Intelligence quotient

Science seeks to prove through measurement, the results must be demonstrable, measurable and quantifiable. In an effort to understand how complex issues such as intelligence work, we have developed a series of methods in order to approach the factors involved in this and to measure and compare the results obtained by these methods.

It is at this point where the well-known intelligence quotient or IQ, as it is also known, arises. This quotient has been the target of much criticism within the scientific community, this is because its detractors consider that wanting to measure how intelligent a person is using only this method is a mistake, since given the complexity involved in the study of human intelligence, it is necessary to approach it from various fields and with greater amounts of resources.

Taking into account the importance of this subject, we will dedicate the following lines to approach in a general way the fundamental aspects about it.

Generalities

IQ is the result of many decades of work and attempts to measure intelligence as accurately as possible. It emerged in the early twentieth century with the aim of naming the method used to classify the intelligence of children through various tests.

Since then, its essence is based on subjecting the subject to a series of tests that yield a result, this result is placed on an ascending scale of points that allows to classify it by its level of intelligence. The scale used places subjects with values above 100 above the average, while values below 100 will be below the average.

Classifications

From 0-4: This classification range is more doctrinal than practical, generally catering to people with severe disorders who are unable to understand language or communicate. People with this level are closer to animal behavior than to human behavior.

From 5-19: Regarding the ability to communicate, there are certain similarities with the previous range. The major distinction is that these people, with the indicated support, can show a moderate evolution.

From 20-34: Little manifestation of language or communication, they can learn very basic skills and become familiar with some basic aspects of the language.

35-54: They acquire very basic schooling, but are able to understand a wider range of everyday issues. They need a great deal of support from specialists and special education.

From 55-69: People within this range are more difficult to identify during childhood, they may develop modestly in working life, as they can learn basic skills.

From 70-84: Attends to a slight delay, so it can be associated mainly with school failure. This range is quite common compared to the others. These people tend to see their cognitive capacity affected, so it costs them more than others to incorporate new knowledge.

85-99: It is a slightly below average intelligence, so in many cases it is not noticed and does not bring serious consequences for the subject.

From 100-114: It is a medium range, where the subject does not stand out especially for being very intelligent compared to other people, since as we said it is a value that moves above the average.

115-129: This is the range where a large number of outstanding professionals are usually located. In these cases, a certain cognitive superiority is noted, which allows the subjects who have it to develop more easily.

From 130 onwards: More than 130 is already considered gifted people or geniuses. The higher the number, the more exceptional the degree of genius.