IQ tests and the IQ scores

Most IQ footraces and the IQ oodles that come from them be based on the whim that light information is an objective quality that can be measured and be on with different objective mortalal qualities such as upside or weight. In reality, societys perception of separate intelligence is grittyly native and whitethorn be affected by culture, environment, and different factors. Traits that make a person look selfsame(prenominal)(p) a genius in sensation context may be of very little value in a nonher context. Ways of thinking that be totally inappropriate in one setting may be very valuable in a nonher. Gardners system of dual intelligences actualizes that there atomic number 18 many different slip sort in which a person may demonstrate intelligence (Gardner, 1999).IQ screens that atomic number 18 based on the system of multiple intelligences do non exactly measure how intelligent a person may be, except preferably try to find out how a person is intellige nt. It is measurable that parents, teachers, and psychologists separate that there are many different ways in which a person may demonstrate intelligence so they can attend to students reach their full potential. To encourage this, psychology should adopt a theory of multiple intelligences.Western culture places a mellow value on a students capability to show and the ability to do maths. Students who perform well in these areas are considered to be more intelligent than are students who perplex slight developed verbal or mathematical skills. Traditional IQ scores also emphasize a persons verbal and mathematical skills. In fact, virtually all of the tests that a student takes during his or her academic career go out be affected by the students ability to read. Students who cannot read well are at a severe disadvantage when they take an IQ test or any other eccentric person of a test, even if the test is supposed to be measuring something other than the students ability t o read. Reading and math are outstanding because our culture and the commerces that it has created are based on information and math.However, in a culture that was based on hunting, the ability to read and do math would be much less big than the ability to hunt for food. A person in a hunting culture could concur a very high verbal score, but he would still starve to death unless he could hunt. A person with a high mathematical aptitude but no social skills would not be very booming in a culture that located a greater value on the individuals ability to get along with other people. Depending on how much value the culture placed on social skills and how little value the culture placed on math, this individual readiness not be able to find a job or do much of anything else unless he could develop some casing of social skills.Gardner recognized that although reading and the ability to do math are central, they are not the only forms of intelligence that a person may possess. Gardners theory of multiple intelligences is not designed to determine how intelligent a person might be, but in what ways a person is intelligent. Teachers who mean in the theory of multiple intelligence would not be as interested in measuring how much the student knows as they would be in determining how the student has learned what he or she knows.While conventional IQ tests only recognize two types of intelligence, verbal and mathematical, Gardner localise eight types of intelligence. Gardners list of intelligences includes the traditional verbal and mathematical intelligences and adds spatial intelligence, bodily-kinesthetic intelligence, melodious intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Gardner also recognized that there may be other types of intelligence that shake off not yet been identified but that may be used by some people and in some cultures (Gardner, 1999, p. 47).People who value verbal skills, mathematic al ability, and the ability to use traditional system of logic in other words, people who place a high value on traditional IQ scores may not agree with Gardners theory of multiple intelligences. Critics of multiple intelligence theory may argue that it is wrong to call a students acrobatic ability or musical talent a type of intelligence. These critics may say that the theory of multiple intelligence is just another way to help magnanimous students to feel better about themselves.While people who do not believe in multiple intelligence theory may recognize that a student may have highly developed skills in areas like music or athletics, they would probably say that these other skills are in some way less important and less valuable than verbal and math skills, which are the only true measures of IQ. This belief could create a problem in English classes and math classes, where the teachers tend to have high verbal skills and high math skills and are looking for the same types o f intelligence in their students.Gardner also stated that intelligences could overlap one another. For example, a student might have high musical intelligence and a high verbal intelligence. This type of person might become a songwriter. Another student, like a basketball player who can instantly compute the exact flying that is needed to make a basket, might have high athletic intelligence and high math intelligence. Business executives or politicians might have high verbal scores along with high interpersonal or social skills. Gardner believed that people could have multiple intelligences that they could call on when necessary, depending on the situation.Gardner is not the only person to recognize that there are other types of intelligence besides verbal skill and mathematical ability. Daniel Goleman developed a theory of emotional intelligence, or EQ. Goleman originally claimed that EQ was more important than IQ. More recently, Goleman acknowledged that both EQ and IQ are import ant and that there may be some situations in which a persons verbal, math, and logic skills may be more valuable than the ability to read and come across emotions (Goleman, 2008).Golemans recognition that EQ may not be as important as IQ in some situations does not take outside(a) from the credibility or the importance of EQ. He still emphasizes that EQ is important for jobs that require leadership skills and other social interactions. In fact, if Goleman had stubbornly insisted that EQ was the most important characteristic, then he would have been guilty of having the same attitude that the developers of the IQ test had when they insisted that there was only one way to measure human intelligence.By recognizing that EQ is only one of several factors that might contribute to a persons success, Goleman actually makes his theory more credible. The recognition that EQ and IQ often work together also confirms what Gardners theory of multiple intelligences said about people drawing on t he type of intelligence that was necessary for a specific situation.Abraham Maslow said, When the only pricking you have is a hammer, every problem begins to resemble a nail (Maslows Hammer). For decades, the traditional IQ test of verbal and mathematical ability was the only tool that psychologists and teachers had to measure student intelligence. Consequently, IQ became strongly associated with verbal and mathematical ability. However, Gardner, Goleman, and fooling observations of how people think and learn prove that IQ is more than that.Teachers who recognize these multiple intelligences can do a better job of preparing lessons that are more consistent with how their students learn. At the same time, students who are able to identify how they learn and how they think can use that knowledge to learn unused material in ways that they can remember and apply to other situations.Schools and teachers that insist that there is only one or two types of intelligence and that students who do not perform well in those areas must not be very intelligent will be less successful as they try to educate their students. It is possible, for example, that special education classes are not full of students who are disabled, but are instead full of students who have been mislabeled by a system that refuses to recognize other types of intelligence. That would be a tragedy. To prevent this type of mislabeling, psychology and education should adopt a theory of multiple intelligences.References Gardner, H. (1999). Intelligence Reframed Multiple Intelligences for the 21st Century. New York prefatory Books. Retrieved April 22, 2008, from Questia database http//www.questia.com/read/91465967Goleman, D. (2008). When randy Intelligence Does Not Matter More Than IQ. Emotional intelligence, Social and emotional learning. (March 24th, 2008). Retrieved April 22, 2008Maslows Hammer. (2005). Online. Retrieved April 22, 2008, from http//www.abraham-maslow.com/m_motivation/Maslows_Hammer.a sp