their performance. 
Otherwise the standardized IQ tests of today are testing an extremely limited quality of
a person's character that can hardly be referred to as intelligence.
There are a few other common criticisms of modern IQ tests. They have no way to
compensate for cultural differences. People use different methods to solve problems. 
People's reading strategies differ. Speed is not always the best way to tackle a problem.
There is often too much emphasis placed on vocabulary. Each of these points warrants
individual treatment, and for more information refer to The Triarchic Mind by RJ
Sternberg (Penguin Books, 1988, p18-36).
It is possible to classify all the reasons that IQ tests fail at their task into two main
groups. The first grouping is where the tests assume too much. Examples of this flaw are
the assumption that speed is always good, vocabulary is a good indicator of intelligence,
and that different test taking environments won't affect the outcome. The second grouping
comes because the tests gauge the wrong items. Examples of this are
different culture groups being asked to take the same tests as everyone else, and the
fact that the tests ignore so many types of intelligence (like physical, social, etc).
These two groupings illustrate where the major failings of popular IQ tests occur and can
be used as tools for judging others.
IQ tests are not good indicators for a person's overall intelligence,but as their use has
shown, they are extremely helpful in making predictions about how a person will perform
in an academic setting. Perhaps the problem comes in the name intelligence tests when it
is obvious this is not what they really are. The modern IQ test definitely
has its applications in today's society but should be be used to quantify a person's
overall intelligence by any means.
Bibliography
References
Blackman, M. (1995, May). You asked about... adolescent depression. 
The Canadian Journal of CME [Internet]. Available HTTP: 
http://www.mentalhealth.com/mag1/p51-dp01.html.
Brown, A. (1996, Winter). Mood disorders in children and
adolescents. NARSAD Research Newsletter [Internet]. Available HTTP: 
http://www.mhsource.com/advocacy/narsad/childmood.html.
Lasko, D.S., et al. (1996). Adolescent depressed mood and parental
unhappiness. Adolescence, 31 (121), 49-57.
Oster, G. D., & Montgomery, S. S. (1996). Moody or depressed: The
masks of teenage depression. Self Help & Psychology [Internet]. 

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