The Cattell–Horn–Carroll (CHC) or three-stratum model of intelligence envisions human intelligence as a hierarchy. General intelligence (g) is situated at the top, under which are a group of broad intelligences such as verbal, visuospatial processing, and quantitative knowledge that pertain to more specific areas of reasoning. Some broad intelligences are people-centered, including personal, emotional, and social intelligences; others concern reasoning about things more generally, such as visuospatial and quantitative knowledge. In the present research, we conducted a meta-analysis of 87 studies, including 2322 effect sizes, to examine the average correlation between people-to-people intelligences relative to the average correlation between people-to-thing-centered intelligences (and similar comparisons). Results clearly support the psychometric distinction between people-centered and thing-centered mental abilities. Coupled with evidence for incremental predictions from people-centered intelligences, our findings provide a secure foundation for continued research focused on people-centered mental abilities.

Psychosis has been recognised as an abnormal state in need of care throughout history and by diverse cultures. Present classifications of psychotic disorder remain based on the presence of specific psychotic symptoms, relative to affective and other symptoms, and their sequence and duration. Although extant diagnostic classifications have restricted validity, they have proven reliability and most clinicians and some patients find them useful. Moreover, these classifications have yet to be replaced by anything better. We propose that an expansion of the subgrouping approach inherent to classification will provide incremental improvement to present diagnostic constructs-as has worked in the rest of medicine. We also propose that subgroups could be created both within and across present diagnostic classifications, taking into consideration the potential value of continuous measures (eg, duration of psychotic symptoms and intelligence quotient). Health-care workers also need to work with service users and carers to develop and adapt approaches to diagnosis that are seen as helpful.

classification is the practice of categorizing human intelligence, as measured by intelligence quotient (IQ) tests, into categories such as "superior" and IQ classification is the practice of categorizing human intelligence, as measured by intelligence quotient (IQ) tests, into categories such as "superior" and "average". With the usual IQ scoring methods, an IQ score of 100 means that the test-taker's performance on the test is of average performance in the sample of test-takers of about the same age as was used to norm the test. An IQ score of IQ classification is the practice of categorizing human intelligence, as measured by intelligence quotient (IQ) tests, into categories such as "superior" and "average". With the usual IQ scoring methods, an IQ score of 100 means that the test-taker's performance on the test is of average performance in the sample of test-takers of about the same age as was used to norm the test. An IQ score of 115 means performance one standard deviation above the mean, while a score of 85 means performance one standard deviation below the mean, and so on. This "deviation IQ" method is used for standard scoring of all IQ tests in large part because they allow a consistent definition of IQ for both children and adults. By the existing "deviation IQ" definition of IQ test standard scores, about two-thirds of all test-takers obtain scores from 85 to 115, and about 5 percent of the population scores above 125 (i.e. normal distribution). When IQ testing was created, Lewis Terman and other early developers of IQ tests noticed that most child IQ scores come out to approximately the same number regardless of testing procedure. Variability in scores can occur when the same individual takes the same test more than once.… Lewis Terman, developer of the Stanford–Binet Intelligence Scales, based his English-language Stanford–Binet IQ test on the French-language Binet–Simon test developed by Alfred Binet. Terman believed his test measured the "general intelligence" construct advocated by Charles Spearman (1904). Terman differed from Binet in reporting scores on his test in the form of intelligence quotient ("mental age" divided by chronological age) scores after the 1912 suggestion of German psychologist William Stern. Terman chose the category names for score levels on the Stanford–Binet test. When he first chose classification for score levels, he relied partly on the usage of earlier authors who wrote, before the existence of IQ tests, on topics such as individuals unable to care for themselves in independent adult life. Terman's first version of the Stanford–Binet was based on norming samples that included only white, American-born subjects, mostly from California, Nevada, and Oregon.

Preserved reading and spelling ability in psychotic disorders. Standard scores on tests of intelligence, memory and academic achievement were obtained from individuals with either schizophrenic spectrum disorders, mania, alcohol abuse, antisocial personality disorders or no mental disorder. The three cognitive measures were highly and positively correlated in three groups (normal controls, alcohol abusers and antisocial personality disorders), while in the schizophrenic spectrum and manic groups a pattern of average reading and spelling achievement was contrasted with lower intelligence and memory quotients. It was suggested that reading and spelling ability are more accurate predictors of premorbid ability in psychotic disorders than other psychometric scales. This parallels previous findings with organic dementias and raises questions about possible shared aetiological bases between dementias and psychoses. Published in Psychological medicine (1986)

Achondroplasia and hydrocephalus. A computerized tomographic, roentgenographic, and psychometric study. Nine achondroplastic dwafts were studied with computerized tomography, skull and cervical spine films, and psychometric testing. All had large ventricles that ranged from the top limits of normal to severe hydrocephalus. Three had enlarged cortical sulci. Skull and cervical spine films were typical for achondroplasia, but in addition significant asymmetry of the petrous ridge was noted. Psychometric testing disclosed generally average intelligence quotients which fell below the expected performance level in each case. These findings may be explained on the basis of the abnormal endochondral bone formation found in achondroplasia. Published in Neurology (1977)

We investigate the notion that basic visual information is acting as a building block for more complex cognitive processes in humans. Specifically, we measured individual visual orientation discrimination thresholds to report significant correlations against the total standardised intelligence quotient (IQ), verbal-IQ and non-verbal IQ scores evaluated using the Wechsler Abbreviated Scale of Intelligence Second Edition (WASI-II) test battery comprising Verbal Reasoning, Block Design, Similarities and Matrix Reasoning subtests (N = 92). A multiple linear regression analysis showed that particip

Objective: (1) To develop the norm of Wisconsin Card Sorting Test (WCST), (2) to investigate the pathway of the indices for WCST performances and (3) the association between WCST, intelligence quotient (IQ), and parent-report measures of children’s development in typically developing five-year-olds in the community. Method: Fifty-three children were recruited from community health centers. The WCST, Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), and Taiwan Birth Cohort Study- Developmental Instrument (TBCS-DI) was used to measure children's executive function, IQ and p

INTELLIGENCE TESTS FOR LEADERS OF FUTUREANOTHER ARCTIC EXPEDITION Educational World Agog Over System That Had Its Origin in the Army Science Has Made It Possible to Determine With a Reasonable Degree of Certainty Whether a Given Individual Will Succeed in Some Particular Capac ityLists Were Successful During the War By WILLIAM C BAGLEY Teachers College N Y City Editor of the Journal of the National Education Association T HE educational world is just now agog over tests and measure ments Teachers are talking about high I Qs and low I Qs J about educational quotients and achievement quotients about morons of low grade and morons of high grade about gifted children and supernormals and geniuses They are finding that not all twelve year old children are twelve years old that some are only ten or nine or even eight while others may be fourteen sixteen or eighteen They are distinguishing between chronological age and mental age and the latest refinements of measurements are adding a host of other age3 achievement age arithmetic age spelling age and what not From one point of view all this is symptomatic of progress It is j confusing but the confusion is inevitable When the