IQ classification - Knowledge

361:. David Wechsler, using the clinical and statistical skills he gained under Charles Spearman and as a World War I psychology examiner, crafted a series of intelligence tests. These eventually surpassed other such measures, becoming the most widely used and popular intelligence assessment tools for many years. The first Wechsler test published was the Wechsler–Bellevue Scale in 1939. The Wechsler IQ tests for children and for adults are the most frequently used individual IQ tests in the English-speaking world and in their translated versions are perhaps the most widely used IQ tests worldwide. The Wechsler tests have long been regarded as the "gold standard" in IQ testing. The Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV) was published in 2008 by The Psychological Corporation. The Wechsler Intelligence Scale for Children—Fifth Edition (WISC–V) was published in 2014 by The Psychological Corporation, and the Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition (WPPSI–IV) was published in 2012 by The Psychological Corporation. Like all current IQ tests, the Wechsler tests report a "deviation IQ" as the standard score for the full-scale IQ, with the norming sample mean raw score defined as IQ 100 and a score one standard deviation higher defined as IQ 115 (and one deviation lower defined as IQ 85). 4852:, p. 44 "The reader should not lose sight of the fact that a test with even a high reliability yields scores which have an appreciable probable error. The probable error in terms of mental age is of course larger with older than with young children because of the increasing spread of mental age as we go from younger to older groups. For this reason it has been customary to express the P.E. of a Binet score in terms of I.Q., since the spread of Binet I.Q.'s is fairly constant from age to age. However, when our correlation arrays were plotted for separate age groups they were all discovered to be distinctly fan-shaped. Figure 3 is typical of the arrays at every age level. From Figure 3 it becomes clear that the probable error of an I.Q. score is not a constant amount, but a variable which increases as I.Q. increases. It has frequently been noted in the literature that gifted subjects show greater I.Q. fluctuation than do clinical cases with low I.Q.'s ... we now see that this trend is inherent in the I.Q. technique itself, and might have been predicted on logical grounds." 3084:, p. 5 "As mental testing expanded to the evaluation of adolescents and adults, however, there was a need for a measure of intelligence that did not depend upon mental age. Accordingly the intelligence quotient (IQ) was developed. ... The narrow definition of IQ is a score on an intelligence test ... where 'average' intelligence, that is the median level of performance on an intelligence test, receives a score of 100, and other scores are assigned so that the scores are distributed normally about 100, with a standard deviation of 15. Some of the implications are that: 1. Approximately two-thirds of all scores lie between 85 and 115. 2. Five percent (1/20) of all scores are above 125, and one percent (1/100) are above 135. Similarly, five percent are below 75 and one percent below 65." 2776:, who had an IQ of 125 and went on to win the Nobel Prize in physics and become widely known as a genius, the current view of psychologists and other scholars of genius is that a minimum IQ, about 125, is strictly necessary for genius, but that IQ is sufficient for the development of genius only when combined with the other influences identified by Cox's biographical study: an opportunity for talent development along with the characteristics of drive and persistence. Charles Spearman, bearing in mind the influential theory that he originated—that intelligence comprises both a "general factor" and "special factors" more specific to particular mental tasks—wrote in 1927, "Every normal man, woman, and child is, then, a genius at something, as well as an idiot at something." 4693:, pp. 127–128 "Terman, who originated those 'Genetic Studies of Genius', as he called them, selected ... children on the basis of their high IQs, the mean was 151 for both sexes. Seventy–seven who were tested with the newly translated and standardized Binet test had IQs of 170 or higher–well at or above the level of Cox's geniuses. What happened to these potential geniuses–did they revolutionize society? ... The answer in brief is that they did very well in terms of achievement, but none reached the Nobel Prize level, let alone that of genius. ... It seems clear that these data powerfully confirm the suspicion that intelligence is not a sufficient trait for truly creative achievement of the highest grade." 1919:

level and 16 standard score points for each standard deviation above or below that level. The highest score obtainable by direct look-up from the standard scoring tables (based on norms from the 1930s) was IQ 171 at various chronological ages from three years six months (with a test raw score "mental age" of six years and two months) up to age six years and three months (with a test raw score "mental age" of ten years and three months). The classification for Stanford–Binet L-M scores does not include terms such as "exceptionally gifted" and "profoundly gifted" in the test manual itself. David Freides, reviewing the Stanford–Binet Third Revision in 1970 for the Buros

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high IQ scores. As an underlying reality, such distinctions as those between "exceptionally gifted" and "profoundly gifted" have never been well established. All longitudinal studies of IQ have shown that test-takers can bounce up and down in score, and thus switch up and down in rank order as compared to one another, over the course of childhood. IQ classification categories such as "profoundly gifted" are those based on the obsolete Stanford–Binet Third Revision (Form L-M) test. The highest reported standard score for most IQ tests is IQ 160, approximately the 99.997th

3206:, p. 34 "Despite the increasing disparity between total test scores across intelligence batteries—as the expanding factor structures cover an increasing amount of cognitive abilities (Flanagan, et al., 2010)—Floyd et al. (2008) noted that still 25% of assessed individuals will obtain a 10-point IQ score difference with another IQ battery. Even though not all studies indicate significant discrepancies between intelligence batteries at the group level (e.g., Thompson et al., 1997), the absence of differences at the individual level cannot be automatically assumed." 22: 4876:, Section "Scaling Issues" "The spreading out of scores for young children at the extremes of the ratio IQ scale is viewed as a positive attribute of the SB-LM by clinicians who want to distinguish among the highly and profoundly gifted (Silverman, 2009). Although spreading out the test scores in this way may be helpful, the corresponding normative scores (i.e., IQs) cannot be trusted both because they are based on out-of-date norms and because the spread of IQ scores is a necessary consequence of the way ratio IQs are constructed, not a fact of nature." 3351:, pp. 33–34 "Although many psychometricians have argued otherwise (e.g., Jensen 1980), it is not immediately obvious that IQ is even an interval scale, that is, one where, say, the ten–point difference between IQ scores of 110 and 100 is the same as the ten–point difference between IQs of 160 and 150. The most conservative view would be that IQ is simply an ordinal scale: to say that someone has an IQ of 130 is simply to say that their test score lies within the top 2.5% of a representative sample of people the same age." 4864:, Section "Conditional SEMs" "The concerns associated with SEMs are actually substantially worse for scores at the extremes of the distribution, especially when scores approach the maximum possible on a test ... when students answer most of the items correctly. In these cases, errors of measurement for scale scores will increase substantially at the extremes of the distribution. Commonly the SEM is from two to four times larger for very high scores than for scores near the mean (Lord, 1980)." 4031:, pp. 39–40 "We have seen equivalent Binet I.Q. ratings reported for nearly every intelligence test now in use. In most cases the reporters proceeded to interpret the I.Q.'s obtained as if the tests measured the same thing as the Binet, and the indices calculated were equivalent to those obtained on the Stanford–Binet. ... The examiners were seemingly unaware of the fact that identical I.Q.'s on the different tests might well represent very different orders of intelligence." 1243:. 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. 3976:, p. 35 "Inexplicably, Terman and Merrill made the mistake of retaining a ratio IQ (i.e., mental age/chronological age) on the 1937 Stanford–Binet, even though the method had long been recognized as producing distorted IQ estimates for adolescents and adults (e.g., Otis, 1917). Terman and Merrill (1937, pp. 27–28) justified their decision on the dubious ground that it would have been too difficult to reeducate teachers and other test users familiar with ratio IQ." 4019:, p. 35 "The 1939 test battery (and all subsequent Wechsler intelligence scales) also offered a deviation IQ, the index of intelligence based on statistical difference from the normative mean in standardized units, as Arthur Otis (1917) had proposed. Wechsler deserves credit for popularizing the deviation IQ, although the Otis Self-Administering Tests and the Otis Group Intelligence Scale had already used similar deviation-based composite scores in the 1920s." 2899:. IQ scores above this level have wider error ranges as there are fewer normative cases at this level of intelligence. Moreover, there has never been any validation of the Stanford–Binet L-M on adult populations, and there is no trace of such terminology in the writings of Lewis Terman. Although two current tests attempt to provide "extended norms" that allow for classification of different levels of giftedness, those norms are not based on well validated data. 2488:

advocate for no category of intellectual disability to be defined primarily by IQ scores. Psychologists point out that evidence from IQ testing should always be used with other assessment evidence in mind: "In the end, any and all interpretations of test performance gain diagnostic meaning when they are corroborated by other data sources and when they are empirically or logically related to the area or areas of difficulty specified in the referral."

6977: 4709:"When Terman first used the IQ test to select a sample of child geniuses, he unknowingly excluded a special child whose IQ did not make the grade. Yet a few decades later that talent received the Nobel Prize in physics: William Shockley, the cocreator of the transistor. Ironically, not one of the more than 1,500 children who qualified according to his IQ criterion received so high an honor as adults." 3139:"What do the above IQ's imply in such terms as feeble-mindedness, border-line intelligence, dullness, normality, superior intelligence, genius, etc.? When we use these terms two facts must be born in mind: (1) That the boundary lines between such groups are absolutely arbitrary, a matter of definition only; and (2) that the individuals comprising one of the groups do not make up a homogeneous type." 3290:, p. 121 "Whenever you report an overall standard score (e.g., a Full Scale IQ or a similar standard score), accompany it with a confidence interval (see Chapter 4). The confidence interval is a function of both the standard error of measurement and the confidence level: the greater the confidence level (e.g., 99% > 95% > 90% > 85% > 68%) or the lower the reliablility of the test ( 4600:, pp. 356–357 "From a study of these boyhood records, estimates of the probable I.Q.s of these men in childhood have been made. ... It is of course obvious that much error may creep into an experiment of this sort, and the I.Q. assigned to any one individual is merely a rough estimate, depending to some extent upon how much information about his boyhood years has come down to us." 3435:, p. 698 "Tests usually provide some system by which to classify scores. Follow the specified classification system strictly, labeling scores according to what is recommended in the test manual. If you believe that a classification does not accurately reflect the examinee's status, state your concern in the report when you discuss the reliability and validity of the findings." 1048:

It was normed on 3,480 noninstitutionalized, English-speaking children in that age range. The DAS-II yields a General Conceptual Ability (GCA) score scaled like an IQ score with the mean standard score set at 100 and 15 standard score points for each standard deviation up or down from the mean. The lowest possible GCA score on DAS–II is 30, and the highest is 170.

3447:, p. 32 "One searches in vain, for instance, for a good accounting of the capabilities that 10-year-olds, 15-year-olds, or adults of 110 usually possess but similarly aged individuals of IQ 90 do not ... IQ tests are not intended to isolate and measure highly specific skills and knowledge. This is the job of suitably designed achievement tests." 4154:, pp. 33–37 Intellectual Disability (Intellectual Development Disorder): Specifiers "The various levels of severity are defined on the basis of adaptive functioning, and not IQ scores, because it is adaptive functioning that determines the level of supports required. Moreover, IQ measures are less valid in the lower end of the IQ range." 308:

the same size or with the same boundary scores. Thus psychologists should specify which test was given when reporting a test-taker's IQ category if not reporting the raw IQ score. Psychologists and IQ test authors recommend that psychologists adopt the terminology of each test publisher when reporting IQ score ranges.

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sometimes encountered adult patients who could not live independently, being unable to take care of their own daily living needs. Various terms were used to attempt to classify individuals with varying degrees of intellectual disability. Many of the earliest terms are now considered extremely offensive.

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1930) "Twelve even dropped below the minimum for the Terman study, and one girl fell below 104, barely above average for the general population. ... Interestingly, while his tests measured decreases in test scores, the parents of the children noted no changes at all. Of all the parents who filled out

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The fourth revision of the Stanford–Binet scales (S-B IV) was developed by Thorndike, Hagen, and Sattler and published by Riverside Publishing in 1986. It retained the deviation scoring of the third revision with each standard deviation from the mean being defined as a 16 IQ point difference. The S-B

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Reproduction of an item from the 1908 Binet–Simon intelligence scale, showing three pairs of pictures, about which the tested child was asked, "Which of these two faces is the prettier?" Reproduced from the article "A Practical Guide for Administering the Binet–Simon Scale for Measuring Intelligence"

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and Nadeen L. Kaufman and published in 1993 by American Guidance Service. Kaufman test scores "are classified in a symmetrical, nonevaluative fashion", in other words the score ranges for classification are just as wide above the mean as below the mean, and the classification labels do not purport to

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IQ classifications from IQ testing are not the last word on how a test-taker will do in life, nor are they the only information to be considered for placement in school or job-training programs. There is still a dearth of information about how behavior differs between people with differing IQ scores.

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IQ test. Children with an IQ above 140 by that test were included in the study. There were 643 children in the main study group. When the students who could be contacted again (503 students) were retested at high school age, they were found to have dropped 9 IQ points on average in Stanford–Binet IQ.

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book series, in which she analyzed biographical data about historic geniuses. Although her estimates of childhood IQ scores of historical figures who never took IQ tests have been criticized on methodological grounds, Cox's study was thorough in finding out what else matters besides IQ in becoming a

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The Differential Ability Scales Second Edition (DAS–II) was developed by Colin D. Elliott and published in 2007 by Psychological Corporation. The DAS-II is a test battery given individually to children, normed for children from ages two years and six months through seventeen years and eleven months.

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The categories of IQ vary between IQ test publishers as the category labels for IQ score ranges are specific to each brand of test. The test publishers do not have a uniform practice of labeling IQ score ranges, nor do they have a consistent practice of dividing up IQ score ranges into categories of

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categories by observing their behavior in daily life. Those other forms of behavioral observation were historically important for validating classifications based primarily on IQ test scores. Some early intelligence classifications by IQ testing depended on the definition of "intelligence" used in a

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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. Further, a minor divergence in scores can be observed when

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As long ago as 1937, Lewis Terman pointed out that error of estimation in IQ scoring increases as IQ score increases, so that there is less and less certainty about assigning a test-taker to one band of scores or another as one looks at higher bands. Current IQ tests also have large error bands for

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The Terman longitudinal study in California eventually provided historical evidence on how genius is related to IQ scores. Many California pupils were recommended for the study by schoolteachers. Two pupils who were tested but rejected for inclusion in the study because of IQ scores too low for the

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The revised version of the Wechsler Adult Intelligence Scale (the WAIS-R) was developed by David Wechsler and published by Psychological Corporation in 1981. Wechsler changed a few of the boundaries for classification categories and a few of their names compared to the 1958 version of the test. The

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The lesson here is that classification systems are necessarily arbitrary and change at the whim of test authors, government bodies, or professional organizations. They are statistical concepts and do not correspond in any real sense to the specific capabilities of any particular person with a given

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he was engaged in doing the things that made him known as a genius, the higher was his IQ ... So she proceeded to make a statistical correction in each case for lack of knowledge; this bumped up the figure considerably for the geniuses about whom little was in fact known. ... I am rather

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The current fifth edition of the Stanford–Binet scales (SB5) was developed by Gale H. Roid and published in 2003 by Riverside Publishing. Unlike scoring on previous versions of the Stanford–Binet test, SB5 IQ scoring is deviation scoring in which each standard deviation up or down from the norming

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and are not expressed in an interval measurement unit. Besides the reported error interval around IQ test scores, an IQ score could be misleading if a test-giver failed to follow standardized administration and scoring procedures. In cases of test-giver mistakes, the usual result is that tests are

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above the mean, while a score of 85 means performance one standard deviation below the mean, and so on. This "deviation IQ" method is now 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 current "deviation

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A major point of consensus among all scholars of intellectual giftedness is that there is no generally agreed upon definition of giftedness. Although there is no scholarly agreement about identifying gifted learners, there is a de facto reliance on IQ scores for identifying participants in school

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The earliest terms for classifying individuals of low intelligence were medical or legal terms that preceded the development of IQ testing. The legal system recognized a concept of some individuals being so cognitively impaired that they were not responsible for criminal behavior. Medical doctors

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The third revision (Form L-M) in 1960 of the Stanford–Binet IQ test used the deviation scoring pioneered by David Wechsler. For rough comparability of scores between the second and third revision of the Stanford–Binet test, scoring table author Samuel Pinneau set 100 for the median standard score

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enough that most people 10 years of age and older have similar IQ scores throughout life. Still, some individuals score very differently when taking the same test at different times or when taking more than one kind of IQ test at the same age. About 42% of children change their score by 5 or more

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In current medical diagnosis, IQ scores alone are not conclusive for a finding of intellectual disability. Recently adopted diagnostic standards place the major emphasis on the adaptive behavior of each individual, with IQ score a factor in diagnosis in addition to adaptive behavior scales. Some

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There are a variety of individually administered IQ tests in use. Not all report test results as "IQ", but most now report a standard score with a mean score level of 100. When a test-taker scores higher or lower than the median score, the score is indicated as 15 standard score points higher or

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During the First World War in 1917, adult intelligence testing gained prominence as an instrument for assessing drafted soldiers in the United States. Robert Yerkes, an American psychologist, was assigned to devise psychometric tools to allocate recruits to different levels of military service,

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Five levels of giftedness have been suggested to differentiate the vast difference in abilities that exists between children on varying ends of the gifted spectrum. Although there is no strong consensus on the validity of these quantifiers, they are accepted by many experts of gifted children.

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The second revision (1937) of the Stanford–Binet test retained "quotient IQ" scoring, despite earlier criticism of that method of reporting IQ test standard scores. The term "genius" was no longer used for any IQ score range. The second revision was normed only on children and adolescents (no

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genius. By the 1937 second revision of the Stanford–Binet test, Terman no longer used the term "genius" as an IQ classification, nor has any subsequent IQ test. In 1939, Wechsler wrote "we are rather hesitant about calling a person a genius on the basis of a single intelligence test score."

3363:, p. 172 "The problem with IQ tests and virtually all other scales of mental ability in popular use is that the scores they yield are only ordinal (i.e., rank-order) scales; they lack properties of true ratio scales, which are essential to the interpretation of the obtained measures." 1717:

to the topic of IQ classification and proposed different category names from those used by Lewis Terman. Wechsler also criticized the practice of earlier authors who published IQ classification tables without specifying which IQ test was used to obtain the scores reported in the tables.

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IQ scores can differ to some degree for the same person on different IQ tests, so a person does not always belong to the same IQ score range each time the person is tested (IQ score table data and pupil pseudonyms adapted from description of KABC-II norming study cited in Kaufman 2009).

2747:'near' genius or genius" as the classification label for the highest classification on his 1916 version of the Stanford–Binet test. By 1926, Terman began publishing about a longitudinal study of California schoolchildren who were referred for IQ testing by their schoolteachers, called 2729: 4789:"After all, the American physicist Richard Feynman is generally considered an almost archetypal late 20th-century genius, not just in the United States but wherever physics is studied. Yet, Feynman's school-measured IQ, reported by him as 125, was not especially high" 4757:. "There were two young boys, Luis Alvarez and William Shockley, who were among the many who took Terman's tests but missed the cutoff score. Despite their exclusion from a study of young 'geniuses,' both went on to study physics, earn PhDs, and win the Nobel prize." 3339:, pp. 32–33 "We cannot be sure that IQ tests provide interval–level measurement rather than just ordinal–level (i.e., rank–order) measurement. ... we really do not know whether a 10–point difference measures the same intellectual difference at all ranges of IQ." 1321:. Pintner commented that psychologists of his era, including Terman, went about "the measurement of an individual's general ability without waiting for an adequate psychological definition." Pintner retained these terms in the 1931 second edition of his book. 3524:, p. 3 "To this day, the Wechsler tests remain the most often used individually administered, standardized measures for assessing intelligence in children and adults" (citing Camara, Nathan & Puente, 2000; Prifitera, Weiss & Saklofske, 1998) 43:

In the current IQ scoring method, 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

4928:, Section "Scaling Issues" "Modern tests do not produce such high scores, in spite of heroic efforts to provide extended norms for both the Stanford Binet, Fifth Edition (SB-5) and the WISC-IV (Roid, 2003; Zhu, Clayton, Weiss, & Gabel, 2008)." 4612:, pp. 70–71 "She, of course, was not measuring IQ, she was measuring the length of biographies in a book. Generally, the more information, the higher the IQ. Subjects were dragged down if there was little information about their early lives." 2501:, 536 U.S. 304 (2002) that states could not impose capital punishment on people with "mental retardation", defined in subsequent cases as people with IQ scores below 70. This legal standard continues to be actively litigated in capital cases. 1997:

The first edition of the Woodcock–Johnson Tests of Cognitive Abilities was published by Riverside in 1977. The classifications used by the WJ-R Cog were "modern in that they describe levels of performance as opposed to offering a diagnosis."

3922:, p. 7 "The concept of general intelligence was assumed to exist, and psychologists went about 'the measurement of an individual's general ability without waiting for an adequate psychological definition.' (Pintner, 1923, p. 52)." 294:

Because all IQ tests have error of measurement in the test-taker's IQ score, a test-giver should always inform the test-taker of the confidence interval around the score obtained on a given occasion of taking each test. IQ scores are

1713:) popularized the use of "deviation IQs" as standard scores of IQ tests rather than the "quotient IQs" ("mental age" divided by "chronological age") then used for the Stanford–Binet test. He devoted a whole chapter in his book 2318:

IV adopted new classification terminology. After this test was published, psychologist Nathan Brody lamented that IQ tests had still not caught up with advances in research on human intelligence during the twentieth century.

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This practitioner's handbook includes chapters by L.G. Weiss, J.G. Harris, A. Prifitera, T. Courville, E. Rolfhus, D.H. Saklofske, J.A. Holdnack, D. Coalson, S.E. Raiford, D.M. Schwartz, P. Entwistle, V. L. Schwean, and T.

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programs. In practice, many school districts in the United States use an IQ score of 130, including roughly the upper 2 to 3 percent of the national population as a cut-off score for inclusion in school gifted programs.

1820:. He revised his chapter on the topic of IQ classification and commented that "mental age" scores were not a more valid way to score intelligence tests than IQ scores. He continued to use the same classification terms. 3108:, p. 326 "Correlation studies of test scores provide actuarial data, applicable to group predictions. ... Studies of individuals, on the other hand, may reveal large upward or downward shifts in test scores." 5908:

Reynolds, Cecil R.; Horton, Arthur M. (2012). "Chapter 3: Basic Psychometrics and Test Selection for an Independent Pediatric Forensic Neuropsychology Evaluation". In Sherman, Elizabeth M.; Brooks, Brian L. (eds.).

4114:"In fact, the stagnation of intelligence tests is apparent in Brody's (1992) statement: 'I do not believe that our intellectual progress has had a major impact on the development of tests of intelligence' (p. 4647:

youths who achieve eminence are characterized not only by high intellectual traits, but also by persistence of motive and effort, confidence in their abilities, and great strength or force of character.

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Saklofske, Donald; Weiss, Lawrence; Beal, A. Lynne; Coalson, Diane (2003). "Chapter 1: The Wechsler Scales for Assessing Children's Intelligence: Past to Present". In Georgas, James; Weiss, Lawrence;

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an individual takes tests provided by different publishers at the same age. There is no standard naming or definition scheme employed universally by all test publishers for IQ score classifications.

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A data table published later as part of the manual for the 1960 Third Revision (Form L-M) of the Stanford–Binet test reported score distributions from the 1937 second revision standardization group.

2583:. The implication was that people with significant intellectual or developmental disabilities were "still human" (or "still Christian") and deserved to be treated with basic human dignity. Although 5666: 2743:, written before the development of IQ testing, he proposed that hereditary influences on eminent achievement are strong, and that eminence is rare in the general population. Lewis Terman chose 3154:, p. 37 "The earliest classifications of intelligence were very rough ones. To a large extent they were practical attempts to define various patterns of behavior in medical-legal terms." 3120:, pp. 151–153 "Thus, even for tests that measure similar CHC constructs and that represent the most sophisticated, high–quality IQ tests ever available at any point in time, IQs differ." 5753:

McIntosh, David E.; Dixon, Felicia A.; Pierson, Eric E. (2012). "Chapter 25: Use of Intelligence Tests in the Identification of Giftedness". In Flanagan, Dawn P.; Harrison, Patti L. (eds.).

4904:"Norm tables that provide you with such extreme values are constructed on the basis of random extrapolation and smoothing but not on the basis of empirical data of representative samples." 6439: 3278:

the home questionnaire, 45 percent perceived no change in their children, 54 percent thought their children were getting brighter, including the children whose scores actually dropped."

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Kamphaus, Randy; Winsor, Ann Pierce; Rowe, Ellen W.; Kim, Songwon (2012). "Chapter 2: A History of Intelligence Test Interpretation". In Flanagan, Dawn P.; Harrison, Patti L. (eds.).

4645:, pp. 215–219, 218 (Chapter XIII: Conclusions) "3. That all equally intelligent children do not as adults achieve equal eminence is in part accounted for by our last conclusion: 3673:, p. 519 "Although the Wechsler classification system for intelligence test scores is by far the most popular, it may not be the most appropriate (Reynolds & Kaufman 1990)." 83: 4745:

make the cut -- William Shockley and Luis Alvarez -- went on to win the Nobel Prize in Physics. According to Hastorf, none of the Terman kids ever won a Nobel or Pulitzer."

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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

3387:, pp. 198–202 (section "Scoring Errors") "Bias errors were in the direction of leniency for all subtests, with Comprehension producing the strongest halo effect." 1127:

Reynolds Intellectual Ability Scales (RIAS) were developed by Cecil Reynolds and Randy Kamphaus. The RIAS was published in 2003 by Psychological Assessment Resources.

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The Kaufman Assessment Battery for Children, Second Edition was developed by Alan S. Kaufman and Nadeen L. Kaufman and published in 2004 by American Guidance Service.

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Some children dropped by 15 IQ points or by 25 points or more. Yet parents of those children thought that the children were still as bright as ever, or even brighter.

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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 (

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test's manual included information about how the actual percentage of people in the norming sample scoring at various levels compared to theoretical expectations.

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scored too leniently, giving the test-taker a higher IQ score than the test-taker's performance justifies. On the other hand, some test-givers err by showing a "

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The Measurement of Intelligence: An Explanation of and a Complete Guide to the Use of the Stanford Revision and Extension of the Binet–Simon Intelligence Scale

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The Kaufman Assessment Battery for Children (K-ABC) was developed by Alan S. Kaufman and Nadeen L. Kaufman and published in 1983 by American Guidance Service.

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The third edition of the Wechsler Adult Intelligence Scale (WAIS-III) used different classification terminology from the earliest versions of Wechsler tests.

3194:, p. 169 "after the age of 8–10, IQ scores remain relatively stable: the correlation between IQ scores from age 8 to 18 and IQ at age 40 is over 0.70." 352: 6688: 5687: 317:

IQ. The classification systems provide descriptive labels that may be useful for communication purposes in a case report or conference, and nothing more.

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For placement in school programs, for medical diagnosis, and for career advising, factors other than IQ can be part of an individual assessment as well.

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Foote, William E. (2007). "Chapter 17: Evaluations of Individuals for Disability in Insurance and Social Security Contexts". In Jackson, Rebecca (ed.).

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begun in 1921 by Lewis Terman showed declines in IQ as they grew up. Terman recruited school pupils based on referrals from teachers, and gave them his

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Gallagher, Sherri L.; Sullivan, Amanda L. (2011). "Chapter 30: Kaufman Assessment Battery for Children, Second Edition". In Davis, Andrew (ed.).

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Psychologists have proposed alternative language for Wechsler IQ classifications. The term "borderline", which implies being very close to being

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Gottfredson, Linda S. (2009). "Chapter 1: Logical Fallacies Used to Dismiss the Evidence on Intelligence Testing". In Phelps, Richard F. (ed.).

3880:, p. 19 "No foreign-born or minority children were included. ... The overall sample was predominantly white, urban, and middle-class" 3512:, p. 32 "The most widely used individual IQ tests today are the Wechsler tests, first published in 1939 as the Wechsler–Bellevue Scale." 5014:

Campbell, Jonathan M. (2006). "Chapter 3: Mental Retardation/Intellectual Disability". In Campbell, Jonathan M.; Kamphaus, Randy W. (eds.).

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Perleth, Christoph; Schatz, Tanja; Mönks, Franz J. (2000). "Early Identification of High Ability". In Heller, Kurt A.; Mönks, Franz J.;

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group-based tests. The collective efforts of Binet, Simon, Terman, and Yerkes laid the groundwork for modern intelligence test series.

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The Das-Naglieri Cognitive Assessment System test was developed by Jack Naglieri and J. P. Das and published in 1997 by Riverside.

348: 6681: 5070: 888: 6624: 6338:

Wasserman, John D. (2012). "Chapter 1: A History of Intelligence Assessment". In Flanagan, Dawn P.; Harrison, Patti L. (eds.).

5266:

Georgas, James; Weiss, Lawrence; van de Vijver, Fons; Saklofske, Donald (2003). "Preface". In Georgas, James; Weiss, Lawrence;

2913: 626: 287: 6416: 6351: 6285: 6200: 6181: 6090: 6069: 6050: 6029: 6010: 5991: 5968: 5937: 5918: 5855: 5808: 5785: 5766: 5719: 5681: 5597: 5574: 5548: 5526: 5496: 5473: 5422: 5403: 5351: 5320: 5301: 5279: 5256: 5220: 5201: 5174: 5143: 5120: 5097: 5059: 5023: 5004: 4974: 4951: 4916:, Chapter 2: Tests of Intelligence. " is just one of the reasons to be suspicious of reported IQ scores much higher than 160" 4528: 4362: 4341: 4201: 3655: 2546:

The American Association for the Study of the Feeble-minded divided adults with intellectual deficits into three categories.

2509:

Historically, terms for intellectual disability eventually became perceived as an insult, in a process commonly known as the

4577: 4458: 4726: 6879: 6874: 6790: 2973: 2953: 2478: 53: 737:, Kevin S. McGrew and Nancy Mather and published in 2007 by Riverside. The WJ III classification terms are not applied. 6674: 2492: 333:

lower for each standard deviation difference higher or lower in the test-taker's performance on the test item content.

4628:, p. 126 "Cox found that the more was known about a person's youthful accomplishments, that is, what he had done 2669:

was not then a derogatory term. By the 1960s, however, the term had taken on a partially derogatory meaning. The noun

632:

sample median score is 15 points from the median score, IQ 100, just like the standard scoring on the Wechsler tests.

275: 6744: 6629: 6524: 6453: 6255:

Stanford–Binet Intelligence Scale: Manual for the Third Revision Form L-M with Revised IQ Tables by Samuel R. Pinneau

3597: 3578:

Carducci, Bernardo J.; Nave, Christopher S.; Fabio, Annamaria; Saklofske, Donald H.; Stough, Con, eds. (2020-09-18).

2908: 1710: 342: 3327:

scale, and is akin to what a layman does when he tries to distinguish colors of the rainbow." (emphasis in original)

6942: 6899: 6884: 6734: 6132: 522:(defined as IQ under 70), is replaced in the alternative system by a term that doesn't imply a medical diagnosis. 6962: 6915: 4043:, pp. 42–43 "In brief, mental age is no more an absolute measure of intelligence than any other test score." 3500:, chapters 8-13, 15-16 (discussing Wechsler, Stanford–Binet, Kaufman, Woodcock–Johnson, DAS, CAS, and RIAS tests) 3166:, Figure 5.1 IQs earned by preadolescents (ages 12–13) who were given three different IQ tests in the early 2000s 2998: 6497: 4079:, pp. 772–773 "My comments in 1970 are not very different from those made by F. L. Wells 32 years ago in 2620: 2751:, which he conducted for the rest of his life. Catherine M. Cox, a colleague of Terman's, wrote a whole book, 6980: 6950: 6748: 6700: 6239:

Measuring Intelligence: A Guide to the Administration of the New Revised Stanford–Binet Tests of Intelligence

5819: 4560: 2562:

indicated an intellectual disability less severe than idiocy and a mental age between three and seven years.

5230:

Freides, David (1972). "Review of Stanford–Binet Intelligence Scale, Third Revision". In Oscar Buros (ed.).

6954: 6930: 4130:, Table BC-2 Classification Ratings on Stanford–Binet: Fourth Edition, Wechsler Scales, and McCarthy Scales 1240: 6219:. Riverside Textbooks in Education. Ellwood P. Cubberley (Editor's Introduction). Boston: Houghton Mifflin 5674:

Identification: The Theory and Practice of Identifying Students for Gifted and Talented Education Services

2739:(1822–1911) was a pioneer in investigating both eminent human achievement and mental testing. In his book 2615:, believed that children with Down syndrome shared facial similarities with the now-obsolete category of " 7005: 6889: 6634: 6550: 5623: 2963: 2918: 1042: 957: 73: 3399:, Table 4.1 Descriptions for Standard Score Performances Across Selected Pediatric Neuropsychology Tests 6934: 5193: 2521:

became popular in the middle of the 20th century to replace the previous set of terms, which included "

4624:, p. 59 "Cox might well have been advised to reject a few of her geniuses for lack of evidence." 3864:, pp. 19–20 "The scale does not pretend to measure the entire mentality of the subject, but only 2748: 2624: 2594: 283: 4217:

Gernsbacher, Morton Ann; Raimond, Adam R.; Balinghasay, M. Theresa; Boston, Jilana S. (2016-12-19).

1239:("mental age" divided by chronological age) scores after the 1912 suggestion of German psychologist 6795: 4454: 3536:, p. xxv "The Wechsler tests are perhaps the most widely used intelligence tests in the world" 3311:= .90), the wider the confidence interval. Psychologists usually use a confidence interval of 95%." 2948: 1228: 3896: 3136: 322:

Alan S. Kaufman and Elizabeth O. Lichtenberger, Assessing Adolescent and Adult Intelligence (2006)

6938: 6729: 6724: 6714: 6560: 2785: 2472: 519: 5343: 5331: 6946: 6719: 6403:

Weiss, Lawrence G.; Saklofske, Donald H.; Prifitera, Aurelio; Holdnack, James A., eds. (2006).

5215:. International Perspectives on Forensic Mental Health. New York: Routledge. pp. 449–480. 5112: 5051: 4901: 4404: 4098:, Table 4 Ability classifications, IQ ranges, and percent of norm sample for contemporary tests 3217: 2968: 2697:

and its variants as the "r-word". These efforts resulted in U.S. federal legislation, known as

1206: 357:

The Wechsler intelligence scales were originally developed from earlier intelligence scales by

6482: 6277: 5960: 5239: 4115: 3323:, p. 121 "The psychologist's effort at classifying intelligence utilizes, at present, an 6958: 6808: 6545: 6517: 6449: 5518: 4786: 4770: 4722: 4353:

Cummings NA, Wright RH (2005). "Chapter 1, Psychology's surrender to political correctness".

3616: 2933: 2572:

between eight and twelve. Alternative definitions of these terms based on IQ were also used.

2540: 1387:

Albert Julius Levine and Louis Marks proposed a broader set of categories in their 1928 book

1236: 37: 6269: 5952: 5843: 5510: 5231: 5043: 4706: 4111: 2772:. Based on the historical findings of the Terman study and on biographical examples such as 6894: 6570: 6411:. Practical Resources for the Mental Health Professional. Burlington (MA): Academic Press. 6295:

Uzieblo, Katarzyna; Winter, Jan; Vanderfaeillie, Johan; Rossi, Gina; Magez, Walter (2012).

5800: 5566: 5166: 3841:, p. 30 (Table 3.2 RIAS Scheme of Verbal Descriptors of Intelligence Test Performance) 1212: 8: 6739: 6608: 6598: 5705: 5335: 4193: 2988: 2943: 2769: 2631: 2535: 2510: 6487: 6385: 5889: 2649:. The first record of retarded in relation to being mentally slow was in 1895. The term 733:

The Woodcock–Johnson a III NU Tests of Cognitive Abilities (WJ III NU) was developed by

6984: 6920: 6697: 6603: 6565: 6440:

Everyday life as an intelligence test: Effects of intelligence and intelligence context

6405: 6237: 6170: 6155: 6124: 5980: 5948: 5586: 5267: 5186: 5159: 4963: 4505: 4480: 4425: 4417: 4310: 4277: 4253: 4218: 3253: 2958: 2564: 2526: 2497: 1709:, developer of the Wechsler–Bellevue Scale of 1939 (which was later developed into the 1303:

Border-line deficiency, sometimes classifiable as dullness, often as feeble-mindedness

68: 45: 33: 6483:

FAQ/Finding Information About Psychological Tests (American Psychological Association)

5709: 5092:. Problems in the Behavioural Sciences No. 12. Cambridge: Cambridge University Press. 5078: 3814: 2593:

is still used to refer to the mental and physical disability resulting from untreated

25:

Score distribution chart for sample of 905 children tested on 1916 Stanford–Binet Test

6775: 6435: 6412: 6369: 6347: 6319: 6281: 6270: 6253: 6196: 6177: 6086: 6080: 6065: 6046: 6025: 6006: 5987: 5964: 5953: 5933: 5914: 5866: 5851: 5844: 5804: 5781: 5762: 5725: 5715: 5677: 5646: 5593: 5570: 5544: 5522: 5492: 5469: 5452: 5418: 5399: 5357: 5347: 5316: 5297: 5275: 5252: 5232: 5216: 5197: 5170: 5139: 5116: 5093: 5087: 5055: 5044: 5019: 5000: 4970: 4947: 4510: 4409: 4358: 4337: 4315: 4297: 4258: 4240: 4197: 3651: 3593: 3257: 3245: 3237: 2928: 2612: 6297:"Intelligent Diagnosing of Intellectual Disabilities in Offenders: Food for Thought" 4429: 4380:"The Feeble-Minded: Their Prevalence and Needs in the School Population of Arkansas" 6510: 6463: 6311: 6265: 6165: 6151: 6116: 6062:

Broken Genius: The Rise and Fall of William Shockley, Creator of the Electronic Age

5839: 5539:; Lichtenberger, Elizabeth O.; Fletcher-Janzen, Elaine; Kaufman, Nadeen L. (2005). 5511: 5444: 4536: 4500: 4492: 4399: 4391: 4305: 4289: 4248: 4230: 4083:

The Binet scales have been around for a long time and their faults are well known."

3585: 3229: 2938: 2792: 2765: 2686: 1232: 734: 4278:"What's in a name? Attitudes surrounding the use of the term 'mental retardation'" 2677:

survey in 2003 ranked it as the most offensive disability-related word. The terms

1235:(1904). Terman differed from Binet in reporting scores on his test in the form of 448:

Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) IQ classification

6828: 6580: 5640: 5558: 5536: 5506: 5448: 5154: 2993: 2773: 817: 6040: 4573: 4446: 67:

Even before IQ tests were invented, there were attempts to classify people into

6381: 6361: 6343: 6193:

A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary

5758: 5488: 5370: 5135: 5037:. Genetic Studies of Genius Volume 2. Stanford (CA): Stanford University Press. 5016:

Psychodiagnostic Assessment of Children: Dimensional and Categorical Approaches

3218:"Stability of the WISC-IV in a Sample of Elementary and Middle School Children" 2736: 2322:

Stanford–Binet Intelligence Scale, Fourth Edition (S-B IV) 1986 classification

1706: 358: 21: 6296: 4496: 4235: 3233: 6999: 6925: 6858: 6853: 6780: 5456: 5432: 4996: 4988: 4984: 4556: 4413: 4301: 4244: 3241: 2923: 2698: 2623:

requested that the medical community cease the use of the term; in 1960, the

2608: 2552:

indicated the greatest degree of intellectual disability in which a person's

2548: 296: 6666: 5955:

Culture and Children's Intelligence: Cross-Cultural Analysis of the WISC-III

5361: 5272:

Culture and Children's Intelligence: Cross-Cultural Analysis of the WISC-III

6593: 6323: 6248: 6232: 6210: 5650: 5289: 4319: 4262: 3579: 3249: 2690: 2580: 1224: 60: 5535: 4293: 4276:

Nash, Chris; Hawkins, Ann; Kawchuk, Janet; Shea, Sarah E (February 2012).

3750: 3589: 6847: 6214: 5371:"Exceptionally and profoundly gifted students: An underserved population" 4514: 3777:, Table 4.1 Descriptive Categories of PASS and Full Scale Standard Scores 3606: 2978: 301: 4451:

The American Heritage Dictionary of the English Language, Fourth Edition

1923:(published in 1972), commented that the test was obsolete by that year. 1317:

Rudolph Pintner proposed a set of classification terms in his 1923 book

1131:

RIAS 2003 Scheme of Verbal Descriptors of Intelligence Test Performance

6785: 6128: 5165:. Essentials of Psychological Assessment (2nd ed.). Hoboken (NJ): 4421: 4379: 2983: 2896: 2569: 2553: 366: 5818:

Park, Gregory; Lubinski, David; Benbow, Camilla P. (2 November 2010).

5748:(fifth and enlarged ed.). Baltimore (MD): Williams & Witkins. 4773:"Still, his score on the school IQ test was a merely respectable 125." 4355:

Destructive trends in mental health: the well-intentioned path to harm

6813: 6803: 6770: 6759: 6315: 4855: 3275:

The Promise of Youth: Follow–up Studies of a Thousand Gifted Children

2616: 2589: 370: 6120: 4395: 3744: 816:

The Kaufman Adolescent and Adult Intelligence Test was developed by

6818: 6588: 5913:(Third ed.). Oxford: Oxford University Press. pp. 41–65. 4216: 2558: 2522: 5729: 5265: 4969:(Fifth ed.). Arlington, VA: American Psychiatric Publishing. 3533: 3216:

Ryan, Joseph J.; Glass, Laura A.; Bartels, Jared M. (2010-02-10).

2728: 620: 6843: 6492: 6340:

Contemporary Intellectual Assessment: Theories, tests, and issues

6042:

Terman's Kids: The Groundbreaking Study of How the Gifted Grow Up

6005:(Fourth ed.). San Diego (CA): Jerome M. Sattler, Publisher. 5755:

Contemporary Intellectual Assessment: Theories, tests, and issues

5485:

Contemporary Intellectual Assessment: Theories, tests, and issues

5132:

Contemporary Intellectual Assessment: Theories, tests, and issues

3646:

Kaufman, Alan S.; Engi Raiford, Susan; Coalson, Diane L. (2016).

3378: 1927:

Terman's Stanford–Binet Third Revision (Form L-M) classification

966:

Cognitive Assessment System 1997 full scale score classification

6373: 6191:

Strauss, Esther; Sherman, Elizabeth M.; Spreen, Otfried (2006).

5986:(Third ed.). San Diego (CA): Jerome M. Sattler, Publisher. 5313:

Correcting Fallacies about Educational and Psychological Testing

4960: 4151: 3581:

The Wiley Encyclopedia of Personality and Individual Differences

1580:

Score Distribution of Stanford–Binet 1937 Standardization Group

526:

Alternate Wechsler IQ Classifications (after Groth-Marnat 2009)

6833: 6823: 6402: 5443:(4). International Society for Intelligence Research: 171–177. 3612: 2723: 722: 6264:

Urbina, Susana (2011). "Chapter 2: Tests of Intelligence". In

4919: 4891: 4867: 4816: 1506:

Terman's Stanford–Binet Second Revision (1937) classification

79: 72:

particular case. Current IQ test publishers take into account

40:(IQ) tests, into categories such as "superior" and "average". 6838: 6655: 6102:""General Intelligence," Objectively Determined and Measured" 5188:

Are We Getting Smarter? Rising IQ in the Twenty-First Century

4055:, p. 42 Table 3 Intelligence classification of WAIS IQ's 3629: 3627: 3625: 327: 4633:

doubtful about the justification for making the correction."

3957: 3955: 2579:

dates to 1770–80 and comes from a dialectal French word for

4067:, pp. 276–296 (scoring tables for 1960 Stanford–Binet) 3804: 3650:. Hoboken, New Jersey: John Wiley & Sons. p. 237. 3491: 3450: 6502: 6368:(first ed.). Baltimore (MD): Williams & Witkins. 5746:

Wechsler's Measurement and Appraisal of Adult Intelligence

5435:(2011). "The Theory of Intelligence and Its Measurement". 4058: 3645: 3622: 3577: 3390: 2543:, although they are still used in some clinical contexts. 6390:(fourth ed.). Baltimore (MD): Williams & Witkins 6164: 5946: 5888:. PAR(Psychological Assessment Resources). Archived from 5667:"Chapter 12: Ability Testing & Talent Identification" 4810: 3952: 3688: 3521: 2674: 76:

and error of estimation in the classification procedure.

5799:. Essentials of Psychological Assessment. Hoboken (NJ): 5466:

Clinical Assessment of Child and Adolescent Intelligence

3829:, Table Rapid Reference 5.1 DAS-II Classification Schema 3488:, Table 2.1 Major Examples of Current Intelligence Tests 3060:, pp. 518–20 section "Score Classification Schemes" 1816:

In 1958, Wechsler published another edition of his book

6082:

Origins of genius: Darwinian perspectives on creativity

5315:. Washington (DC): American Psychological Association. 5042:

Dumont, Ron; Willis, John O.; Elliot, Colin D. (2009).

4748: 4157: 3988: 3986: 3984: 3982: 2693:

are striving to eliminate their use and often refer to

2685:

are still fairly common, but organizations such as the

2077:

Wechsler Adult Intelligence Scales 1981 Classification

1824:

Wechsler Adult Intelligence Scales 1958 Classification

1247:

Terman's Stanford–Binet original (1916) classification

1122: 377:

Current Wechsler (WAIS–IV, WPPSI–IV) IQ classification

6195:(Third ed.). Cambridge: Oxford University Press. 5274:. San Diego (CA): Academic Press. pp. xvx–xxxii. 4833: 4831: 4741:. "We also know that two children who were tested but 4275: 3942: 3940: 3527: 3053: 3051: 3049: 1201: 282:

For example, many children in the famous longitudinal

5482: 4965:

Diagnostic and Statistical Manual of Mental Disorders

4843: 4804: 3961: 3481: 3479: 3477: 3475: 3473: 3471: 3469: 3467: 3465: 3273:, pp. 89–90 (citing Burks, Jensen & Terman, 3182:(New York: Springer, 2009). Adapted with permission." 3147: 3145: 3063: 6190: 5752: 5714:(second ed.). Oxford: Oxford University Press. 5557: 5130:

Flanagan, Dawn P.; Harrison, Patti L., eds. (2012).

4822: 4684: 4669:

has been the label of choice" (emphasis in original)

4187: 4121: 4091: 4089: 3979: 3964:, pp. 57–58 (citing Levine and Marks, page 131) 3868:. (citing Terman, 1916, p. 48, emphasis in original) 3855: 3732: 3676: 3561: 3553: 3456: 3384: 2764:

study grew up to be Nobel Prize winners in physics:

353:

Wechsler Preschool and Primary Scale of Intelligence

6387:

The Measurement and Appraisal of Adult Intelligence

5251:. New York: Springer Publishing. pp. 343–352. 4907: 4828: 4661:, p. 117 "Terman (1916), as I indicated, used 4034: 4022: 3937: 3722: 3720: 3718: 3515: 3169: 3128: 3126: 3111: 3046: 1391:. Some of the entries came from contemporary terms 1295:Dullness, rarely classifiable as feeble-mindedness 16:

Categorisation of people's intelligence based on IQ

6404: 6276:. Cambridge: Cambridge University Press. pp. 6252: 6236: 6169: 6157:The Abilities of Man: Their Nature and Measurement 5979: 5886:"Reynolds Intellectual Assessment Scales™ (RIAS™)" 5837: 5817: 5664: 5585: 5185: 5158: 5041: 4962: 4925: 4897: 4873: 4861: 4754: 4603: 3826: 3798: 3786: 3705: 3703: 3462: 3438: 3264: 3185: 3142: 2641:, 'to make slow, delay, keep back, or hinder', so 2611:, as the doctor who first described the syndrome, 1502:adults), and only "American-born white children". 636:Stanford–Binet Fifth Edition (SB5) classification 6446:24(1): 203-320. doi:10.1016/S0160-2896(97)90017-9 5776:Meyer, Robert G.; Weaver, Christopher M. (2005). 5246: 4792: 4346: 4086: 4010: 3967: 3762: 3664: 3503: 3157: 2529:", among others. By the end of the 20th century, 6997: 5883: 5129: 4776: 4636: 4145: 3888: 3886: 3871: 3838: 3715: 3497: 3215: 3123: 2396:Wechsler (WAIS–III) 1997 IQ test classification 1392: 6469:Intelligence: Its Structure, Growth and Action. 6454:Why g matters: The complexity of everyday life. 5846:International Handbook of Giftedness and Talent 5294:Genius: The Life and Science of Richard Feynman 5152: 4672: 4652: 4223:Cognitive Research: Principles and Implications 4163: 4133: 4101: 4046: 3925: 3913: 3901: 3768: 3700: 3426: 3414: 3281: 3099: 3031:, Chapter 5: The Classification of Intelligence 3022: 3019:, Chapter 3: The Classification of Intelligence 1818:Measurement and Appraisal of Adult Intelligence 621:Stanford–Binet Intelligence Scale Fifth Edition 336: 6294: 6168:; Jarvin, Linda; Grigorenko, Elena L. (2010). 6024:. La Mesa (CA): Jerome M. Sattler, Publisher. 6003:Assessment of Children: Cognitive Applications 5907: 5665:Lohman, David F.; Foley Nicpon, Megan (2012). 5238:. Highland Park (NJ): Gryphon Press. pp. 4983: 4760: 4712: 4696: 4352: 3820: 3396: 3203: 3197: 3105: 3010: 1036: 951: 6696: 6682: 6518: 6460:24, 79–132. doi:10.1016/S0160-2896(97)90014-3 6247: 6231: 6022:Assessment of Children: Cognitive Foundations 4995:(Seventh ed.). Upper Saddle River (NJ): 4849: 4219:""Special needs" is an ineffective euphemism" 4190:Pediatric Intellectual Disabilities at School 4064: 4004: 3998: 3992: 3883: 3792: 3780: 3756: 3402: 729:Woodcock–Johnson Tests of Cognitive Abilities 5778:Law and Mental Health: A Case-Based Approach 5393: 5068: 4615: 4591: 4478: 4188:Shaw, Steven R.; Anna M.; Jankowska (2018). 4169: 3844: 3810: 3694: 3682: 3619:Qualitative Descriptions of Composite Scores 3539: 3087: 2712: 723:Woodcock–Johnson Test of Cognitive Abilities 5959:. San Diego (CA): Academic Press. pp. 5775: 5638: 5563:Assessing Adolescent and Adult Intelligence 5310: 4946:(Third ed.). Boston: Allyn and Bacon. 4879: 4732: 4070: 3946: 3545: 3444: 3336: 3069: 2636: 2466: 80:Differences in individual IQ classification 6689: 6675: 6525: 6511: 5704: 5517:. New York: Springer Publishing. pp. 4326: 3832: 3509: 3366: 3354: 3348: 3342: 3330: 3191: 3034: 1060:General Conceptual Ability Classification 328:IQ classification tables for current tests 6337: 6176:. Cambridge: Cambridge University Press. 5884:Reynolds, Cecil; Kamphaus, Randy (2003). 5868:Intelligence Testing: Methods and Results 5743: 5676:. Waco (TX): Prufrock. pp. 287–386. 5417:. Cambridge: Cambridge University Press. 5089:Genius: The Natural History of Creativity 4961:American Psychiatric Association (2013). 4504: 4481:"On the diagnostic term "Down's disease"" 4403: 4309: 4252: 4234: 4016: 3973: 3877: 3861: 3320: 3314: 3075: 3028: 2627:agreed the term should cease being used. 2607:were terms used to identify someone with 1722:Wechsler–Bellevue 1939 IQ classification 1319:Intelligence Testing: Methods and Results 1227:. Terman believed his test measured the " 6640:Wechsler Intelligence Scale for Children 6407:WISC-IV Advanced Clinical Interpretation 6380: 6360: 6150: 6099: 6078: 5927: 5794: 5639:Levine, Albert J.; Marks, Louis (1928). 5463: 5013: 4798: 4782: 4702: 4678: 4377: 4178:, Chapter 4: Death, Memory, and Politics 4107: 4052: 4040: 4028: 3919: 3850: 3774: 3738: 3726: 3670: 3549: 3151: 3057: 3043:, entry "Classification of Intelligence" 3016: 2727: 1399:Levine and Marks 1928 IQ classification 1205: 349:Wechsler Intelligence Scale for Children 20: 6059: 6038: 6019: 6000: 5977: 5864: 5583: 5505: 5468:(Second ed.). New York: Springer. 5398:(Fifth ed.). Hoboken (NJ): Wiley. 5329: 5229: 5106: 5085: 5035:The Early Mental Traits of 300 Geniuses 4811:Sternberg, Jarvin & Grigorenko 2010 4718: 4690: 4658: 4625: 4621: 4609: 4597: 4139: 4127: 4095: 4076: 3931: 3907: 3753:, Table 3.1 Descriptive Category System 3709: 3633: 3432: 3420: 3287: 3270: 3175: 3163: 3117: 3040: 2753:The Early Mental Traits of 300 Geniuses 1393:for people with intellectual disability 1215:in the March 1911 issue of the journal 889:Kaufman Assessment Battery for Children 6998: 6272:The Cambridge Handbook of Intelligence 6263: 6209: 5613: 5561:; Lichtenberger, Elizabeth O. (2006). 5431: 5288: 4913: 4766: 4738: 4081:The 1938 Mental Measurements Yearbook. 3892: 3485: 3360: 3132: 2673:is particularly seen as pejorative; a 2539:became widely seen as disparaging and 6670: 6506: 6493:Classics in the History of Psychology 6366:The Measurement of Adult Intelligence 5850:(2nd ed.). Amsterdam: Pergamon. 5614:Leslie, Mitchell (July–August 2000). 5368: 5249:Handbook of Pediatric Neuropsychology 5210: 5183: 5069:Dumont, Ron; Willis, John O. (2013). 4941: 4837: 4441: 4439: 4175: 4152:American Psychiatric Association 2013 3557: 3408: 3372: 3178:, Figure 3.1 "Source: A. S. Kaufman. 3093: 1715:The Measurement of Adult Intelligence 6551:Levels of measurement: Ordinal scale 5642:Testing Intelligence and Achievement 5584:Kaufman, Scott Barry (1 June 2013). 5412: 5396:Handbook of Psychological Assessment 5234:Seventh Mental Measurements Yearbook 5071:"Range of DAS Subtest Scaled Scores" 4944:Psychological Testing and Assessment 4885: 4550: 4166:, p. 134 (emphasis in original) 3565: 3375:, p. 160 (quoting Jensen, 2011) 3081: 1921:Seventh Mental Measurements Yearbook 1389:Testing Intelligence and Achievement 1123:Reynolds Intellectual Ability Scales 897:KABC-II 2004 Descriptive Categories 6880:Fluid and crystallized intelligence 6791:Fluid and crystallized intelligence 6085:. Oxford: Oxford University Press. 5932:. Oxford: Oxford University Press. 5616:"The Vexing Legacy of Lewis Terman" 5342:. Vol. 1. Macmillan. pp. 5296:(ebook ed.). Open Road Media. 5032: 4813:, Chapter 2: Theories of Giftedness 4642: 3648:Intelligent Testing With the WISC-V 2954:Fluid and crystallized intelligence 2479:Borderline intellectual functioning 2199:K-ABC 1983 Ability Classifications 1219:(volume 5 number 1), public domain. 1202:Historical IQ classification tables 59:When IQ testing was first created, 13: 6625:Stanford–Binet Intelligence Scales 6429: 5911:Pediatric Forensic Neuropsychology 5820:"Recognizing Spatial Intelligence" 5340:Encyclopedia of human intelligence 4823:McIntosh, Dixon & Pierson 2012 4436: 4269: 3815:Range of DAS Subtest Scaled Scores 3571: 3554:Strauss, Sherman & Spreen 2006 2914:Stanford–Binet Intelligence Scales 2804:Levels of Giftedness (M.U. Gross) 2525:", "idiot", "feeble-minded", and " 627:Stanford–Binet Intelligence Scales 365:leading to the development of the 14: 7017: 6630:Wechsler Adult Intelligence Scale 6476: 6342:(Third ed.). New York (NY): 6304:Behavioral Sciences & the Law 5930:Genius: A Very Short Introduction 5757:(Third ed.). New York (NY): 5487:(Third ed.). New York (NY): 5134:(Third ed.). New York (NY): 2909:Wechsler Adult Intelligence Scale 1711:Wechsler Adult Intelligence Scale 1287:Normal, or average, intelligence 343:Wechsler Adult Intelligence Scale 6975: 6259:. Boston (MA): Houghton Mifflin. 5588:Ungifted: Intelligence Redefined 5541:Essentials of KABC-II Assessment 5332:"Classification of Intelligence" 5161:Essentials of WISC-IV Assessment 5046:Essentials of DAS-II® Assessment 4898:Perleth, Schatz & Mönks 2000 4755:Park, Lubinski & Benbow 2010 3827:Dumont, Willis & Elliot 2009 3799:Dumont, Willis & Elliot 2009 3787:Dumont, Willis & Elliot 2009 3562:Kaufman & Lichtenberger 2006 3457:Kaufman & Lichtenberger 2006 3385:Kaufman & Lichtenberger 2006 811: 32:is the practice of categorizing 6976: 6916:Evolution of human intelligence 6268:; Kaufman, Scott Barry (eds.). 4934: 4580:from the original on 2010-07-30 4566: 4521: 4479:Howard-Jones N (January 1979). 4472: 4461:from the original on 2008-09-14 4371: 4210: 4181: 3639: 3209: 2999:Evolution of human intelligence 2653:was used to replace terms like 1835:(Theoretical) Percent Included 1325:Pintner 1923 IQ classification 1052:DAS-II 2007 GCA classification 716:Moderately impaired or delayed 700:Borderline impaired or delayed 652:Very gifted or highly advanced 6109:American Journal of Psychology 6045:. Boston (MA): Little, Brown. 5565:(3rd ed.). Hoboken (NJ): 5050:. Hoboken, NJ: Wiley. p. 4926:Lohman & Foley Nicpon 2012 4874:Lohman & Foley Nicpon 2012 4862:Lohman & Foley Nicpon 2012 4727:The Truth About the 'Termites' 4665:for IQs above 140, but mostly 4336:University of Illinois Press, 4282:Paediatrics & Child Health 2587:is no longer in use, the term 1: 6981:Outline of human intelligence 6885:Multiple-intelligences theory 6079:Simonton, Dean Keith (1999). 5744:Matarazzo, Joseph D. (1972). 4405:2027/loc.ark:/13960/t4hm5zr5h 3763:Gallagher & Sullivan 2011 3004: 2779: 2757:The Genetic Studies of Genius 2504: 2213:Theoretical Percent Included 2091:Theoretical Percent Included 2010:WJ-R Cog 1977 Classification 1136:Intelligence test score range 6931:Intelligence and environment 6251:; Merrill, Maude A. (1960). 5951:; Saklofske, Donald (eds.). 5842:; Subotnik, Rena F. (eds.). 5797:Essentials of CAS Assessment 5780:. New York: Guilford Press. 5672:. In Hunsaker, Scott (ed.). 5449:10.1016/j.intell.2011.03.004 5270:; Saklofske, Donald (eds.). 5213:Learning Forensic Assessment 4378:Treadway, Walter L. (1916). 4332:Rafter, Nicole Hahn (1998). 3839:Reynolds & Kamphaus 2003 3498:Flanagan & Harrison 2012 1195:Significantly below average 1147:Significantly above average 825:KAIT 1993 IQ classification 337:Wechsler Intelligence Scales 7: 6875:Cattell–Horn–Carroll theory 6635:Graduate Record Examination 6532: 6488:IQ to Percentile Conversion 6243:. Boston: Houghton Mifflin. 6160:. New York (NY): Macmillan. 6100:Spearman, C. (April 1904). 6020:Sattler, Jerome M. (2008). 6001:Sattler, Jerome M. (2001). 5978:Sattler, Jerome M. (1988). 5464:Kamphaus, Randy W. (2005). 5394:Groth-Marnat, Gary (2009). 5369:Gross, Miraca U.M. (2000). 5330:Gregory, Robert J. (1995). 4535:. BBC. 2003. Archived from 4164:Flanagan & Kaufman 2009 2974:Cattell–Horn–Carroll theory 2964:Creativity and intelligence 2919:Cognitive Assessment System 2902: 2755:, published as volume 2 of 2621:Mongolian People's Republic 1311:Definite feeble-mindedness 1271:Very superior intelligence 1043:Differential Ability Scales 1037:Differential Ability Scales 958:Cognitive Assessment System 952:Cognitive Assessment System 708:Mildly impaired or delayed 10: 7022: 6172:Explorations in Giftedness 5795:Naglieri, Jack A. (1999). 5194:Cambridge University Press 5033:Cox, Catherine M. (1926). 3397:Reynolds & Horton 2012 3106:Anastasi & Urbina 1997 2783: 2721: 2701:, which replaced the term 2491:In the United States, the 2476: 2470: 1040: 955: 886: 726: 624: 346: 340: 6971: 6908: 6867: 6758: 6707: 6648: 6617: 6579: 6538: 6235:; Merrill, Maude (1937). 5928:Robinson, Andrew (2011). 5865:Pintner, Rudolph (1931). 5711:IQ and Human Intelligence 4850:Terman & Merrill 1937 4497:10.1017/s0025727300051048 4236:10.1186/s41235-016-0025-4 4065:Terman & Merrill 1960 4005:Terman & Merrill 1937 3993:Terman & Merrill 1960 3234:10.1080/09084280903297933 2749:Genetic Studies of Genius 2732:Galton in his later years 2717: 2713:Classification of high IQ 2625:World Health Organization 2595:congenital hypothyroidism 2568:was defined as someone a 2401:IQ Range ("deviation IQ") 2327:IQ Range ("deviation IQ") 2082:IQ Range ("deviation IQ") 1932:IQ Range ("deviation IQ") 1829:IQ Range ("deviation IQ") 1727:IQ Range ("deviation IQ") 1231:" construct advocated by 1187:Moderately below average 1155:Moderately above average 641:IQ Range ("deviation IQ") 537:More value-neutral terms 453:IQ Range ("deviation IQ") 382:IQ Range ("deviation IQ") 284:Genetic Studies of Genius 6472:New York: North-Holland. 5375:Understanding Our Gifted 5184:Flynn, James R. (2012). 5109:Intelligence: A New Look 4649:" (emphasis in original) 4455:Houghton Mifflin Company 4334:Creating Born Criminals. 3811:Dumont & Willis 2013 2467:Classification of low IQ 2204:Range of Standard Scores 1263:"Near" genius or genius 1217:The Psychological Clinic 902:Range of Standard Scores 660:Gifted or very advanced 6561:Intellectual giftedness 6498:Beyond the Flynn Effect 5543:. Hoboken (NJ): Wiley. 5018:. Hoboken (NJ): Wiley. 4729:"; Kaufman, S. B. 2009) 4576:. SpecialOlympics.org. 4357:. New York: Routledge. 3947:Levine & Marks 1928 3546:Meyer & Weaver 2005 3222:Applied Neuropsychology 2786:Intellectual giftedness 2707:intellectual disability 2473:Intellectual disability 2088:Actual Percent Included 520:intellectually disabled 279:points when re-tested. 274:IQ tests generally are 6060:Shurkin, Joel (2006). 6039:Shurkin, Joel (1992). 5982:Assessment of Children 5871:. New York: Henry Holt 5113:Transaction Publishers 5111:. New Brunswick (NJ): 5107:Eysenck, Hans (1998). 5086:Eysenck, Hans (1995). 4192:. Brooklyn, New York: 2969:Educational psychology 2733: 2637: 2556:is below three years. 2210:Percent of Norm Sample 1279:Superior intelligence 1220: 749:WJ III Classification 531:Corresponding IQ Range 325: 26: 6809:Intelligence quotient 6546:Intelligence quotient 6450:Gottfredson, Linda S. 6249:Terman, Lewis Madison 4993:Psychological Testing 4942:Aiken, Lewis (1979). 4663:near genius or genius 4574:"SpecialOlympics.org" 4384:Public Health Reports 3590:10.1002/9781119547174 3522:Saklofske et al. 2003 2949:Spearman's hypothesis 2934:Intelligence quotient 2874:1:10,000–1:1,000,000 2865:Exceptionally gifted 2731: 2635:comes from the Latin 2541:politically incorrect 1983:Borderline defective 1585:IQ Range ("ratio IQ") 1562:Borderline defective 1511:IQ Range ("ratio IQ") 1404:IQ Range ("ratio IQ") 1330:IQ Range ("ratio IQ") 1252:IQ Range ("ratio IQ") 1237:intelligence quotient 1209: 314: 38:intelligence quotient 24: 6895:Three-stratum theory 6571:Standardized testing 6266:Sternberg, Robert J. 6166:Sternberg, Robert J. 5840:Sternberg, Robert J. 5761:. pp. 623–642. 5336:Sternberg, Robert J. 3962:Kamphaus et al. 2012 3866:general intelligence 1229:general intelligence 1213:J. E. Wallace Wallin 821:assess individuals. 6868:Models and theories 6609:Triple Nine Society 6599:Mensa International 5949:van de Vijver, Fons 5824:Scientific American 5413:Hunt, Earl (2011). 5268:van de Vijver, Fons 5153:Flanagan, Dawn P.; 4559:, Pub. L. 111-256, 4294:10.1093/pch/17.2.71 3751:Kaufman et al. 2005 3636:, inside back cover 3534:Georgas et al. 2003 3204:Uzieblo et al. 2012 2989:Mensa International 2944:Learning disability 2805: 2770:Luis Walter Alvarez 2511:euphemism treadmill 2397: 2323: 2291:Well Below Average 2235:Well Above Average 2200: 2078: 2003: 2002:Woodcock–Johnson R 1991:Mentally defective 1928: 1825: 1723: 1581: 1570:Mentally defective 1507: 1400: 1326: 1248: 1132: 1053: 1030:Well Below Average 967: 898: 873:Well Below Average 841:Well Above Average 826: 742: 741:Woodcock–Johnson R 735:Richard W. Woodcock 637: 603:Well below average 559:Well above average 527: 449: 378: 87: 54:normal distribution 7006:Intelligence tests 6921:Heritability of IQ 6698:Human intelligence 6604:Prometheus Society 6566:Human intelligence 5491:. pp. 56–70. 5415:Human Intelligence 4825:, pp. 636–637 2959:Heritability of IQ 2879:Profoundly gifted 2837:Moderately gifted 2803: 2734: 2683:mental retardation 2645:meant the same as 2643:mental retardation 2515:mental retardation 2498:Atkins v. Virginia 2495:ruled in the case 2404:IQ Classification 2395: 2386:Mentally retarded 2330:IQ Classification 2321: 2198: 2183:Mentally Retarded 2076: 2001: 1967:Normal or average 1935:IQ Classification 1926: 1823: 1721: 1579: 1546:Normal or average 1514:IQ Classification 1505: 1407:IQ Classification 1398: 1333:IQ Classification 1324: 1255:IQ Classification 1246: 1221: 1139:Verbal descriptor 1130: 1051: 965: 896: 824: 740: 644:IQ Classification 635: 525: 456:IQ Classification 447: 385:IQ Classification 376: 84: 46:standard deviation 34:human intelligence 27: 6993: 6992: 6909:Areas of research 6859:Visual processing 6776:Cognitive liberty 6664: 6663: 6581:High IQ societies 6556:IQ classification 6436:Gordon, Robert A. 6418:978-0-12-088763-7 6353:978-1-60918-995-2 6346:. pp. 3–55. 6287:978-0-521-73911-5 6202:978-0-19-515957-8 6183:978-0-521-74009-8 6152:Spearman, Charles 6092:978-0-19-512879-6 6071:978-1-4039-8815-7 6052:978-0-316-78890-8 6031:978-0-9702671-4-6 6012:978-0-9618209-7-8 5993:978-0-9618209-0-9 5970:978-0-12-280055-9 5939:978-0-19-959440-5 5920:978-0-19-973456-6 5895:on 9 October 2021 5857:978-0-08-043796-5 5810:978-0-471-29015-5 5787:978-1-59385-221-4 5768:978-1-60918-995-2 5721:978-0-19-958559-5 5706:Mackintosh, N. J. 5683:978-1-931280-17-4 5626:on 26 August 2021 5620:Stanford Magazine 5599:978-0-465-02554-1 5576:978-0-471-73553-3 5550:978-0-471-66733-9 5528:978-0-8261-0629-2 5498:978-1-60918-995-2 5475:978-0-387-26299-4 5433:Jensen, Arthur R. 5424:978-0-521-70781-7 5405:978-0-470-08358-1 5353:978-0-02-897407-1 5322:978-1-4338-0392-5 5303:978-1-4532-1043-7 5281:978-0-12-280055-9 5258:978-0-8261-0629-2 5222:978-0-8058-5923-2 5203:978-1-107-60917-4 5176:978-0-470-18915-3 5145:978-1-60918-995-2 5122:978-0-7658-0707-6 5099:978-0-521-48508-1 5061:978-0-470-22520-2 5025:978-0-471-21219-5 5006:978-0-02-303085-7 4976:978-0-89042-555-8 4953:978-0-205-06613-1 4529:"Worst Word Vote" 4390:(47): 3231–3247. 4364:978-0-415-95086-2 4342:978-0-252-06741-9 4203:978-3-030-02990-6 3741:, pp. 367–68 3695:Groth-Marnat 2009 3683:Groth-Marnat 2009 3657:978-1-118-58923-6 3613:Weiss et al. 2006 2929:Standardized test 2892: 2891: 2888:> 1:1,000,000 2860:1:1,000–1:10,000 2741:Hereditary Genius 2703:mentally retarded 2679:mentally retarded 2651:mentally retarded 2613:John Langdon Down 2519:mentally retarded 2464: 2463: 2390: 2389: 2315: 2314: 2193: 2192: 2085:IQ Classification 2070: 2069: 1995: 1994: 1916: 1915: 1832:IQ Classification 1814: 1813: 1733:Percent Included 1730:IQ Classification 1704: 1703: 1588:Percent of Group 1574: 1573: 1499: 1498: 1385: 1384: 1315: 1314: 1199: 1198: 1120: 1119: 1034: 1033: 949: 948: 905:Name of Category 885: 884: 809: 808: 720: 719: 618: 617: 516: 515: 445: 444: 272: 271: 36:, as measured by 30:IQ classification 7013: 6979: 6978: 6900:Triarchic theory 6691: 6684: 6677: 6668: 6667: 6527: 6520: 6513: 6504: 6503: 6464:Cattell, Raymond 6422: 6410: 6399: 6397: 6395: 6377: 6357: 6334: 6332: 6330: 6316:10.1002/bsl.1990 6301: 6291: 6275: 6260: 6258: 6244: 6242: 6233:Terman, Lewis M. 6228: 6226: 6224: 6211:Terman, Lewis M. 6206: 6187: 6175: 6161: 6147: 6145: 6143: 6137: 6131:. Archived from 6106: 6096: 6075: 6056: 6035: 6016: 5997: 5985: 5974: 5958: 5943: 5924: 5904: 5902: 5900: 5894: 5880: 5878: 5876: 5861: 5849: 5834: 5832: 5830: 5814: 5791: 5772: 5749: 5740: 5738: 5736: 5701: 5699: 5698: 5692: 5686:. Archived from 5671: 5661: 5659: 5657: 5635: 5633: 5631: 5622:. Archived from 5610: 5608: 5606: 5591: 5580: 5559:Kaufman, Alan S. 5554: 5537:Kaufman, Alan S. 5532: 5516: 5507:Kaufman, Alan S. 5502: 5479: 5460: 5428: 5409: 5390: 5388: 5386: 5365: 5326: 5307: 5285: 5262: 5243: 5237: 5226: 5207: 5191: 5180: 5164: 5155:Kaufman, Alan S. 5149: 5126: 5103: 5082: 5081:on 7 April 2014. 5077:. 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Kaufman 814: 731: 725: 629: 623: 534:Classifications 464:Extremely High 355: 345: 339: 330: 324: 321: 82: 17: 12: 11: 5: 7019: 7009: 7008: 6991: 6990: 6988: 6987: 6972: 6969: 6968: 6966: 6965: 6928: 6923: 6918: 6912: 6910: 6906: 6905: 6903: 6902: 6897: 6892: 6887: 6882: 6877: 6871: 6869: 6865: 6864: 6862: 6861: 6856: 6851: 6841: 6836: 6831: 6826: 6821: 6816: 6811: 6806: 6801: 6793: 6788: 6783: 6778: 6773: 6767: 6765: 6764:and constructs 6756: 6755: 6753: 6752: 6742: 6737: 6732: 6727: 6722: 6717: 6711: 6709: 6705: 6704: 6694: 6693: 6686: 6679: 6671: 6662: 6661: 6659: 6658: 6652: 6650: 6646: 6645: 6643: 6642: 6637: 6632: 6627: 6621: 6619: 6615: 6614: 6612: 6611: 6606: 6601: 6596: 6591: 6585: 6583: 6577: 6576: 6574: 6573: 6568: 6563: 6558: 6553: 6548: 6542: 6540: 6536: 6535: 6530: 6529: 6522: 6515: 6507: 6501: 6500: 6495: 6490: 6485: 6478: 6477:External links 6475: 6474: 6473: 6461: 6447: 6431: 6428: 6426: 6425: 6417: 6400: 6378: 6358: 6352: 6344:Guilford Press 6335: 6292: 6286: 6261: 6245: 6229: 6207: 6201: 6188: 6182: 6162: 6148: 6115:(2): 201–292. 6097: 6091: 6076: 6070: 6057: 6051: 6036: 6030: 6017: 6011: 5998: 5992: 5975: 5969: 5944: 5938: 5925: 5919: 5905: 5881: 5862: 5856: 5835: 5815: 5809: 5792: 5786: 5773: 5767: 5759:Guilford Press 5750: 5741: 5720: 5702: 5682: 5662: 5636: 5611: 5598: 5581: 5575: 5555: 5549: 5533: 5527: 5513:IQ Testing 101 5503: 5497: 5489:Guilford Press 5480: 5474: 5461: 5429: 5423: 5410: 5404: 5391: 5366: 5352: 5327: 5321: 5308: 5302: 5286: 5280: 5263: 5257: 5244: 5227: 5221: 5208: 5202: 5181: 5175: 5150: 5144: 5136:Guilford Press 5127: 5121: 5104: 5098: 5083: 5066: 5060: 5039: 5030: 5024: 5011: 5005: 4989:Urbina, Susana 4985:Anastasi, Anne 4981: 4975: 4958: 4952: 4938: 4936: 4933: 4931: 4930: 4918: 4906: 4890: 4878: 4866: 4854: 4842: 4840:, pp. 3–9 4827: 4815: 4803: 4791: 4775: 4759: 4747: 4731: 4711: 4695: 4683: 4671: 4651: 4635: 4614: 4602: 4590: 4565: 4561:124 Stat. 2643 4549: 4520: 4471: 4435: 4370: 4363: 4345: 4325: 4268: 4209: 4202: 4180: 4168: 4156: 4144: 4132: 4120: 4100: 4085: 4069: 4057: 4045: 4033: 4021: 4017:Wasserman 2012 4009: 3997: 3978: 3974:Wasserman 2012 3966: 3951: 3936: 3924: 3912: 3900: 3882: 3878:Wasserman 2012 3870: 3862:Wasserman 2012 3854: 3843: 3831: 3819: 3803: 3791: 3779: 3767: 3755: 3743: 3731: 3714: 3699: 3687: 3675: 3663: 3656: 3638: 3621: 3605: 3598: 3570: 3560:, p. 468 3556:, p. 283 3548:, p. 219 3538: 3526: 3514: 3502: 3490: 3461: 3449: 3437: 3425: 3413: 3401: 3389: 3377: 3365: 3353: 3341: 3329: 3321:Matarazzo 1972 3313: 3307: 3300: 3293: 3280: 3263: 3208: 3196: 3184: 3180:IQ Testing 101 3168: 3156: 3141: 3122: 3110: 3098: 3086: 3074: 3062: 3045: 3033: 3029:Matarazzo 1972 3021: 3008: 3006: 3003: 3002: 3001: 2996: 2991: 2986: 2981: 2976: 2971: 2966: 2961: 2956: 2951: 2946: 2941: 2936: 2931: 2926: 2921: 2916: 2911: 2904: 2901: 2890: 2889: 2886: 2883: 2880: 2876: 2875: 2872: 2869: 2866: 2862: 2861: 2858: 2855: 2852: 2851:Highly gifted 2848: 2847: 2844: 2841: 2838: 2834: 2833: 2830: 2827: 2824: 2823:Mildly gifted 2820: 2819: 2816: 2813: 2810: 2809:Classification 2784:Main article: 2781: 2778: 2737:Francis Galton 2722:Main article: 2719: 2716: 2714: 2711: 2705:with the term 2617:Mongolian race 2506: 2503: 2471:Main article: 2468: 2465: 2462: 2461: 2460:Extremely low 2458: 2454: 2453: 2450: 2446: 2445: 2442: 2438: 2437: 2434: 2430: 2429: 2426: 2422: 2421: 2418: 2414: 2413: 2412:Very superior 2410: 2409:130 and above 2406: 2405: 2402: 2388: 2387: 2384: 2380: 2379: 2376: 2372: 2371: 2368: 2364: 2363: 2360: 2356: 2355: 2352: 2348: 2347: 2344: 2340: 2339: 2338:Very superior 2336: 2335:132 and above 2332: 2331: 2328: 2313: 2312: 2309: 2306: 2305:Lower Extreme 2303: 2299: 2298: 2295: 2292: 2289: 2285: 2284: 2281: 2278: 2277:Below Average 2275: 2271: 2270: 2267: 2264: 2261: 2257: 2256: 2253: 2250: 2249:Above Average 2247: 2243: 2242: 2239: 2236: 2233: 2229: 2228: 2225: 2222: 2221:Upper Extreme 2219: 2215: 2214: 2211: 2208: 2205: 2191: 2190: 2187: 2184: 2181: 2177: 2176: 2173: 2170: 2167: 2163: 2162: 2159: 2156: 2153: 2149: 2148: 2145: 2142: 2139: 2135: 2134: 2131: 2128: 2125: 2121: 2120: 2117: 2114: 2111: 2107: 2106: 2103: 2100: 2099:Very Superior 2097: 2093: 2092: 2089: 2086: 2083: 2068: 2067: 2064: 2060: 2059: 2056: 2052: 2051: 2048: 2044: 2043: 2040: 2036: 2035: 2032: 2028: 2027: 2024: 2020: 2019: 2018:Very superior 2016: 2015:131 and above 2012: 2011: 2008: 1993: 1992: 1989: 1985: 1984: 1981: 1977: 1976: 1973: 1969: 1968: 1965: 1961: 1960: 1957: 1953: 1952: 1949: 1945: 1944: 1943:Very superior 1941: 1937: 1936: 1933: 1914: 1913: 1910: 1907: 1903: 1902: 1899: 1896: 1892: 1891: 1888: 1885: 1881: 1880: 1877: 1874: 1870: 1869: 1866: 1865:Bright Normal 1863: 1859: 1858: 1855: 1852: 1848: 1847: 1844: 1843:Very Superior 1841: 1837: 1836: 1833: 1830: 1812: 1811: 1808: 1805: 1801: 1800: 1797: 1794: 1790: 1789: 1786: 1783: 1779: 1778: 1775: 1772: 1768: 1767: 1764: 1763:Bright Normal 1761: 1757: 1756: 1753: 1750: 1746: 1745: 1742: 1741:Very Superior 1739: 1735: 1734: 1731: 1728: 1707:David Wechsler 1702: 1701: 1698: 1694: 1693: 1690: 1686: 1685: 1682: 1678: 1677: 1674: 1670: 1669: 1666: 1662: 1661: 1658: 1654: 1653: 1650: 1646: 1645: 1642: 1638: 1637: 1634: 1630: 1629: 1626: 1622: 1621: 1618: 1614: 1613: 1610: 1606: 1605: 1602: 1598: 1597: 1594: 1590: 1589: 1586: 1572: 1571: 1568: 1564: 1563: 1560: 1556: 1555: 1552: 1548: 1547: 1544: 1540: 1539: 1536: 1532: 1531: 1528: 1524: 1523: 1522:Very superior 1520: 1516: 1515: 1512: 1497: 1496: 1493: 1489: 1488: 1485: 1481: 1480: 1477: 1473: 1472: 1469: 1465: 1464: 1461: 1457: 1456: 1453: 1449: 1448: 1445: 1441: 1440: 1437: 1433: 1432: 1429: 1425: 1424: 1423:Very superior 1421: 1417: 1416: 1413: 1409: 1408: 1405: 1383: 1382: 1379: 1375: 1374: 1371: 1367: 1366: 1363: 1359: 1358: 1355: 1351: 1350: 1347: 1343: 1342: 1341:Very Superior 1339: 1338:130 and above 1335: 1334: 1331: 1313: 1312: 1309: 1305: 1304: 1301: 1297: 1296: 1293: 1289: 1288: 1285: 1281: 1280: 1277: 1273: 1272: 1269: 1265: 1264: 1261: 1257: 1256: 1253: 1203: 1200: 1197: 1196: 1193: 1189: 1188: 1185: 1181: 1180: 1179:Below average 1177: 1173: 1172: 1169: 1165: 1164: 1163:Above average 1161: 1157: 1156: 1153: 1149: 1148: 1145: 1141: 1140: 1137: 1124: 1121: 1118: 1117: 1114: 1110: 1109: 1106: 1102: 1101: 1100:Below average 1098: 1094: 1093: 1090: 1086: 1085: 1084:Above average 1082: 1078: 1077: 1074: 1070: 1069: 1066: 1062: 1061: 1058: 1041:Main article: 1038: 1035: 1032: 1031: 1028: 1024: 1023: 1022:Below Average 1020: 1016: 1015: 1012: 1008: 1007: 1004: 1000: 999: 996: 992: 991: 988: 984: 983: 982:Very Superior 980: 979:130 and above 976: 975: 972: 956:Main article: 953: 950: 947: 946: 945:Lower Extreme 943: 939: 938: 937:Below Average 935: 931: 930: 929:Average Range 927: 923: 922: 921:Above Average 919: 915: 914: 913:Upper Extreme 911: 907: 906: 903: 887:Main article: 883: 882: 881:Lower Extreme 879: 875: 874: 871: 867: 866: 865:Below Average 863: 859: 858: 855: 851: 850: 849:Above average 847: 843: 842: 839: 835: 834: 833:Upper Extreme 831: 830:130 and above 813: 810: 807: 806: 803: 799: 798: 795: 791: 790: 787: 783: 782: 779: 775: 774: 771: 767: 766: 763: 759: 758: 757:Very superior 755: 754:131 and above 751: 750: 747: 727:Main article: 724: 721: 718: 717: 714: 710: 709: 706: 702: 701: 698: 694: 693: 690: 686: 685: 682: 678: 677: 674: 670: 669: 666: 662: 661: 658: 654: 653: 650: 646: 645: 642: 625:Main article: 622: 619: 616: 615: 614:Lower extreme 612: 611:Extremely low 609: 605: 604: 601: 598: 594: 593: 590: 587: 583: 582: 579: 576: 572: 571: 568: 565: 561: 560: 557: 554: 550: 549: 548:Upper extreme 546: 545:Very superior 543: 539: 538: 535: 532: 514: 513: 512:Extremely Low 510: 506: 505: 502: 498: 497: 494: 490: 489: 486: 482: 481: 478: 474: 473: 470: 466: 465: 462: 461:130 and above 458: 457: 454: 443: 442: 441:Extremely Low 439: 435: 434: 431: 427: 426: 423: 419: 418: 415: 411: 410: 407: 403: 402: 399: 395: 394: 393:Very Superior 391: 390:130 and above 387: 386: 383: 359:David Wechsler 341:Main article: 338: 335: 329: 326: 319: 297:ordinal scores 288:Stanford–Binet 270: 269: 266: 263: 260: 256: 255: 252: 249: 246: 242: 241: 238: 235: 232: 228: 227: 224: 221: 218: 214: 213: 210: 207: 204: 200: 199: 196: 193: 190: 186: 185: 182: 179: 176: 172: 171: 168: 165: 162: 158: 157: 154: 151: 148: 144: 143: 140: 137: 134: 130: 129: 126: 123: 120: 116: 115: 112: 109: 106: 102: 101: 98: 95: 92: 81: 78: 15: 9: 6: 4: 3: 2: 7018: 7007: 7004: 7003: 7001: 6986: 6982: 6974: 6973: 6970: 6964: 6960: 6956: 6952: 6948: 6944: 6940: 6936: 6932: 6929: 6927: 6926:Psychometrics 6924: 6922: 6919: 6917: 6914: 6913: 6911: 6907: 6901: 6898: 6896: 6893: 6891: 6888: 6886: 6883: 6881: 6878: 6876: 6873: 6872: 6870: 6866: 6860: 6857: 6855: 6854:Understanding 6852: 6849: 6845: 6842: 6840: 6837: 6835: 6832: 6830: 6827: 6825: 6822: 6820: 6817: 6815: 6812: 6810: 6807: 6805: 6802: 6800: 6798: 6794: 6792: 6789: 6787: 6784: 6782: 6781:Communication 6779: 6777: 6774: 6772: 6769: 6768: 6766: 6761: 6757: 6750: 6746: 6743: 6741: 6738: 6736: 6733: 6731: 6728: 6726: 6723: 6721: 6718: 6716: 6713: 6712: 6710: 6706: 6702: 6699: 6692: 6687: 6685: 6680: 6678: 6673: 6672: 6669: 6657: 6654: 6653: 6651: 6647: 6641: 6638: 6636: 6633: 6631: 6628: 6626: 6623: 6622: 6620: 6616: 6610: 6607: 6605: 6602: 6600: 6597: 6595: 6592: 6590: 6587: 6586: 6584: 6582: 6578: 6572: 6569: 6567: 6564: 6562: 6559: 6557: 6554: 6552: 6549: 6547: 6544: 6543: 6541: 6537: 6528: 6523: 6521: 6516: 6514: 6509: 6508: 6505: 6499: 6496: 6494: 6491: 6489: 6486: 6484: 6481: 6480: 6471: 6470: 6465: 6462: 6459: 6455: 6451: 6448: 6445: 6441: 6437: 6434: 6433: 6420: 6414: 6409: 6408: 6401: 6389: 6388: 6383: 6379: 6375: 6371: 6367: 6363: 6359: 6355: 6349: 6345: 6341: 6336: 6325: 6321: 6317: 6313: 6309: 6305: 6298: 6293: 6289: 6283: 6279: 6274: 6273: 6267: 6262: 6257: 6256: 6250: 6246: 6241: 6240: 6234: 6230: 6218: 6217: 6212: 6208: 6204: 6198: 6194: 6189: 6185: 6179: 6174: 6173: 6167: 6163: 6159: 6158: 6153: 6149: 6134: 6130: 6126: 6122: 6118: 6114: 6110: 6103: 6098: 6094: 6088: 6084: 6083: 6077: 6073: 6067: 6064:. Macmillan. 6063: 6058: 6054: 6048: 6044: 6043: 6037: 6033: 6027: 6023: 6018: 6014: 6008: 6004: 5999: 5995: 5989: 5984: 5983: 5976: 5972: 5966: 5962: 5957: 5956: 5950: 5945: 5941: 5935: 5931: 5926: 5922: 5916: 5912: 5906: 5891: 5887: 5882: 5870: 5869: 5863: 5859: 5853: 5848: 5847: 5841: 5836: 5825: 5821: 5816: 5812: 5806: 5802: 5798: 5793: 5789: 5783: 5779: 5774: 5770: 5764: 5760: 5756: 5751: 5747: 5742: 5731: 5727: 5723: 5717: 5713: 5712: 5707: 5703: 5693:on 2016-03-15 5689: 5685: 5679: 5675: 5668: 5663: 5652: 5648: 5645:. Macmillan. 5644: 5643: 5637: 5625: 5621: 5617: 5612: 5601: 5595: 5590: 5589: 5582: 5578: 5572: 5568: 5564: 5560: 5556: 5552: 5546: 5542: 5538: 5534: 5530: 5524: 5520: 5515: 5514: 5508: 5504: 5500: 5494: 5490: 5486: 5481: 5477: 5471: 5467: 5462: 5458: 5454: 5450: 5446: 5442: 5438: 5434: 5430: 5426: 5420: 5416: 5411: 5407: 5401: 5397: 5392: 5380: 5376: 5372: 5367: 5363: 5359: 5355: 5349: 5345: 5341: 5337: 5333: 5328: 5324: 5318: 5314: 5309: 5305: 5299: 5295: 5291: 5290:Gleick, James 5287: 5283: 5277: 5273: 5269: 5264: 5260: 5254: 5250: 5245: 5241: 5236: 5235: 5228: 5224: 5218: 5214: 5209: 5205: 5199: 5195: 5192:. Cambridge: 5190: 5189: 5182: 5178: 5172: 5168: 5163: 5162: 5156: 5151: 5147: 5141: 5137: 5133: 5128: 5124: 5118: 5114: 5110: 5105: 5101: 5095: 5091: 5090: 5084: 5080: 5076: 5075:Dumont Willis 5072: 5067: 5063: 5057: 5053: 5048: 5047: 5040: 5036: 5031: 5027: 5021: 5017: 5012: 5008: 5002: 4998: 4997:Prentice Hall 4994: 4990: 4986: 4982: 4978: 4972: 4967: 4966: 4959: 4955: 4949: 4945: 4940: 4939: 4927: 4922: 4915: 4910: 4903: 4899: 4894: 4887: 4882: 4875: 4870: 4863: 4858: 4851: 4846: 4839: 4834: 4832: 4824: 4819: 4812: 4807: 4801:, p. 221 4800: 4799:Spearman 1927 4795: 4788: 4784: 4783:Robinson 2011 4779: 4772: 4768: 4763: 4756: 4751: 4744: 4740: 4735: 4728: 4724: 4720: 4715: 4708: 4704: 4703:Simonton 1999 4699: 4692: 4687: 4680: 4679:Wechsler 1939 4675: 4668: 4667:very superior 4664: 4660: 4655: 4648: 4644: 4639: 4631: 4627: 4623: 4618: 4611: 4606: 4599: 4594: 4579: 4575: 4569: 4562: 4558: 4553: 4539:on 2007-03-20 4538: 4534: 4530: 4524: 4516: 4512: 4507: 4502: 4498: 4494: 4490: 4486: 4482: 4475: 4460: 4456: 4452: 4448: 4442: 4440: 4431: 4427: 4423: 4419: 4415: 4411: 4406: 4401: 4397: 4393: 4389: 4385: 4381: 4374: 4366: 4360: 4356: 4349: 4343: 4339: 4335: 4329: 4321: 4317: 4312: 4307: 4303: 4299: 4295: 4291: 4287: 4283: 4279: 4272: 4264: 4260: 4255: 4250: 4246: 4242: 4237: 4232: 4228: 4224: 4220: 4213: 4205: 4199: 4196:. p. 5. 4195: 4191: 4184: 4177: 4172: 4165: 4160: 4153: 4148: 4142:, p. 122 4141: 4136: 4129: 4124: 4117: 4113: 4109: 4108:Naglieri 1999 4104: 4097: 4092: 4090: 4082: 4078: 4073: 4066: 4061: 4054: 4053:Wechsler 1958 4049: 4042: 4041:Wechsler 1958 4037: 4030: 4029:Wechsler 1939 4025: 4018: 4013: 4006: 4001: 3994: 3989: 3987: 3985: 3983: 3975: 3970: 3963: 3958: 3956: 3949:, p. 131 3948: 3943: 3941: 3934:, p. 117 3933: 3928: 3921: 3920:Naglieri 1999 3916: 3910:, p. 110 3909: 3904: 3898: 3894: 3889: 3887: 3879: 3874: 3867: 3863: 3858: 3852: 3851:Spearman 1904 3847: 3840: 3835: 3828: 3823: 3816: 3812: 3807: 3800: 3795: 3788: 3783: 3776: 3775:Naglieri 1999 3771: 3765:, p. 347 3764: 3759: 3752: 3747: 3740: 3739:Kamphaus 2005 3735: 3729:, p. 337 3728: 3727:Kamphaus 2005 3723: 3721: 3719: 3712:, p. 112 3711: 3706: 3704: 3696: 3691: 3685:, p. 136 3684: 3679: 3672: 3671:Kamphaus 2005 3667: 3659: 3653: 3649: 3642: 3635: 3630: 3628: 3626: 3618: 3614: 3609: 3601: 3599:9781119057536 3595: 3591: 3587: 3583: 3582: 3574: 3567: 3563: 3559: 3555: 3552:, p. 66 3551: 3550:Campbell 2006 3547: 3542: 3535: 3530: 3523: 3518: 3511: 3506: 3499: 3494: 3487: 3482: 3480: 3478: 3476: 3474: 3472: 3470: 3468: 3466: 3458: 3453: 3446: 3441: 3434: 3429: 3423:, p. 736 3422: 3417: 3411:, p. 158 3410: 3405: 3398: 3393: 3386: 3381: 3374: 3369: 3362: 3357: 3350: 3345: 3338: 3333: 3326: 3322: 3317: 3310: 3303: 3296: 3289: 3284: 3276: 3272: 3267: 3259: 3255: 3251: 3247: 3243: 3239: 3235: 3231: 3227: 3223: 3219: 3212: 3205: 3200: 3193: 3188: 3181: 3177: 3172: 3165: 3160: 3153: 3152:Wechsler 1939 3148: 3146: 3138: 3134: 3129: 3127: 3119: 3114: 3107: 3102: 3096:, p. 139 3095: 3090: 3083: 3078: 3071: 3066: 3059: 3058:Kamphaus 2005 3054: 3052: 3050: 3042: 3037: 3030: 3025: 3018: 3017:Wechsler 1958 3013: 3009: 3000: 2997: 2995: 2992: 2990: 2987: 2985: 2982: 2980: 2977: 2975: 2972: 2970: 2967: 2965: 2962: 2960: 2957: 2955: 2952: 2950: 2947: 2945: 2942: 2940: 2937: 2935: 2932: 2930: 2927: 2925: 2924:Psychometrics 2922: 2920: 2917: 2915: 2912: 2910: 2907: 2906: 2900: 2898: 2887: 2884: 2881: 2878: 2877: 2873: 2870: 2867: 2864: 2863: 2859: 2856: 2853: 2850: 2849: 2846:1:44–1:1,000 2845: 2842: 2839: 2836: 2835: 2831: 2828: 2825: 2822: 2821: 2817: 2814: 2811: 2808: 2807: 2801: 2797: 2794: 2787: 2777: 2775: 2771: 2767: 2761: 2758: 2754: 2750: 2742: 2738: 2730: 2725: 2710: 2708: 2704: 2700: 2696: 2692: 2688: 2684: 2680: 2676: 2672: 2668: 2664: 2660: 2656: 2652: 2648: 2644: 2639: 2634: 2633: 2628: 2626: 2622: 2618: 2614: 2610: 2609:Down syndrome 2606: 2602: 2598: 2596: 2592: 2591: 2586: 2582: 2578: 2573: 2571: 2567: 2566: 2561: 2560: 2555: 2551: 2550: 2544: 2542: 2538: 2537: 2532: 2528: 2524: 2520: 2516: 2512: 2502: 2500: 2499: 2494: 2493:Supreme Court 2489: 2485: 2480: 2474: 2459: 2457:69 and below 2456: 2455: 2451: 2448: 2447: 2443: 2440: 2439: 2435: 2432: 2431: 2428:High average 2427: 2424: 2423: 2419: 2416: 2415: 2411: 2408: 2407: 2403: 2400: 2399: 2393: 2385: 2382: 2381: 2378:Slow learner 2377: 2374: 2373: 2369: 2366: 2365: 2361: 2358: 2357: 2354:High average 2353: 2350: 2349: 2345: 2342: 2341: 2337: 2334: 2333: 2329: 2326: 2325: 2319: 2310: 2307: 2304: 2301: 2300: 2296: 2293: 2290: 2287: 2286: 2282: 2279: 2276: 2273: 2272: 2268: 2265: 2262: 2259: 2258: 2254: 2251: 2248: 2245: 2244: 2240: 2237: 2234: 2231: 2230: 2226: 2223: 2220: 2217: 2216: 2212: 2209: 2206: 2203: 2202: 2196: 2188: 2185: 2182: 2179: 2178: 2174: 2171: 2168: 2165: 2164: 2160: 2157: 2154: 2151: 2150: 2146: 2143: 2140: 2137: 2136: 2132: 2129: 2127:High Average 2126: 2123: 2122: 2118: 2115: 2112: 2109: 2108: 2104: 2101: 2098: 2095: 2094: 2090: 2087: 2084: 2081: 2080: 2074: 2065: 2063:69 and below 2062: 2061: 2057: 2054: 2053: 2049: 2046: 2045: 2041: 2038: 2037: 2034:High Average 2033: 2030: 2029: 2025: 2022: 2021: 2017: 2014: 2013: 2009: 2006: 2005: 1999: 1990: 1987: 1986: 1982: 1979: 1978: 1974: 1971: 1970: 1966: 1963: 1962: 1959:High average 1958: 1955: 1954: 1950: 1947: 1946: 1942: 1940:140 and over 1939: 1938: 1934: 1931: 1930: 1924: 1922: 1911: 1908: 1906:65 and below 1905: 1904: 1900: 1897: 1894: 1893: 1889: 1886: 1883: 1882: 1878: 1875: 1872: 1871: 1867: 1864: 1861: 1860: 1856: 1853: 1850: 1849: 1845: 1842: 1840:128 and over 1839: 1838: 1834: 1831: 1828: 1827: 1821: 1819: 1809: 1806: 1804:65 and below 1803: 1802: 1798: 1795: 1792: 1791: 1787: 1784: 1781: 1780: 1776: 1773: 1770: 1769: 1765: 1762: 1759: 1758: 1754: 1751: 1748: 1747: 1743: 1740: 1738:128 and over 1737: 1736: 1732: 1729: 1726: 1725: 1719: 1716: 1712: 1708: 1699: 1696: 1695: 1691: 1688: 1687: 1683: 1680: 1679: 1675: 1672: 1671: 1667: 1664: 1663: 1659: 1656: 1655: 1651: 1648: 1647: 1643: 1640: 1639: 1635: 1632: 1631: 1627: 1624: 1623: 1619: 1616: 1615: 1611: 1608: 1607: 1603: 1600: 1599: 1595: 1592: 1591: 1587: 1584: 1583: 1577: 1569: 1566: 1565: 1561: 1558: 1557: 1553: 1550: 1549: 1545: 1542: 1541: 1538:High average 1537: 1534: 1533: 1529: 1526: 1525: 1521: 1519:140 and over 1518: 1517: 1513: 1510: 1509: 1503: 1494: 1491: 1490: 1486: 1483: 1482: 1478: 1475: 1474: 1470: 1467: 1466: 1462: 1459: 1458: 1454: 1451: 1450: 1446: 1443: 1442: 1438: 1435: 1434: 1430: 1427: 1426: 1422: 1419: 1418: 1414: 1412:175 and over 1411: 1410: 1406: 1403: 1402: 1396: 1394: 1390: 1380: 1377: 1376: 1372: 1369: 1368: 1364: 1361: 1360: 1356: 1353: 1352: 1348: 1345: 1344: 1340: 1337: 1336: 1332: 1329: 1328: 1322: 1320: 1310: 1307: 1306: 1302: 1299: 1298: 1294: 1291: 1290: 1286: 1283: 1282: 1278: 1275: 1274: 1270: 1267: 1266: 1262: 1259: 1258: 1254: 1251: 1250: 1244: 1242: 1241:William Stern 1238: 1234: 1230: 1226: 1218: 1214: 1208: 1194: 1191: 1190: 1186: 1183: 1182: 1178: 1175: 1174: 1170: 1167: 1166: 1162: 1159: 1158: 1154: 1151: 1150: 1146: 1143: 1142: 1138: 1135: 1134: 1128: 1115: 1112: 1111: 1107: 1104: 1103: 1099: 1096: 1095: 1091: 1088: 1087: 1083: 1080: 1079: 1075: 1072: 1071: 1067: 1064: 1063: 1059: 1056: 1055: 1049: 1044: 1029: 1027:69 and below 1026: 1025: 1021: 1018: 1017: 1013: 1010: 1009: 1005: 1002: 1001: 998:High Average 997: 994: 993: 989: 986: 985: 981: 978: 977: 973: 970: 969: 963: 959: 944: 941: 940: 936: 933: 932: 928: 925: 924: 920: 917: 916: 912: 909: 908: 904: 901: 900: 894: 890: 880: 878:69 and below 877: 876: 872: 869: 868: 864: 861: 860: 856: 853: 852: 848: 845: 844: 840: 837: 836: 832: 829: 828: 822: 819: 812:Kaufman Tests 804: 802:69 and below 801: 800: 796: 793: 792: 788: 785: 784: 780: 777: 776: 773:High Average 772: 769: 768: 764: 761: 760: 756: 753: 752: 748: 745: 744: 738: 736: 730: 715: 712: 711: 707: 704: 703: 699: 696: 695: 691: 688: 687: 683: 680: 679: 676:High average 675: 672: 671: 667: 664: 663: 659: 656: 655: 651: 648: 647: 643: 640: 639: 633: 628: 613: 610: 608:69 and below 607: 606: 602: 599: 596: 595: 591: 588: 585: 584: 580: 577: 574: 573: 570:High average 569: 567:High average 566: 563: 562: 558: 555: 552: 551: 547: 544: 541: 540: 536: 533: 530: 529: 523: 521: 511: 509:69 and below 508: 507: 503: 500: 499: 495: 492: 491: 487: 484: 483: 480:High Average 479: 476: 475: 471: 468: 467: 463: 460: 459: 455: 452: 451: 440: 438:69 and below 437: 436: 432: 429: 428: 424: 421: 420: 416: 413: 412: 409:High Average 408: 405: 404: 400: 397: 396: 392: 389: 388: 384: 381: 380: 374: 372: 368: 362: 360: 354: 350: 344: 334: 318: 313: 309: 305: 303: 298: 292: 289: 285: 280: 277: 267: 264: 261: 258: 257: 253: 250: 247: 244: 243: 239: 236: 233: 230: 229: 225: 222: 219: 216: 215: 211: 208: 205: 202: 201: 197: 194: 191: 188: 187: 183: 180: 177: 174: 173: 169: 166: 163: 160: 159: 155: 152: 149: 146: 145: 141: 138: 135: 132: 131: 127: 124: 121: 118: 117: 113: 110: 107: 104: 103: 99: 96: 93: 90: 89: 77: 75: 70: 65: 62: 57: 55: 52: 47: 41: 39: 35: 31: 23: 19: 6983: / 6961: / 6957: / 6953: / 6951:neuroscience 6949: / 6945: / 6941: / 6937: / 6933: / 6796: 6749:visuospatial 6725:Intellectual 6594:Mega Society 6555: 6467: 6458:Intelligence 6457: 6444:Intelligence 6443: 6406: 6392:. Retrieved 6386: 6365: 6339: 6327:. Retrieved 6310:(1): 28–48. 6307: 6303: 6271: 6254: 6238: 6221:. Retrieved 6215: 6192: 6171: 6156: 6140:. Retrieved 6133:the original 6112: 6108: 6081: 6061: 6041: 6021: 6002: 5981: 5954: 5929: 5910: 5897:. Retrieved 5893:(PowerPoint) 5890:the original 5873:. Retrieved 5867: 5845: 5827:. Retrieved 5823: 5796: 5777: 5754: 5745: 5733:. Retrieved 5710: 5695:. Retrieved 5688:the original 5673: 5654:. Retrieved 5641: 5628:. Retrieved 5624:the original 5619: 5603:. Retrieved 5587: 5562: 5540: 5512: 5484: 5465: 5440: 5437:Intelligence 5436: 5414: 5395: 5383:. Retrieved 5378: 5374: 5339: 5312: 5293: 5271: 5248: 5233: 5212: 5187: 5160: 5131: 5108: 5088: 5079:the original 5074: 5045: 5034: 5015: 4992: 4964: 4943: 4935:Bibliography 4921: 4909: 4893: 4881: 4869: 4857: 4845: 4818: 4806: 4794: 4778: 4762: 4750: 4742: 4734: 4719:Shurkin 2006 4714: 4698: 4691:Eysenck 1998 4686: 4681:, p. 45 4674: 4666: 4662: 4659:Kaufman 2009 4654: 4646: 4638: 4629: 4626:Eysenck 1998 4622:Eysenck 1995 4617: 4610:Shurkin 1992 4605: 4598:Pintner 1931 4593: 4582:. Retrieved 4568: 4552: 4541:. Retrieved 4537:the original 4532: 4523: 4491:(1): 102–4. 4488: 4484: 4474: 4463:. Retrieved 4450: 4387: 4383: 4373: 4354: 4348: 4333: 4328: 4288:(2): 71–74. 4285: 4281: 4271: 4226: 4222: 4212: 4189: 4183: 4171: 4159: 4147: 4140:Kaufman 2009 4135: 4128:Sattler 1988 4123: 4103: 4096:Gregory 1995 4080: 4077:Freides 1972 4072: 4060: 4048: 4036: 4024: 4012: 4007:, p. 20 4000: 3995:, p. 18 3969: 3932:Pintner 1931 3927: 3915: 3908:Kaufman 2009 3903: 3873: 3865: 3857: 3846: 3834: 3822: 3806: 3801:, p. 20 3794: 3789:, p. 11 3782: 3770: 3758: 3746: 3734: 3710:Kaufman 2009 3690: 3678: 3666: 3647: 3641: 3634:Sattler 2008 3608: 3580: 3573: 3568:, p. 12 3564:, p. 7 3541: 3529: 3517: 3505: 3493: 3459:, p. 89 3452: 3440: 3433:Sattler 2001 3428: 3421:Sattler 1988 3416: 3404: 3392: 3380: 3368: 3356: 3344: 3332: 3324: 3316: 3305: 3298: 3291: 3288:Sattler 2008 3283: 3274: 3271:Shurkin 1992 3266: 3228:(1): 68–72. 3225: 3221: 3211: 3199: 3187: 3179: 3176:Kaufman 2013 3171: 3164:Kaufman 2009 3159: 3118:Kaufman 2009 3113: 3101: 3089: 3077: 3065: 3041:Gregory 1995 3036: 3024: 3012: 2893: 2871:+4.00–+5.33 2857:+3.00–+3.99 2843:+2.00–+2.99 2829:+1.00–+1.99 2798: 2789: 2762: 2756: 2752: 2740: 2735: 2706: 2702: 2694: 2691:Best Buddies 2682: 2678: 2670: 2666: 2662: 2658: 2654: 2650: 2646: 2642: 2630: 2629: 2604: 2600: 2599: 2588: 2584: 2576: 2574: 2563: 2557: 2547: 2545: 2534: 2530: 2518: 2514: 2513:. The terms 2508: 2496: 2490: 2486: 2482: 2444:Low average 2391: 2383:67 or below 2370:Low average 2316: 2194: 2155:Low Average 2071: 2050:Low Average 1996: 1975:Low average 1920: 1917: 1887:Dull normal 1817: 1815: 1785:Dull normal 1714: 1705: 1575: 1554:Low average 1500: 1439:Very bright 1388: 1386: 1349:Very Bright 1318: 1316: 1225:Alfred Binet 1222: 1216: 1126: 1046: 1014:Low Average 961: 892: 815: 789:Low Average 732: 692:Low average 630: 592:Low average 589:Low average 517: 496:Low Average 425:Low Average 363: 356: 331: 315: 310: 306: 293: 281: 273: 69:intelligence 66: 61:Lewis Terman 58: 50: 42: 29: 28: 18: 6955:personality 6890:PASS theory 6848:abstraction 4914:Urbina 2011 4888:, p. 8 4767:Gleick 2011 4739:Leslie 2000 4725:(See also " 3893:Terman 1916 3697:, Table 5.5 3486:Urbina 2011 3361:Jensen 2011 3304:= .85 < 3297:= .80 < 3133:Terman 1916 2979:Dyscalculia 2818:Prevalence 2531:retardation 2452:Borderline 2169:Borderline 2031:111 to 120 2023:121 to 130 1898:Borderline 1796:Borderline 1471:Borderline 1415:Precocious 1381:Borderline 770:111 to 120 762:121 to 130 600:Borderline 433:Borderline 302:halo effect 74:reliability 6786:Creativity 6730:Linguistic 6715:Collective 5730:2010941708 5697:2013-07-15 4900:, p. 4838:Gross 2000 4785:, p. 4769:, p. 4721:, p. 4705:, p. 4584:2010-06-29 4557:Rosa's Law 4543:2007-08-17 4465:2008-08-04 4176:Flynn 2012 4110:, p. 3895:, p. 3558:Foote 2007 3409:Aiken 1979 3373:Flynn 2012 3135:, p. 3094:Aiken 1979 3005:References 2984:Dysgraphia 2897:percentile 2780:Giftedness 2699:Rosa's Law 2570:mental age 2554:mental age 2505:Historical 2477:See also: 2039:90 to 110 1909:Defective 1807:Defective 1487:Imbeciles 1260:Above 140 1068:Very high 778:90 to 110 472:Very High 367:Army Alpha 347:See also: 6947:longevity 6935:fertility 6834:Reasoning 6814:Knowledge 6804:Intellect 6771:Cognition 6762:, traits, 6760:Abilities 6720:Emotional 6452:(1997). " 6438:(1997). 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The 2433:90–109 2359:89–110 2260:90–109 2138:90–109 1964:90–109 1873:91–110 1771:91–110 1543:90–109 1495:Idiots 1479:Morons 1452:95–104 1447:Bright 1365:Normal 1362:90–109 1357:Bright 1284:90–110 1168:90–109 1089:90–109 1003:90–109 926:85–115 854:90–109 681:90–109 575:90–109 485:90–109 414:90–109 119:Brianna 100:WJ-III 94:KABC-II 6943:health 6939:height 6824:Memory 6799:factor 6740:Social 6701:topics 6539:Topics 6415: 6394:4 June 6372: 6350: 6322: 6284: 6199: 6180: 6142:31 May 6127: 6089: 6068: 6049: 6028: 6009: 5990: 5967: 5936: 5917: 5854: 5829:5 June 5807: 5784: 5765: 5728: 5718: 5680: 5649: 5630:5 June 5596: 5573: 5547: 5525: 5521:–153. 5495: 5472: 5455: 5421: 5402: 5360: 5350: 5319: 5300: 5278: 5255: 5219: 5200: 5173: 5142: 5119: 5096: 5058: 5022: 5003: 4973: 4950: 4743:didn't 4630:before 4515:153994 4513: 4503: 4428: 4420: 4412: 4361: 4340: 4318: 4308: 4300: 4261: 4251: 4243: 4200: 3654: 3596: 3256: 3248: 3240: 2724:Genius 2718:Genius 2695:retard 2671:retard 2661:, and 2585:cretin 2577:cretin 2536:retard 2449:70–79 2441:80–89 2375:68–78 2367:79–88 2288:70–79 2274:80–89 2166:70–79 2152:80–89 1980:70–79 1972:80–89 1895:66–79 1884:80–90 1793:66–79 1782:80–90 1697:30–39 1689:40–49 1681:50–59 1673:60–69 1665:70–79 1657:80–89 1649:90–99 1559:70–79 1551:80–89 1484:25–49 1476:50–74 1468:75–84 1460:85–94 1378:70–79 1370:80–89 1300:70–80 1292:80–90 1184:70–79 1176:80–89 1144:≥ 130 1105:70–79 1097:80–89 1065:≥ 130 1019:70–79 1011:80–89 942:40–69 934:70–84 870:70–79 862:80–89 713:40–54 705:55–69 697:70–79 689:80–89 597:70–79 586:80–89 501:70–79 493:80–89 430:70–79 422:80–89 217:Imelda 203:Hector 189:Georgi 147:Danica 6839:Skill 6708:Types 6656:Densa 6300:(PDF) 6280:–38. 6136:(PDF) 6125:JSTOR 6105:(PDF) 5963:–21. 5801:Wiley 5691:(PDF) 5670:(PDF) 5567:Wiley 5334:. In 5242:–773. 5167:Wiley 4426:S2CID 4418:JSTOR 3254:S2CID 2882:180– 2659:moron 2655:idiot 2565:Moron 2549:Idiot 2527:moron 2283:16.1 2280:16.1 2269:50.0 2266:49.5 2255:16.1 2252:16.7 2218:130+ 2161:16.1 2158:16.1 2147:50.0 2144:49.1 2133:16.1 2130:16.6 2096:130+ 1890:16.1 1879:50.0 1868:16.1 1788:16.1 1777:50.0 1766:16.1 1700:0.03 1660:14.5 1652:23.0 1644:23.5 1636:18.1 1596:0.03 1492:0–24 1463:Dull 1192:≤ 69 1113:≤ 69 1076:High 649:140+ 542:130+ 245:Keoku 175:Fritz 161:Elpha 133:Colin 105:Asher 91:Pupil 6959:race 6413:ISBN 6396:2013 6370:LCCN 6348:ISBN 6331:2013 6320:PMID 6282:ISBN 6225:2010 6197:ISBN 6178:ISBN 6144:2013 6087:ISBN 6066:ISBN 6047:ISBN 6026:ISBN 6007:ISBN 5988:ISBN 5965:ISBN 5934:ISBN 5915:ISBN 5901:2013 5877:2013 5852:ISBN 5831:2013 5805:ISBN 5782:ISBN 5763:ISBN 5737:2014 5726:LCCN 5716:ISBN 5678:ISBN 5658:2014 5647:OCLC 5632:2013 5607:2013 5594:ISBN 5571:ISBN 5545:ISBN 5523:ISBN 5493:ISBN 5470:ISBN 5453:ISSN 5419:ISBN 5400:ISBN 5387:2020 5358:OCLC 5348:ISBN 5317:ISBN 5298:ISBN 5276:ISBN 5253:ISBN 5217:ISBN 5198:ISBN 5171:ISBN 5140:ISBN 5117:ISBN 5094:ISBN 5056:ISBN 5020:ISBN 5001:ISBN 4971:ISBN 4948:ISBN 4533:Ouch 4511:PMID 4410:ISSN 4359:ISBN 4338:ISBN 4316:PMID 4298:ISSN 4259:PMID 4241:ISSN 4198:ISBN 3652:ISBN 3594:ISBN 3246:PMID 3238:ISSN 2768:and 2689:and 2681:and 2603:and 2533:and 2517:and 2311:2.2 2308:2.1 2297:6.7 2294:6.1 2241:6.7 2238:7.4 2227:2.2 2224:2.3 2189:2.2 2186:2.3 2175:6.7 2172:6.4 2119:6.7 2116:6.9 2105:2.2 2102:2.6 2058:Low 1912:2.2 1901:6.7 1857:6.7 1846:2.2 1810:2.2 1799:6.7 1755:6.7 1744:2.2 1692:0.2 1684:0.4 1676:2.0 1668:5.6 1628:8.2 1620:3.1 1612:1.1 1604:0.2 1108:Low 797:Low 369:and 351:and 268:102 231:Jose 212:103 184:105 156:118 142:101 128:105 114:111 56:). 51:i.e. 6963:sex 6442:." 6312:doi 6117:doi 5519:151 5445:doi 5240:772 5052:126 4902:301 4501:PMC 4493:doi 4400:hdl 4392:doi 4306:PMC 4290:doi 4249:PMC 4231:doi 4118:)." 4116:355 3813:, " 3586:doi 3230:doi 2675:BBC 1211:by 1057:GCA 265:124 262:116 259:Leo 254:75 240:86 234:101 226:97 220:104 209:113 206:112 198:90 195:100 181:105 178:106 170:93 167:105 153:127 150:116 136:100 125:110 122:125 7002:: 6456:" 6318:. 6308:30 6306:. 6302:. 6278:20 6123:. 6113:15 6111:. 6107:. 5822:. 5803:. 5724:. 5618:. 5569:. 5451:. 5441:39 5439:. 5379:12 5377:. 5373:. 5356:. 5346:. 5196:. 5169:. 5138:. 5115:. 5073:. 5054:. 4999:. 4987:; 4830:^ 4787:47 4771:32 4723:13 4531:. 4509:. 4499:. 4489:23 4487:. 4483:. 4453:. 4449:. 4438:^ 4424:. 4416:. 4408:. 4398:. 4388:31 4386:. 4382:. 4314:. 4304:. 4296:. 4286:17 4284:. 4280:. 4257:. 4247:. 4239:. 4225:. 4221:. 4088:^ 3981:^ 3954:^ 3939:^ 3897:79 3885:^ 3717:^ 3702:^ 3624:^ 3615:, 3592:. 3584:. 3464:^ 3308:xx 3301:xx 3294:xx 3252:. 3244:. 3236:. 3226:17 3224:. 3220:. 3144:^ 3137:79 3125:^ 3048:^ 2657:, 2597:. 1395:. 251:78 248:81 237:99 223:96 192:95 164:93 139:93 111:95 108:90 6850:) 6797:g 6751:) 6690:e 6683:t 6676:v 6526:e 6519:t 6512:v 6421:. 6398:. 6376:. 6356:. 6333:. 6314:: 6290:. 6227:. 6205:. 6186:. 6146:. 6119:: 6095:. 6074:. 6055:. 6034:. 6015:. 5996:. 5973:. 5961:3 5942:. 5923:. 5903:. 5879:. 5860:. 5833:. 5813:. 5790:. 5771:. 5739:. 5700:. 5660:. 5634:. 5609:. 5579:. 5553:. 5531:. 5501:. 5478:. 5459:. 5447:: 5427:. 5408:. 5389:. 5364:. 5325:. 5306:. 5284:. 5261:. 5225:. 5206:. 5179:. 5148:. 5125:. 5102:. 5064:. 5028:. 5009:. 4979:. 4956:. 4707:4 4587:. 4546:. 4517:. 4495:: 4468:. 4432:. 4402:: 4394:: 4367:. 4322:. 4292:: 4265:. 4233:: 4227:1 4206:. 4112:7 3660:. 3602:. 3588:: 3306:r 3299:r 3292:r 3260:. 3232:: 2815:σ 2745:"

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