IQ classification - Knowledge

372:. 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). 4863:, 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." 3095:, 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." 2787:, 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." 4704:, 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." 1930:

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

3217:, 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." 33: 4887:, 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." 3362:, 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." 4875:, 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)." 4042:, 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." 1254:. 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. 3987:, 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." 4030:, 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." 2910:. 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. 2499:

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."

6988: 4720:"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." 3150:"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." 3301:, 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 ( 4611:, 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." 3446:, 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." 1059:

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.

3458:, 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." 4165:, 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." 319:

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."

3374:, 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." 1728:

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).

2758:'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 2740: 4800:"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" 4768:. "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." 3350:, 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." 1332:. 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. 3535:, 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) 54:

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

4939:, 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)." 4623:, 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." 2512:, 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. 2008:

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."

3933:, 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)." 305:

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

1724:) 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 2329:

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.

1831:. 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. 3119:, 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." 5919:

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.).

4125:"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. 4658:

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.

2594:. 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 5677: 2754:, 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 3165:, 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." 3131:, 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." 5764:

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.).

4915:"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." 6450: 3289:

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.).

4656:, 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: 3684:, 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)." 94: 4756:

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

3398:, pp. 198–202 (section "Scoring Errors") "Bias errors were in the direction of leniency for all subtests, with Comprehension producing the strongest halo effect." 1138:

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.

3205:, 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." 363: 6699: 5698: 328:

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.).

3891:, p. 19 "No foreign-born or minority children were included. ... The overall sample was predominantly white, urban, and middle-class" 3523:, p. 32 "The most widely used individual IQ tests today are the Wechsler tests, first published in 1939 as the Wechsler–Bellevue Scale." 5025:

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.

359: 6692: 5081: 899: 6635: 6349:

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

5277:

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

2924: 637: 298: 6427: 6362: 6296: 6211: 6192: 6101: 6080: 6061: 6040: 6021: 6002: 5979: 5948: 5929: 5866: 5819: 5796: 5777: 5730: 5692: 5608: 5585: 5559: 5537: 5507: 5484: 5433: 5414: 5362: 5331: 5312: 5290: 5267: 5231: 5212: 5185: 5154: 5131: 5108: 5070: 5034: 5015: 4985: 4962: 4927:, Chapter 2: Tests of Intelligence. " is just one of the reasons to be suspicious of reported IQ scores much higher than 160" 4539: 4373: 4352: 4212: 3666: 2557:

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

2520:

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

4588: 4469: 4737: 6890: 6885: 6801: 2984: 2964: 2489: 64: 748:, Kevin S. McGrew and Nancy Mather and published in 2007 by Riverside. The WJ III classification terms are not applied. 6685: 2503: 344:

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

17: 4639:, p. 126 "Cox found that the more was known about a person's youthful accomplishments, that is, what he had done 2680:

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

643:

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

286: 6755: 6640: 6535: 6464: 6266:

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

3608: 3589:

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

2919: 1721: 353: 3338:

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

6953: 6910: 6895: 6745: 6143: 533:(defined as IQ under 70), is replaced in the alternative system by a term that doesn't imply a medical diagnosis. 6973: 6926: 4054:, pp. 42–43 "In brief, mental age is no more an absolute measure of intelligence than any other test score." 3511:, chapters 8-13, 15-16 (discussing Wechsler, Stanford–Binet, Kaufman, Woodcock–Johnson, DAS, CAS, and RIAS tests) 3177:, Figure 5.1 IQs earned by preadolescents (ages 12–13) who were given three different IQ tests in the early 2000s 3009: 6508: 4090:, pp. 772–773 "My comments in 1970 are not very different from those made by F. L. Wells 32 years ago in 2631: 2762:, which he conducted for the rest of his life. Catherine M. Cox, a colleague of Terman's, wrote a whole book, 6991: 6961: 6759: 6711: 6250:

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

5830: 4571: 2573:

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

5241:

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

6965: 6941: 4141:, Table BC-2 Classification Ratings on Stanford–Binet: Fourth Edition, Wechsler Scales, and McCarthy Scales 1251: 6230:. Riverside Textbooks in Education. Ellwood P. Cubberley (Editor's Introduction). Boston: Houghton Mifflin 5685:

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

2750:(1822–1911) was a pioneer in investigating both eminent human achievement and mental testing. In his book 2626:, believed that children with Down syndrome shared facial similarities with the now-obsolete category of " 7016: 6900: 6645: 6561: 5634: 2974: 2929: 1053: 968: 84: 3410:, Table 4.1 Descriptions for Standard Score Performances Across Selected Pediatric Neuropsychology Tests 6945: 5204: 2532:

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

4635:, p. 59 "Cox might well have been advised to reject a few of her geniuses for lack of evidence." 3875:, pp. 19–20 "The scale does not pretend to measure the entire mentality of the subject, but only 2759: 2635: 2605: 294: 4228:

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

1250:("mental age" divided by chronological age) scores after the 1912 suggestion of German psychologist 6806: 4465: 3547:, p. xxv "The Wechsler tests are perhaps the most widely used intelligence tests in the world" 3322:= .90), the wider the confidence interval. Psychologists usually use a confidence interval of 95%." 2959: 1239: 3907: 3147: 333:

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

6949: 6740: 6735: 6725: 6571: 2796: 2483: 530: 5354: 5342: 6957: 6730: 6414:

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

5226:. International Perspectives on Forensic Mental Health. New York: Routledge. pp. 449–480. 5123: 5062: 4912: 4415: 4109:, Table 4 Ability classifications, IQ ranges, and percent of norm sample for contemporary tests 3228: 2979: 2708:

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

1217: 368:

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

6493: 6288: 5971: 5250: 4126: 3334:, p. 121 "The psychologist's effort at classifying intelligence utilizes, at present, an 6969: 6819: 6556: 6528: 6460: 5529: 4797: 4781: 4733: 4364:

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

3627: 2944: 2583:

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

2551: 1398:

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

1247: 48: 6280: 5963: 5854: 5521: 5242: 5054: 4717: 4122: 2783:. Based on the historical findings of the Terman study and on biographical examples such as 6905: 6581: 6422:. Practical Resources for the Mental Health Professional. Burlington (MA): Academic Press. 6306:

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

5811: 5577: 5177: 3852:, p. 30 (Table 3.2 RIAS Scheme of Verbal Descriptors of Intelligence Test Performance) 1223: 8: 6750: 6619: 6609: 5716: 5346: 4204: 2999: 2954: 2780: 2642: 2546: 2521: 6498: 6396: 5900: 2660:. The first record of retarded in relation to being mentally slow was in 1895. The term 744:

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

6995: 6931: 6708: 6614: 6576: 6451:

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

6416: 6248: 6181: 6166: 6135: 5991: 5959: 5597: 5278: 5197: 5170: 4974: 4516: 4491: 4436: 4428: 4321: 4288: 4264: 4229: 3264: 2969: 2575: 2537: 2508: 1720:, developer of the Wechsler–Bellevue Scale of 1939 (which was later developed into the 1314:

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

79: 56: 44: 6494:

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

5720: 5103:. Problems in the Behavioural Sciences No. 12. Cambridge: Cambridge University Press. 5089: 3825: 2604:

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

36:

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

6786: 6446: 6423: 6380: 6358: 6330: 6292: 6281: 6264: 6207: 6188: 6097: 6091: 6076: 6057: 6036: 6017: 5998: 5975: 5964: 5944: 5925: 5877: 5862: 5855: 5815: 5792: 5773: 5736: 5726: 5688: 5657: 5604: 5581: 5555: 5533: 5503: 5480: 5463: 5429: 5410: 5368: 5358: 5327: 5308: 5286: 5263: 5243: 5227: 5208: 5181: 5150: 5127: 5104: 5098: 5066: 5055: 5030: 5011: 4981: 4958: 4521: 4420: 4369: 4348: 4326: 4308: 4269: 4251: 4208: 3662: 3604: 3268: 3256: 3248: 2939: 2623: 6308:"Intelligent Diagnosing of Intellectual Disabilities in Offenders: Food for Thought" 4440: 4391:"The Feeble-Minded: Their Prevalence and Needs in the School Population of Arkansas" 6521: 6474: 6322: 6276: 6176: 6162: 6127: 6073:

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

5850: 5550:; Lichtenberger, Elizabeth O.; Fletcher-Janzen, Elaine; Kaufman, Nadeen L. (2005). 5522: 5455: 4547: 4511: 4503: 4410: 4402: 4316: 4300: 4259: 4241: 4094:

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

3596: 3240: 2949: 2803: 2776: 2697: 1243: 745: 4289:"What's in a name? Attitudes surrounding the use of the term 'mental retardation'" 2688:

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

1246:(1904). Terman differed from Binet in reporting scores on his test in the form of 459:

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

6839: 6591: 5651: 5569: 5547: 5517: 5459: 5165: 3004: 2784: 828: 6051: 4584: 4457: 78:

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

6392: 6372: 6354: 6204:

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

5769: 5499: 5381: 5146: 5048:. Genetic Studies of Genius Volume 2. Stanford (CA): Stanford University Press. 5027:

Psychodiagnostic Assessment of Children: Dimensional and Categorical Approaches

3229:"Stability of the WISC-IV in a Sample of Elementary and Middle School Children" 2747: 2333:

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

1717: 369: 32: 6307: 4507: 4246: 3244: 7010: 6936: 6869: 6864: 6791: 5467: 5443: 5007: 4999: 4995: 4567: 4424: 4312: 4255: 3252: 2934: 2709: 2634:

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

2619: 2563:

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

2559: 307: 6677: 5966:

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

5372: 5283:

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

6604: 6334: 6259: 6243: 6221: 5661: 5300: 4330: 4273: 3590: 3260: 2701: 2591: 1235: 71: 5546: 4304: 4287:

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

3761: 3600: 6858: 6225: 5382:"Exceptionally and profoundly gifted students: An underserved population" 4525: 3788:, Table 4.1 Descriptive Categories of PASS and Full Scale Standard Scores 3617: 2989: 312: 4462:

The American Heritage Dictionary of the English Language, Fourth Edition

1934:(published in 1972), commented that the test was obsolete by that year. 1328:

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

1142:

RIAS 2003 Scheme of Verbal Descriptors of Intelligence Test Performance

6796: 6139: 5176:. Essentials of Psychological Assessment (2nd ed.). Hoboken (NJ): 4432: 4390: 2994: 2907: 2580: 2564: 377: 5829:

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

5759:(fifth and enlarged ed.). Baltimore (MD): Williams & Witkins. 4784:"Still, his score on the school IQ test was a merely respectable 125." 4366:

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

6824: 6814: 6781: 6770: 6326: 4866: 3286:

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

2627: 2600: 381: 6131: 4406: 3755: 827:

The Kaufman Adolescent and Adult Intelligence Test was developed by

6829: 6599: 5924:(Third ed.). Oxford: Oxford University Press. pp. 41–65. 4227: 2569: 2533: 5740: 5276: 4980:(Fifth ed.). Arlington, VA: American Psychiatric Publishing. 3544: 3227:

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

2739: 631: 6854: 6503: 6351:

Contemporary Intellectual Assessment: Theories, tests, and issues

6053:

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

6016:(Fourth ed.). San Diego (CA): Jerome M. Sattler, Publisher. 5766:

Contemporary Intellectual Assessment: Theories, tests, and issues

5496:

Contemporary Intellectual Assessment: Theories, tests, and issues

5143:

Contemporary Intellectual Assessment: Theories, tests, and issues

3657:

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

3389: 1938:

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

977:

Cognitive Assessment System 1997 full scale score classification

6384: 6202:

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

5997:(Third ed.). San Diego (CA): Jerome M. Sattler, Publisher. 5324:

Correcting Fallacies about Educational and Psychological Testing

4971: 4162: 3592:

The Wiley Encyclopedia of Personality and Individual Differences

1591:

Score Distribution of Stanford–Binet 1937 Standardization Group

537:

Alternate Wechsler IQ Classifications (after Groth-Marnat 2009)

6844: 6834: 6413: 5454:(4). International Society for Intelligence Research: 171–177. 3623: 2734: 733: 6275:

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

4930: 4902: 4878: 4827: 1517:

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

90: 83:

particular case. Current IQ test publishers take into account

51:(IQ) tests, into categories such as "superior" and "average". 6849: 6666: 6113:""General Intelligence," Objectively Determined and Measured" 5199:

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

4066:, p. 42 Table 3 Intelligence classification of WAIS IQ's 3640: 3638: 3636: 338: 4644:

doubtful about the justification for making the correction."

3968: 3966: 2590:

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

4078:, pp. 276–296 (scoring tables for 1960 Stanford–Binet) 3815: 3661:. Hoboken, New Jersey: John Wiley & Sons. p. 237. 3502: 3461: 6513: 6379:(first ed.). Baltimore (MD): Williams & Witkins. 5757:

Wechsler's Measurement and Appraisal of Adult Intelligence

5446:(2011). "The Theory of Intelligence and Its Measurement". 4069: 3656: 3633: 3588: 3401: 2554:, although they are still used in some clinical contexts. 6401:(fourth ed.). Baltimore (MD): Williams & Witkins 6175: 5957: 5899:. PAR(Psychological Assessment Resources). Archived from 5678:"Chapter 12: Ability Testing & Talent Identification" 4821: 3963: 3699: 3532: 2685: 87:

and error of estimation in the classification procedure.

5810:. Essentials of Psychological Assessment. Hoboken (NJ): 5477:

Clinical Assessment of Child and Adolescent Intelligence

3840:, Table Rapid Reference 5.1 DAS-II Classification Schema 3499:, Table 2.1 Major Examples of Current Intelligence Tests 3071:, pp. 518–20 section "Score Classification Schemes" 1827:

In 1958, Wechsler published another edition of his book

6093:

Origins of genius: Darwinian perspectives on creativity

5326:. Washington (DC): American Psychological Association. 5053:

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

4759: 4168: 3999: 3997: 3995: 3993: 2704:

are striving to eliminate their use and often refer to

2696:

are still fairly common, but organizations such as the

2088:

Wechsler Adult Intelligence Scales 1981 Classification

1835:

Wechsler Adult Intelligence Scales 1958 Classification

1258:

Terman's Stanford–Binet original (1916) classification

1133: 388:

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

6206:(Third ed.). Cambridge: Oxford University Press. 5285:. San Diego (CA): Academic Press. pp. xvx–xxxii. 4844: 4842: 4752:. "We also know that two children who were tested but 4286: 3953: 3951: 3538: 3064: 3062: 3060: 1212: 293:

For example, many children in the famous longitudinal

5493: 4976:

Diagnostic and Statistical Manual of Mental Disorders

4854: 4815: 3972: 3492: 3490: 3488: 3486: 3484: 3482: 3480: 3478: 3476: 3284:, pp. 89–90 (citing Burks, Jensen & Terman, 3193:(New York: Springer, 2009). Adapted with permission." 3158: 3156: 3074: 6201: 5763: 5725:(second ed.). Oxford: Oxford University Press. 5568: 5141:

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

4833: 4695: 4680:

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

4198: 4132: 4102: 4100: 3990: 3975:, pp. 57–58 (citing Levine and Marks, page 131) 3879:. (citing Terman, 1916, p. 48, emphasis in original) 3866: 3743: 3687: 3572: 3564: 3467: 3395: 2775:

study grew up to be Nobel Prize winners in physics:

364:

Wechsler Preschool and Primary Scale of Intelligence

6398:

The Measurement and Appraisal of Adult Intelligence

5262:. New York: Springer Publishing. pp. 343–352. 4918: 4839: 4672:, p. 117 "Terman (1916), as I indicated, used 4045: 4033: 3948: 3733: 3731: 3729: 3526: 3180: 3139: 3137: 3122: 3057: 1402:. Some of the entries came from contemporary terms 1306:Dullness, rarely classifiable as feeble-mindedness 27:

Categorisation of people's intelligence based on IQ

6415: 6287:. Cambridge: Cambridge University Press. pp. 6263: 6247: 6180: 6168:The Abilities of Man: Their Nature and Measurement 5990: 5897:"Reynolds Intellectual Assessment Scales™ (RIAS™)" 5848: 5828: 5675: 5596: 5196: 5169: 5052: 4973: 4936: 4908: 4884: 4872: 4765: 4614: 3837: 3809: 3797: 3716: 3714: 3473: 3449: 3275: 3196: 3153: 2652:, 'to make slow, delay, keep back, or hinder', so 2622:, as the doctor who first described the syndrome, 1513:adults), and only "American-born white children". 647:Stanford–Binet Fifth Edition (SB5) classification 6457:24(1): 203-320. doi:10.1016/S0160-2896(97)90017-9 5787:Meyer, Robert G.; Weaver, Christopher M. (2005). 5257: 4803: 4357: 4097: 4021: 3978: 3773: 3675: 3514: 3168: 2540:", among others. By the end of the 20th century, 7008: 5894: 5140: 4787: 4647: 4156: 3899: 3897: 3882: 3849: 3726: 3508: 3226: 3134: 2407:Wechsler (WAIS–III) 1997 IQ test classification 1403: 6480:Intelligence: Its Structure, Growth and Action. 6465:Why g matters: The complexity of everyday life. 5857:International Handbook of Giftedness and Talent 5305:Genius: The Life and Science of Richard Feynman 5163: 4683: 4663: 4234:Cognitive Research: Principles and Implications 4174: 4144: 4112: 4057: 3936: 3924: 3912: 3779: 3711: 3437: 3425: 3292: 3110: 3042:, Chapter 5: The Classification of Intelligence 3033: 3030:, Chapter 3: The Classification of Intelligence 1829:Measurement and Appraisal of Adult Intelligence 632:Stanford–Binet Intelligence Scale Fifth Edition 347: 6305: 6179:; Jarvin, Linda; Grigorenko, Elena L. (2010). 6035:. La Mesa (CA): Jerome M. Sattler, Publisher. 6014:Assessment of Children: Cognitive Applications 5918: 5676:Lohman, David F.; Foley Nicpon, Megan (2012). 5249:. Highland Park (NJ): Gryphon Press. pp. 4994: 4771: 4723: 4707: 4363: 3831: 3407: 3214: 3208: 3116: 3021: 1047: 962: 6707: 6693: 6529: 6471:24, 79–132. doi:10.1016/S0160-2896(97)90014-3 6258: 6242: 6033:Assessment of Children: Cognitive Foundations 5006:(Seventh ed.). Upper Saddle River (NJ): 4860: 4230:""Special needs" is an ineffective euphemism" 4201:Pediatric Intellectual Disabilities at School 4075: 4015: 4009: 4003: 3894: 3803: 3791: 3767: 3413: 740:Woodcock–Johnson Tests of Cognitive Abilities 5789:Law and Mental Health: A Case-Based Approach 5404: 5079: 4626: 4602: 4489: 4199:Shaw, Steven R.; Anna M.; Jankowska (2018). 4180: 3855: 3821: 3705: 3693: 3630:Qualitative Descriptions of Composite Scores 3550: 3098: 2723: 734:Woodcock–Johnson Test of Cognitive Abilities 5970:. San Diego (CA): Academic Press. pp. 5786: 5649: 5574:Assessing Adolescent and Adult Intelligence 5321: 4957:(Third ed.). Boston: Allyn and Bacon. 4890: 4743: 4081: 3957: 3556: 3455: 3347: 3080: 2647: 2477: 91:Differences in individual IQ classification 6700: 6686: 6536: 6522: 5715: 5528:. New York: Springer Publishing. pp. 4337: 3843: 3520: 3377: 3365: 3359: 3353: 3341: 3202: 3045: 1071:General Conceptual Ability Classification 339:IQ classification tables for current tests 6348: 6187:. Cambridge: Cambridge University Press. 5895:Reynolds, Cecil; Kamphaus, Randy (2003). 5879:Intelligence Testing: Methods and Results 5754: 5687:. Waco (TX): Prufrock. pp. 287–386. 5428:. Cambridge: Cambridge University Press. 5100:Genius: The Natural History of Creativity 4972:American Psychiatric Association (2013). 4515: 4492:"On the diagnostic term "Down's disease"" 4414: 4320: 4263: 4245: 4027: 3984: 3888: 3872: 3331: 3325: 3086: 3039: 2638:agreed the term should cease being used. 2618:were terms used to identify someone with 1733:Wechsler–Bellevue 1939 IQ classification 1330:Intelligence Testing: Methods and Results 1238:. Terman believed his test measured the " 6651:Wechsler Intelligence Scale for Children 6418:WISC-IV Advanced Clinical Interpretation 6391: 6371: 6161: 6110: 6089: 5938: 5805: 5650:Levine, Albert J.; Marks, Louis (1928). 5474: 5024: 4809: 4793: 4713: 4689: 4388: 4189:, Chapter 4: Death, Memory, and Politics 4118: 4063: 4051: 4039: 3930: 3861: 3785: 3749: 3737: 3681: 3560: 3162: 3068: 3054:, entry "Classification of Intelligence" 3027: 2738: 1410:Levine and Marks 1928 IQ classification 1216: 360:Wechsler Intelligence Scale for Children 31: 6070: 6049: 6030: 6011: 5988: 5875: 5594: 5516: 5479:(Second ed.). New York: Springer. 5409:(Fifth ed.). Hoboken (NJ): Wiley. 5340: 5240: 5117: 5096: 5046:The Early Mental Traits of 300 Geniuses 4822:Sternberg, Jarvin & Grigorenko 2010 4729: 4701: 4669: 4636: 4632: 4620: 4608: 4150: 4138: 4106: 4087: 3942: 3918: 3764:, Table 3.1 Descriptive Category System 3720: 3644: 3443: 3431: 3298: 3281: 3186: 3174: 3128: 3051: 2764:The Early Mental Traits of 300 Geniuses 1404:for people with intellectual disability 1226:in the March 1911 issue of the journal 900:Kaufman Assessment Battery for Children 14: 7009: 6283:The Cambridge Handbook of Intelligence 6274: 6220: 5624: 5572:; Lichtenberger, Elizabeth O. (2006). 5442: 5299: 4924: 4777: 4749: 4092:The 1938 Mental Measurements Yearbook. 3903: 3496: 3371: 3143: 2684:is particularly seen as pejorative; a 2550:became widely seen as disparaging and 6681: 6517: 6504:Classics in the History of Psychology 6377:The Measurement of Adult Intelligence 5861:(2nd ed.). Amsterdam: Pergamon. 5625:Leslie, Mitchell (July–August 2000). 5379: 5260:Handbook of Pediatric Neuropsychology 5221: 5194: 5080:Dumont, Ron; Willis, John O. (2013). 4952: 4848: 4452: 4450: 4186: 4163:American Psychiatric Association 2013 3568: 3419: 3383: 3189:, Figure 3.1 "Source: A. S. Kaufman. 3104: 1726:The Measurement of Adult Intelligence 6562:Levels of measurement: Ordinal scale 5653:Testing Intelligence and Achievement 5595:Kaufman, Scott Barry (1 June 2013). 5423: 5407:Handbook of Psychological Assessment 5245:Seventh Mental Measurements Yearbook 5082:"Range of DAS Subtest Scaled Scores" 4955:Psychological Testing and Assessment 4896: 4561: 4177:, p. 134 (emphasis in original) 3576: 3386:, p. 160 (quoting Jensen, 2011) 3092: 1932:Seventh Mental Measurements Yearbook 1400:Testing Intelligence and Achievement 1134:Reynolds Intellectual Ability Scales 908:KABC-II 2004 Descriptive Categories 6891:Fluid and crystallized intelligence 6802:Fluid and crystallized intelligence 6096:. Oxford: Oxford University Press. 5943:. Oxford: Oxford University Press. 5627:"The Vexing Legacy of Lewis Terman" 5353:. Vol. 1. Macmillan. pp. 5307:(ebook ed.). Open Road Media. 5043: 4824:, Chapter 2: Theories of Giftedness 4653: 3659:Intelligent Testing With the WISC-V 2965:Fluid and crystallized intelligence 2490:Borderline intellectual functioning 2210:K-ABC 1983 Ability Classifications 1230:(volume 5 number 1), public domain. 1213:Historical IQ classification tables 70:When IQ testing was first created, 24: 6636:Stanford–Binet Intelligence Scales 6440: 5922:Pediatric Forensic Neuropsychology 5831:"Recognizing Spatial Intelligence" 5351:Encyclopedia of human intelligence 4834:McIntosh, Dixon & Pierson 2012 4447: 4280: 3826:Range of DAS Subtest Scaled Scores 3582: 3565:Strauss, Sherman & Spreen 2006 2925:Stanford–Binet Intelligence Scales 2815:Levels of Giftedness (M.U. Gross) 2536:", "idiot", "feeble-minded", and " 638:Stanford–Binet Intelligence Scales 376:leading to the development of the 25: 7028: 6641:Wechsler Adult Intelligence Scale 6487: 6353:(Third ed.). New York (NY): 6315:Behavioral Sciences & the Law 5941:Genius: A Very Short Introduction 5768:(Third ed.). New York (NY): 5498:(Third ed.). New York (NY): 5145:(Third ed.). New York (NY): 2920:Wechsler Adult Intelligence Scale 1722:Wechsler Adult Intelligence Scale 1298:Normal, or average, intelligence 354:Wechsler Adult Intelligence Scale 6986: 6270:. Boston (MA): Houghton Mifflin. 5599:Ungifted: Intelligence Redefined 5552:Essentials of KABC-II Assessment 5343:"Classification of Intelligence" 5172:Essentials of WISC-IV Assessment 5057:Essentials of DAS-II® Assessment 4909:Perleth, Schatz & Mönks 2000 4766:Park, Lubinski & Benbow 2010 3838:Dumont, Willis & Elliot 2009 3810:Dumont, Willis & Elliot 2009 3798:Dumont, Willis & Elliot 2009 3573:Kaufman & Lichtenberger 2006 3468:Kaufman & Lichtenberger 2006 3396:Kaufman & Lichtenberger 2006 822: 43:is the practice of categorizing 6987: 6927:Evolution of human intelligence 6279:; Kaufman, Scott Barry (eds.). 4945: 4591:from the original on 2010-07-30 4577: 4532: 4490:Howard-Jones N (January 1979). 4483: 4472:from the original on 2008-09-14 4382: 4221: 4192: 3650: 3220: 3010:Evolution of human intelligence 2664:was used to replace terms like 1846:(Theoretical) Percent Included 1336:Pintner 1923 IQ classification 1063:DAS-II 2007 GCA classification 727:Moderately impaired or delayed 711:Borderline impaired or delayed 663:Very gifted or highly advanced 6120:American Journal of Psychology 6056:. Boston (MA): Little, Brown. 5576:(3rd ed.). Hoboken (NJ): 5061:. Hoboken, NJ: Wiley. p. 4937:Lohman & Foley Nicpon 2012 4885:Lohman & Foley Nicpon 2012 4873:Lohman & Foley Nicpon 2012 4738:The Truth About the 'Termites' 4676:for IQs above 140, but mostly 4347:University of Illinois Press, 4293:Paediatrics & Child Health 2598:is no longer in use, the term 13: 1: 6992:Outline of human intelligence 6896:Multiple-intelligences theory 6090:Simonton, Dean Keith (1999). 5755:Matarazzo, Joseph D. (1972). 4416:2027/loc.ark:/13960/t4hm5zr5h 3774:Gallagher & Sullivan 2011 3015: 2790: 2768:The Genetic Studies of Genius 2515: 2224:Theoretical Percent Included 2102:Theoretical Percent Included 2021:WJ-R Cog 1977 Classification 1147:Intelligence test score range 6942:Intelligence and environment 6262:; Merrill, Maude A. (1960). 5962:; Saklofske, Donald (eds.). 5853:; Subotnik, Rena F. (eds.). 5808:Essentials of CAS Assessment 5791:. New York: Guilford Press. 5683:. In Hunsaker, Scott (ed.). 5460:10.1016/j.intell.2011.03.004 5281:; Saklofske, Donald (eds.). 5224:Learning Forensic Assessment 4389:Treadway, Walter L. (1916). 4343:Rafter, Nicole Hahn (1998). 3850:Reynolds & Kamphaus 2003 3509:Flanagan & Harrison 2012 1206:Significantly below average 1158:Significantly above average 836:KAIT 1993 IQ classification 348:Wechsler Intelligence Scales 7: 6886:Cattell–Horn–Carroll theory 6646:Graduate Record Examination 6543: 6499:IQ to Percentile Conversion 6254:. Boston: Houghton Mifflin. 6171:. New York (NY): Macmillan. 6111:Spearman, C. (April 1904). 6031:Sattler, Jerome M. (2008). 6012:Sattler, Jerome M. (2001). 5989:Sattler, Jerome M. (1988). 5475:Kamphaus, Randy W. (2005). 5405:Groth-Marnat, Gary (2009). 5380:Gross, Miraca U.M. (2000). 5341:Gregory, Robert J. (1995). 4546:. BBC. 2003. Archived from 4175:Flanagan & Kaufman 2009 2985:Cattell–Horn–Carroll theory 2975:Creativity and intelligence 2930:Cognitive Assessment System 2913: 2766:, published as volume 2 of 2632:Mongolian People's Republic 1322:Definite feeble-mindedness 1282:Very superior intelligence 1054:Differential Ability Scales 1048:Differential Ability Scales 969:Cognitive Assessment System 963:Cognitive Assessment System 719:Mildly impaired or delayed 10: 7033: 6183:Explorations in Giftedness 5806:Naglieri, Jack A. (1999). 5205:Cambridge University Press 5044:Cox, Catherine M. (1926). 3408:Reynolds & Horton 2012 3117:Anastasi & Urbina 1997 2794: 2732: 2712:, which replaced the term 2502:In the United States, the 2487: 2481: 1051: 966: 897: 737: 635: 357: 351: 6982: 6919: 6878: 6769: 6718: 6659: 6628: 6590: 6549: 6246:; Merrill, Maude (1937). 5939:Robinson, Andrew (2011). 5876:Pintner, Rudolph (1931). 5722:IQ and Human Intelligence 4861:Terman & Merrill 1937 4508:10.1017/s0025727300051048 4247:10.1186/s41235-016-0025-4 4076:Terman & Merrill 1960 4016:Terman & Merrill 1937 4004:Terman & Merrill 1960 3245:10.1080/09084280903297933 2760:Genetic Studies of Genius 2743:Galton in his later years 2728: 2724:Classification of high IQ 2636:World Health Organization 2606:congenital hypothyroidism 2579:was defined as someone a 2412:IQ Range ("deviation IQ") 2338:IQ Range ("deviation IQ") 2093:IQ Range ("deviation IQ") 1943:IQ Range ("deviation IQ") 1840:IQ Range ("deviation IQ") 1738:IQ Range ("deviation IQ") 1242:" construct advocated by 1198:Moderately below average 1166:Moderately above average 652:IQ Range ("deviation IQ") 548:More value-neutral terms 464:IQ Range ("deviation IQ") 393:IQ Range ("deviation IQ") 295:Genetic Studies of Genius 6483:New York: North-Holland. 5386:Understanding Our Gifted 5195:Flynn, James R. (2012). 5120:Intelligence: A New Look 4660:" (emphasis in original) 4466:Houghton Mifflin Company 4345:Creating Born Criminals. 3822:Dumont & Willis 2013 2478:Classification of low IQ 2215:Range of Standard Scores 1274:"Near" genius or genius 1228:The Psychological Clinic 913:Range of Standard Scores 671:Gifted or very advanced 6572:Intellectual giftedness 6509:Beyond the Flynn Effect 5554:. Hoboken (NJ): Wiley. 5029:. Hoboken (NJ): Wiley. 4740:"; Kaufman, S. B. 2009) 4587:. SpecialOlympics.org. 4368:. New York: Routledge. 3958:Levine & Marks 1928 3557:Meyer & Weaver 2005 3233:Applied Neuropsychology 2797:Intellectual giftedness 2718:intellectual disability 2484:Intellectual disability 2099:Actual Percent Included 531:intellectually disabled 290:points when re-tested. 285:IQ tests generally are 6071:Shurkin, Joel (2006). 6050:Shurkin, Joel (1992). 5993:Assessment of Children 5882:. New York: Henry Holt 5124:Transaction Publishers 5122:. New Brunswick (NJ): 5118:Eysenck, Hans (1998). 5097:Eysenck, Hans (1995). 4203:. Brooklyn, New York: 2980:Educational psychology 2744: 2648: 2567:is below three years. 2221:Percent of Norm Sample 1290:Superior intelligence 1231: 760:WJ III Classification 542:Corresponding IQ Range 336: 37: 6820:Intelligence quotient 6557:Intelligence quotient 6461:Gottfredson, Linda S. 6260:Terman, Lewis Madison 5004:Psychological Testing 4953:Aiken, Lewis (1979). 4674:near genius or genius 4585:"SpecialOlympics.org" 4395:Public Health Reports 3601:10.1002/9781119547174 3533:Saklofske et al. 2003 2960:Spearman's hypothesis 2945:Intelligence quotient 2885:1:10,000–1:1,000,000 2876:Exceptionally gifted 2742: 2646:comes from the Latin 2552:politically incorrect 1994:Borderline defective 1596:IQ Range ("ratio IQ") 1573:Borderline defective 1522:IQ Range ("ratio IQ") 1415:IQ Range ("ratio IQ") 1341:IQ Range ("ratio IQ") 1263:IQ Range ("ratio IQ") 1248:intelligence quotient 1220: 325: 49:intelligence quotient 35: 6906:Three-stratum theory 6582:Standardized testing 6277:Sternberg, Robert J. 6177:Sternberg, Robert J. 5851:Sternberg, Robert J. 5772:. pp. 623–642. 5347:Sternberg, Robert J. 3973:Kamphaus et al. 2012 3877:general intelligence 1240:general intelligence 1224:J. E. Wallace Wallin 832:assess individuals. 6879:Models and theories 6620:Triple Nine Society 6610:Mensa International 5960:van de Vijver, Fons 5835:Scientific American 5424:Hunt, Earl (2011). 5279:van de Vijver, Fons 5164:Flanagan, Dawn P.; 4570:, Pub. L. 111-256, 4305:10.1093/pch/17.2.71 3762:Kaufman et al. 2005 3647:, inside back cover 3545:Georgas et al. 2003 3215:Uzieblo et al. 2012 3000:Mensa International 2955:Learning disability 2816: 2781:Luis Walter Alvarez 2522:euphemism treadmill 2408: 2334: 2302:Well Below Average 2246:Well Above Average 2211: 2089: 2014: 2013:Woodcock–Johnson R 2002:Mentally defective 1939: 1836: 1734: 1592: 1581:Mentally defective 1518: 1411: 1337: 1259: 1143: 1064: 1041:Well Below Average 978: 909: 884:Well Below Average 852:Well Above Average 837: 753: 752:Woodcock–Johnson R 746:Richard W. Woodcock 648: 614:Well below average 570:Well above average 538: 460: 389: 98: 65:normal distribution 7017:Intelligence tests 6932:Heritability of IQ 6709:Human intelligence 6615:Prometheus Society 6577:Human intelligence 5502:. pp. 56–70. 5426:Human Intelligence 4836:, pp. 636–637 2970:Heritability of IQ 2890:Profoundly gifted 2848:Moderately gifted 2814: 2745: 2694:mental retardation 2656:meant the same as 2654:mental retardation 2526:mental retardation 2509:Atkins v. Virginia 2506:ruled in the case 2415:IQ Classification 2406: 2397:Mentally retarded 2341:IQ Classification 2332: 2209: 2194:Mentally Retarded 2087: 2012: 1978:Normal or average 1946:IQ Classification 1937: 1834: 1732: 1590: 1557:Normal or average 1525:IQ Classification 1516: 1418:IQ Classification 1409: 1344:IQ Classification 1335: 1266:IQ Classification 1257: 1232: 1150:Verbal descriptor 1141: 1062: 976: 907: 835: 751: 655:IQ Classification 646: 536: 467:IQ Classification 458: 396:IQ Classification 387: 95: 57:standard deviation 45:human intelligence 38: 18:IQ reference chart 7004: 7003: 6920:Areas of research 6870:Visual processing 6787:Cognitive liberty 6675: 6674: 6592:High IQ societies 6567:IQ classification 6447:Gordon, Robert A. 6429:978-0-12-088763-7 6364:978-1-60918-995-2 6357:. pp. 3–55. 6298:978-0-521-73911-5 6213:978-0-19-515957-8 6194:978-0-521-74009-8 6163:Spearman, Charles 6103:978-0-19-512879-6 6082:978-1-4039-8815-7 6063:978-0-316-78890-8 6042:978-0-9702671-4-6 6023:978-0-9618209-7-8 6004:978-0-9618209-0-9 5981:978-0-12-280055-9 5950:978-0-19-959440-5 5931:978-0-19-973456-6 5906:on 9 October 2021 5868:978-0-08-043796-5 5821:978-0-471-29015-5 5798:978-1-59385-221-4 5779:978-1-60918-995-2 5732:978-0-19-958559-5 5717:Mackintosh, N. J. 5694:978-1-931280-17-4 5637:on 26 August 2021 5631:Stanford Magazine 5610:978-0-465-02554-1 5587:978-0-471-73553-3 5561:978-0-471-66733-9 5539:978-0-8261-0629-2 5509:978-1-60918-995-2 5486:978-0-387-26299-4 5444:Jensen, Arthur R. 5435:978-0-521-70781-7 5416:978-0-470-08358-1 5364:978-0-02-897407-1 5333:978-1-4338-0392-5 5314:978-1-4532-1043-7 5292:978-0-12-280055-9 5269:978-0-8261-0629-2 5233:978-0-8058-5923-2 5214:978-1-107-60917-4 5187:978-0-470-18915-3 5156:978-1-60918-995-2 5133:978-0-7658-0707-6 5110:978-0-521-48508-1 5072:978-0-470-22520-2 5036:978-0-471-21219-5 5017:978-0-02-303085-7 4987:978-0-89042-555-8 4964:978-0-205-06613-1 4540:"Worst Word Vote" 4401:(47): 3231–3247. 4375:978-0-415-95086-2 4353:978-0-252-06741-9 4214:978-3-030-02990-6 3752:, pp. 367–68 3706:Groth-Marnat 2009 3694:Groth-Marnat 2009 3668:978-1-118-58923-6 3624:Weiss et al. 2006 2940:Standardized test 2903: 2902: 2899:> 1:1,000,000 2871:1:1,000–1:10,000 2752:Hereditary Genius 2714:mentally retarded 2690:mentally retarded 2662:mentally retarded 2624:John Langdon Down 2530:mentally retarded 2475: 2474: 2401: 2400: 2326: 2325: 2204: 2203: 2096:IQ Classification 2081: 2080: 2006: 2005: 1927: 1926: 1843:IQ Classification 1825: 1824: 1744:Percent Included 1741:IQ Classification 1715: 1714: 1599:Percent of Group 1585: 1584: 1510: 1509: 1396: 1395: 1326: 1325: 1210: 1209: 1131: 1130: 1045: 1044: 960: 959: 916:Name of Category 896: 895: 820: 819: 731: 730: 629: 628: 527: 526: 456: 455: 283: 282: 47:, as measured by 41:IQ classification 16:(Redirected from 7024: 6990: 6989: 6911:Triarchic theory 6702: 6695: 6688: 6679: 6678: 6538: 6531: 6524: 6515: 6514: 6475:Cattell, Raymond 6433: 6421: 6410: 6408: 6406: 6388: 6368: 6345: 6343: 6341: 6327:10.1002/bsl.1990 6312: 6302: 6286: 6271: 6269: 6255: 6253: 6244:Terman, Lewis M. 6239: 6237: 6235: 6222:Terman, Lewis M. 6217: 6198: 6186: 6172: 6158: 6156: 6154: 6148: 6142:. 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Kaufman 825: 742: 736: 640: 634: 545:Classifications 475:Extremely High 366: 356: 350: 341: 335: 332: 93: 28: 23: 22: 15: 12: 11: 5: 7030: 7020: 7019: 7002: 7001: 6999: 6998: 6983: 6980: 6979: 6977: 6976: 6939: 6934: 6929: 6923: 6921: 6917: 6916: 6914: 6913: 6908: 6903: 6898: 6893: 6888: 6882: 6880: 6876: 6875: 6873: 6872: 6867: 6862: 6852: 6847: 6842: 6837: 6832: 6827: 6822: 6817: 6812: 6804: 6799: 6794: 6789: 6784: 6778: 6776: 6775:and constructs 6767: 6766: 6764: 6763: 6753: 6748: 6743: 6738: 6733: 6728: 6722: 6720: 6716: 6715: 6705: 6704: 6697: 6690: 6682: 6673: 6672: 6670: 6669: 6663: 6661: 6657: 6656: 6654: 6653: 6648: 6643: 6638: 6632: 6630: 6626: 6625: 6623: 6622: 6617: 6612: 6607: 6602: 6596: 6594: 6588: 6587: 6585: 6584: 6579: 6574: 6569: 6564: 6559: 6553: 6551: 6547: 6546: 6541: 6540: 6533: 6526: 6518: 6512: 6511: 6506: 6501: 6496: 6489: 6488:External links 6486: 6485: 6484: 6472: 6458: 6442: 6439: 6437: 6436: 6428: 6411: 6389: 6369: 6363: 6355:Guilford Press 6346: 6303: 6297: 6272: 6256: 6240: 6218: 6212: 6199: 6193: 6173: 6159: 6126:(2): 201–292. 6108: 6102: 6087: 6081: 6068: 6062: 6047: 6041: 6028: 6022: 6009: 6003: 5986: 5980: 5955: 5949: 5936: 5930: 5916: 5892: 5873: 5867: 5846: 5826: 5820: 5803: 5797: 5784: 5778: 5770:Guilford Press 5761: 5752: 5731: 5713: 5693: 5673: 5647: 5622: 5609: 5592: 5586: 5566: 5560: 5544: 5538: 5524:IQ Testing 101 5514: 5508: 5500:Guilford Press 5491: 5485: 5472: 5440: 5434: 5421: 5415: 5402: 5377: 5363: 5338: 5332: 5319: 5313: 5297: 5291: 5274: 5268: 5255: 5238: 5232: 5219: 5213: 5192: 5186: 5161: 5155: 5147:Guilford Press 5138: 5132: 5115: 5109: 5094: 5077: 5071: 5050: 5041: 5035: 5022: 5016: 5000:Urbina, Susana 4996:Anastasi, Anne 4992: 4986: 4969: 4963: 4949: 4947: 4944: 4942: 4941: 4929: 4917: 4901: 4889: 4877: 4865: 4853: 4851:, pp. 3–9 4838: 4826: 4814: 4802: 4786: 4770: 4758: 4742: 4722: 4706: 4694: 4682: 4662: 4646: 4625: 4613: 4601: 4576: 4572:124 Stat. 2643 4560: 4531: 4482: 4446: 4381: 4374: 4356: 4336: 4279: 4220: 4213: 4191: 4179: 4167: 4155: 4143: 4131: 4111: 4096: 4080: 4068: 4056: 4044: 4032: 4028:Wasserman 2012 4020: 4008: 3989: 3985:Wasserman 2012 3977: 3962: 3947: 3935: 3923: 3911: 3893: 3889:Wasserman 2012 3881: 3873:Wasserman 2012 3865: 3854: 3842: 3830: 3814: 3802: 3790: 3778: 3766: 3754: 3742: 3725: 3710: 3698: 3686: 3674: 3667: 3649: 3632: 3616: 3609: 3581: 3571:, p. 468 3567:, p. 283 3559:, p. 219 3549: 3537: 3525: 3513: 3501: 3472: 3460: 3448: 3436: 3424: 3412: 3400: 3388: 3376: 3364: 3352: 3340: 3332:Matarazzo 1972 3324: 3318: 3311: 3304: 3291: 3274: 3219: 3207: 3195: 3191:IQ Testing 101 3179: 3167: 3152: 3133: 3121: 3109: 3097: 3085: 3073: 3056: 3044: 3040:Matarazzo 1972 3032: 3019: 3017: 3014: 3013: 3012: 3007: 3002: 2997: 2992: 2987: 2982: 2977: 2972: 2967: 2962: 2957: 2952: 2947: 2942: 2937: 2932: 2927: 2922: 2915: 2912: 2901: 2900: 2897: 2894: 2891: 2887: 2886: 2883: 2880: 2877: 2873: 2872: 2869: 2866: 2863: 2862:Highly gifted 2859: 2858: 2855: 2852: 2849: 2845: 2844: 2841: 2838: 2835: 2834:Mildly gifted 2831: 2830: 2827: 2824: 2821: 2820:Classification 2795:Main article: 2792: 2789: 2748:Francis Galton 2733:Main article: 2730: 2727: 2725: 2722: 2716:with the term 2628:Mongolian race 2517: 2514: 2482:Main article: 2479: 2476: 2473: 2472: 2471:Extremely low 2469: 2465: 2464: 2461: 2457: 2456: 2453: 2449: 2448: 2445: 2441: 2440: 2437: 2433: 2432: 2429: 2425: 2424: 2423:Very superior 2421: 2420:130 and above 2417: 2416: 2413: 2399: 2398: 2395: 2391: 2390: 2387: 2383: 2382: 2379: 2375: 2374: 2371: 2367: 2366: 2363: 2359: 2358: 2355: 2351: 2350: 2349:Very superior 2347: 2346:132 and above 2343: 2342: 2339: 2324: 2323: 2320: 2317: 2316:Lower Extreme 2314: 2310: 2309: 2306: 2303: 2300: 2296: 2295: 2292: 2289: 2288:Below Average 2286: 2282: 2281: 2278: 2275: 2272: 2268: 2267: 2264: 2261: 2260:Above Average 2258: 2254: 2253: 2250: 2247: 2244: 2240: 2239: 2236: 2233: 2232:Upper Extreme 2230: 2226: 2225: 2222: 2219: 2216: 2202: 2201: 2198: 2195: 2192: 2188: 2187: 2184: 2181: 2178: 2174: 2173: 2170: 2167: 2164: 2160: 2159: 2156: 2153: 2150: 2146: 2145: 2142: 2139: 2136: 2132: 2131: 2128: 2125: 2122: 2118: 2117: 2114: 2111: 2110:Very Superior 2108: 2104: 2103: 2100: 2097: 2094: 2079: 2078: 2075: 2071: 2070: 2067: 2063: 2062: 2059: 2055: 2054: 2051: 2047: 2046: 2043: 2039: 2038: 2035: 2031: 2030: 2029:Very superior 2027: 2026:131 and above 2023: 2022: 2019: 2004: 2003: 2000: 1996: 1995: 1992: 1988: 1987: 1984: 1980: 1979: 1976: 1972: 1971: 1968: 1964: 1963: 1960: 1956: 1955: 1954:Very superior 1952: 1948: 1947: 1944: 1925: 1924: 1921: 1918: 1914: 1913: 1910: 1907: 1903: 1902: 1899: 1896: 1892: 1891: 1888: 1885: 1881: 1880: 1877: 1876:Bright Normal 1874: 1870: 1869: 1866: 1863: 1859: 1858: 1855: 1854:Very Superior 1852: 1848: 1847: 1844: 1841: 1823: 1822: 1819: 1816: 1812: 1811: 1808: 1805: 1801: 1800: 1797: 1794: 1790: 1789: 1786: 1783: 1779: 1778: 1775: 1774:Bright Normal 1772: 1768: 1767: 1764: 1761: 1757: 1756: 1753: 1752:Very Superior 1750: 1746: 1745: 1742: 1739: 1718:David Wechsler 1713: 1712: 1709: 1705: 1704: 1701: 1697: 1696: 1693: 1689: 1688: 1685: 1681: 1680: 1677: 1673: 1672: 1669: 1665: 1664: 1661: 1657: 1656: 1653: 1649: 1648: 1645: 1641: 1640: 1637: 1633: 1632: 1629: 1625: 1624: 1621: 1617: 1616: 1613: 1609: 1608: 1605: 1601: 1600: 1597: 1583: 1582: 1579: 1575: 1574: 1571: 1567: 1566: 1563: 1559: 1558: 1555: 1551: 1550: 1547: 1543: 1542: 1539: 1535: 1534: 1533:Very superior 1531: 1527: 1526: 1523: 1508: 1507: 1504: 1500: 1499: 1496: 1492: 1491: 1488: 1484: 1483: 1480: 1476: 1475: 1472: 1468: 1467: 1464: 1460: 1459: 1456: 1452: 1451: 1448: 1444: 1443: 1440: 1436: 1435: 1434:Very superior 1432: 1428: 1427: 1424: 1420: 1419: 1416: 1394: 1393: 1390: 1386: 1385: 1382: 1378: 1377: 1374: 1370: 1369: 1366: 1362: 1361: 1358: 1354: 1353: 1352:Very Superior 1350: 1349:130 and above 1346: 1345: 1342: 1324: 1323: 1320: 1316: 1315: 1312: 1308: 1307: 1304: 1300: 1299: 1296: 1292: 1291: 1288: 1284: 1283: 1280: 1276: 1275: 1272: 1268: 1267: 1264: 1214: 1211: 1208: 1207: 1204: 1200: 1199: 1196: 1192: 1191: 1190:Below average 1188: 1184: 1183: 1180: 1176: 1175: 1174:Above average 1172: 1168: 1167: 1164: 1160: 1159: 1156: 1152: 1151: 1148: 1135: 1132: 1129: 1128: 1125: 1121: 1120: 1117: 1113: 1112: 1111:Below average 1109: 1105: 1104: 1101: 1097: 1096: 1095:Above average 1093: 1089: 1088: 1085: 1081: 1080: 1077: 1073: 1072: 1069: 1052:Main article: 1049: 1046: 1043: 1042: 1039: 1035: 1034: 1033:Below Average 1031: 1027: 1026: 1023: 1019: 1018: 1015: 1011: 1010: 1007: 1003: 1002: 999: 995: 994: 993:Very Superior 991: 990:130 and above 987: 986: 983: 967:Main article: 964: 961: 958: 957: 956:Lower Extreme 954: 950: 949: 948:Below Average 946: 942: 941: 940:Average Range 938: 934: 933: 932:Above Average 930: 926: 925: 924:Upper Extreme 922: 918: 917: 914: 898:Main article: 894: 893: 892:Lower Extreme 890: 886: 885: 882: 878: 877: 876:Below Average 874: 870: 869: 866: 862: 861: 860:Above average 858: 854: 853: 850: 846: 845: 844:Upper Extreme 842: 841:130 and above 824: 821: 818: 817: 814: 810: 809: 806: 802: 801: 798: 794: 793: 790: 786: 785: 782: 778: 777: 774: 770: 769: 768:Very superior 766: 765:131 and above 762: 761: 758: 738:Main article: 735: 732: 729: 728: 725: 721: 720: 717: 713: 712: 709: 705: 704: 701: 697: 696: 693: 689: 688: 685: 681: 680: 677: 673: 672: 669: 665: 664: 661: 657: 656: 653: 636:Main article: 633: 630: 627: 626: 625:Lower extreme 623: 622:Extremely low 620: 616: 615: 612: 609: 605: 604: 601: 598: 594: 593: 590: 587: 583: 582: 579: 576: 572: 571: 568: 565: 561: 560: 559:Upper extreme 557: 556:Very superior 554: 550: 549: 546: 543: 525: 524: 523:Extremely Low 521: 517: 516: 513: 509: 508: 505: 501: 500: 497: 493: 492: 489: 485: 484: 481: 477: 476: 473: 472:130 and above 469: 468: 465: 454: 453: 452:Extremely Low 450: 446: 445: 442: 438: 437: 434: 430: 429: 426: 422: 421: 418: 414: 413: 410: 406: 405: 404:Very Superior 402: 401:130 and above 398: 397: 394: 370:David Wechsler 352:Main article: 349: 346: 340: 337: 330: 308:ordinal scores 299:Stanford–Binet 281: 280: 277: 274: 271: 267: 266: 263: 260: 257: 253: 252: 249: 246: 243: 239: 238: 235: 232: 229: 225: 224: 221: 218: 215: 211: 210: 207: 204: 201: 197: 196: 193: 190: 187: 183: 182: 179: 176: 173: 169: 168: 165: 162: 159: 155: 154: 151: 148: 145: 141: 140: 137: 134: 131: 127: 126: 123: 120: 117: 113: 112: 109: 106: 103: 92: 89: 26: 9: 6: 4: 3: 2: 7029: 7018: 7015: 7014: 7012: 6997: 6993: 6985: 6984: 6981: 6975: 6971: 6967: 6963: 6959: 6955: 6951: 6947: 6943: 6940: 6938: 6937:Psychometrics 6935: 6933: 6930: 6928: 6925: 6924: 6922: 6918: 6912: 6909: 6907: 6904: 6902: 6899: 6897: 6894: 6892: 6889: 6887: 6884: 6883: 6881: 6877: 6871: 6868: 6866: 6865:Understanding 6863: 6860: 6856: 6853: 6851: 6848: 6846: 6843: 6841: 6838: 6836: 6833: 6831: 6828: 6826: 6823: 6821: 6818: 6816: 6813: 6811: 6809: 6805: 6803: 6800: 6798: 6795: 6793: 6792:Communication 6790: 6788: 6785: 6783: 6780: 6779: 6777: 6772: 6768: 6761: 6757: 6754: 6752: 6749: 6747: 6744: 6742: 6739: 6737: 6734: 6732: 6729: 6727: 6724: 6723: 6721: 6717: 6713: 6710: 6703: 6698: 6696: 6691: 6689: 6684: 6683: 6680: 6668: 6665: 6664: 6662: 6658: 6652: 6649: 6647: 6644: 6642: 6639: 6637: 6634: 6633: 6631: 6627: 6621: 6618: 6616: 6613: 6611: 6608: 6606: 6603: 6601: 6598: 6597: 6595: 6593: 6589: 6583: 6580: 6578: 6575: 6573: 6570: 6568: 6565: 6563: 6560: 6558: 6555: 6554: 6552: 6548: 6539: 6534: 6532: 6527: 6525: 6520: 6519: 6516: 6510: 6507: 6505: 6502: 6500: 6497: 6495: 6492: 6491: 6482: 6481: 6476: 6473: 6470: 6466: 6462: 6459: 6456: 6452: 6448: 6445: 6444: 6431: 6425: 6420: 6419: 6412: 6400: 6399: 6394: 6390: 6386: 6382: 6378: 6374: 6370: 6366: 6360: 6356: 6352: 6347: 6336: 6332: 6328: 6324: 6320: 6316: 6309: 6304: 6300: 6294: 6290: 6285: 6284: 6278: 6273: 6268: 6267: 6261: 6257: 6252: 6251: 6245: 6241: 6229: 6228: 6223: 6219: 6215: 6209: 6205: 6200: 6196: 6190: 6185: 6184: 6178: 6174: 6170: 6169: 6164: 6160: 6145: 6141: 6137: 6133: 6129: 6125: 6121: 6114: 6109: 6105: 6099: 6095: 6094: 6088: 6084: 6078: 6075:. Macmillan. 6074: 6069: 6065: 6059: 6055: 6054: 6048: 6044: 6038: 6034: 6029: 6025: 6019: 6015: 6010: 6006: 6000: 5995: 5994: 5987: 5983: 5977: 5973: 5968: 5967: 5961: 5956: 5952: 5946: 5942: 5937: 5933: 5927: 5923: 5917: 5902: 5898: 5893: 5881: 5880: 5874: 5870: 5864: 5859: 5858: 5852: 5847: 5836: 5832: 5827: 5823: 5817: 5813: 5809: 5804: 5800: 5794: 5790: 5785: 5781: 5775: 5771: 5767: 5762: 5758: 5753: 5742: 5738: 5734: 5728: 5724: 5723: 5718: 5714: 5704:on 2016-03-15 5700: 5696: 5690: 5686: 5679: 5674: 5663: 5659: 5656:. Macmillan. 5655: 5654: 5648: 5636: 5632: 5628: 5623: 5612: 5606: 5601: 5600: 5593: 5589: 5583: 5579: 5575: 5571: 5567: 5563: 5557: 5553: 5549: 5545: 5541: 5535: 5531: 5526: 5525: 5519: 5515: 5511: 5505: 5501: 5497: 5492: 5488: 5482: 5478: 5473: 5469: 5465: 5461: 5457: 5453: 5449: 5445: 5441: 5437: 5431: 5427: 5422: 5418: 5412: 5408: 5403: 5391: 5387: 5383: 5378: 5374: 5370: 5366: 5360: 5356: 5352: 5348: 5344: 5339: 5335: 5329: 5325: 5320: 5316: 5310: 5306: 5302: 5301:Gleick, James 5298: 5294: 5288: 5284: 5280: 5275: 5271: 5265: 5261: 5256: 5252: 5247: 5246: 5239: 5235: 5229: 5225: 5220: 5216: 5210: 5206: 5203:. Cambridge: 5201: 5200: 5193: 5189: 5183: 5179: 5174: 5173: 5167: 5162: 5158: 5152: 5148: 5144: 5139: 5135: 5129: 5125: 5121: 5116: 5112: 5106: 5102: 5101: 5095: 5091: 5087: 5086:Dumont Willis 5083: 5078: 5074: 5068: 5064: 5059: 5058: 5051: 5047: 5042: 5038: 5032: 5028: 5023: 5019: 5013: 5009: 5008:Prentice Hall 5005: 5001: 4997: 4993: 4989: 4983: 4978: 4977: 4970: 4966: 4960: 4956: 4951: 4950: 4938: 4933: 4926: 4921: 4914: 4910: 4905: 4898: 4893: 4886: 4881: 4874: 4869: 4862: 4857: 4850: 4845: 4843: 4835: 4830: 4823: 4818: 4812:, p. 221 4811: 4810:Spearman 1927 4806: 4799: 4795: 4794:Robinson 2011 4790: 4783: 4779: 4774: 4767: 4762: 4755: 4751: 4746: 4739: 4735: 4731: 4726: 4719: 4715: 4714:Simonton 1999 4710: 4703: 4698: 4691: 4690:Wechsler 1939 4686: 4679: 4678:very superior 4675: 4671: 4666: 4659: 4655: 4650: 4642: 4638: 4634: 4629: 4622: 4617: 4610: 4605: 4590: 4586: 4580: 4573: 4569: 4564: 4550:on 2007-03-20 4549: 4545: 4541: 4535: 4527: 4523: 4518: 4513: 4509: 4505: 4501: 4497: 4493: 4486: 4471: 4467: 4463: 4459: 4453: 4451: 4442: 4438: 4434: 4430: 4426: 4422: 4417: 4412: 4408: 4404: 4400: 4396: 4392: 4385: 4377: 4371: 4367: 4360: 4354: 4350: 4346: 4340: 4332: 4328: 4323: 4318: 4314: 4310: 4306: 4302: 4298: 4294: 4290: 4283: 4275: 4271: 4266: 4261: 4257: 4253: 4248: 4243: 4239: 4235: 4231: 4224: 4216: 4210: 4207:. p. 5. 4206: 4202: 4195: 4188: 4183: 4176: 4171: 4164: 4159: 4153:, p. 122 4152: 4147: 4140: 4135: 4128: 4124: 4120: 4119:Naglieri 1999 4115: 4108: 4103: 4101: 4093: 4089: 4084: 4077: 4072: 4065: 4064:Wechsler 1958 4060: 4053: 4052:Wechsler 1958 4048: 4041: 4040:Wechsler 1939 4036: 4029: 4024: 4017: 4012: 4005: 4000: 3998: 3996: 3994: 3986: 3981: 3974: 3969: 3967: 3960:, p. 131 3959: 3954: 3952: 3945:, p. 117 3944: 3939: 3932: 3931:Naglieri 1999 3927: 3921:, p. 110 3920: 3915: 3909: 3905: 3900: 3898: 3890: 3885: 3878: 3874: 3869: 3863: 3862:Spearman 1904 3858: 3851: 3846: 3839: 3834: 3827: 3823: 3818: 3811: 3806: 3799: 3794: 3787: 3786:Naglieri 1999 3782: 3776:, p. 347 3775: 3770: 3763: 3758: 3751: 3750:Kamphaus 2005 3746: 3740:, p. 337 3739: 3738:Kamphaus 2005 3734: 3732: 3730: 3723:, p. 112 3722: 3717: 3715: 3707: 3702: 3696:, p. 136 3695: 3690: 3683: 3682:Kamphaus 2005 3678: 3670: 3664: 3660: 3653: 3646: 3641: 3639: 3637: 3629: 3625: 3620: 3612: 3610:9781119057536 3606: 3602: 3598: 3594: 3593: 3585: 3578: 3574: 3570: 3566: 3563:, p. 66 3562: 3561:Campbell 2006 3558: 3553: 3546: 3541: 3534: 3529: 3522: 3517: 3510: 3505: 3498: 3493: 3491: 3489: 3487: 3485: 3483: 3481: 3479: 3477: 3469: 3464: 3457: 3452: 3445: 3440: 3434:, p. 736 3433: 3428: 3422:, p. 158 3421: 3416: 3409: 3404: 3397: 3392: 3385: 3380: 3373: 3368: 3361: 3356: 3349: 3344: 3337: 3333: 3328: 3321: 3314: 3307: 3300: 3295: 3287: 3283: 3278: 3270: 3266: 3262: 3258: 3254: 3250: 3246: 3242: 3238: 3234: 3230: 3223: 3216: 3211: 3204: 3199: 3192: 3188: 3183: 3176: 3171: 3164: 3163:Wechsler 1939 3159: 3157: 3149: 3145: 3140: 3138: 3130: 3125: 3118: 3113: 3107:, p. 139 3106: 3101: 3094: 3089: 3082: 3077: 3070: 3069:Kamphaus 2005 3065: 3063: 3061: 3053: 3048: 3041: 3036: 3029: 3028:Wechsler 1958 3024: 3020: 3011: 3008: 3006: 3003: 3001: 2998: 2996: 2993: 2991: 2988: 2986: 2983: 2981: 2978: 2976: 2973: 2971: 2968: 2966: 2963: 2961: 2958: 2956: 2953: 2951: 2948: 2946: 2943: 2941: 2938: 2936: 2935:Psychometrics 2933: 2931: 2928: 2926: 2923: 2921: 2918: 2917: 2911: 2909: 2898: 2895: 2892: 2889: 2888: 2884: 2881: 2878: 2875: 2874: 2870: 2867: 2864: 2861: 2860: 2857:1:44–1:1,000 2856: 2853: 2850: 2847: 2846: 2842: 2839: 2836: 2833: 2832: 2828: 2825: 2822: 2819: 2818: 2812: 2808: 2805: 2798: 2788: 2786: 2782: 2778: 2772: 2769: 2765: 2761: 2753: 2749: 2741: 2736: 2721: 2719: 2715: 2711: 2707: 2703: 2699: 2695: 2691: 2687: 2683: 2679: 2675: 2671: 2667: 2663: 2659: 2655: 2650: 2645: 2644: 2639: 2637: 2633: 2629: 2625: 2621: 2620:Down syndrome 2617: 2613: 2609: 2607: 2603: 2602: 2597: 2593: 2589: 2584: 2582: 2578: 2577: 2572: 2571: 2566: 2562: 2561: 2555: 2553: 2549: 2548: 2543: 2539: 2535: 2531: 2527: 2523: 2513: 2511: 2510: 2505: 2504:Supreme Court 2500: 2496: 2491: 2485: 2470: 2468:69 and below 2467: 2466: 2462: 2459: 2458: 2454: 2451: 2450: 2446: 2443: 2442: 2439:High average 2438: 2435: 2434: 2430: 2427: 2426: 2422: 2419: 2418: 2414: 2411: 2410: 2404: 2396: 2393: 2392: 2389:Slow learner 2388: 2385: 2384: 2380: 2377: 2376: 2372: 2369: 2368: 2365:High average 2364: 2361: 2360: 2356: 2353: 2352: 2348: 2345: 2344: 2340: 2337: 2336: 2330: 2321: 2318: 2315: 2312: 2311: 2307: 2304: 2301: 2298: 2297: 2293: 2290: 2287: 2284: 2283: 2279: 2276: 2273: 2270: 2269: 2265: 2262: 2259: 2256: 2255: 2251: 2248: 2245: 2242: 2241: 2237: 2234: 2231: 2228: 2227: 2223: 2220: 2217: 2214: 2213: 2207: 2199: 2196: 2193: 2190: 2189: 2185: 2182: 2179: 2176: 2175: 2171: 2168: 2165: 2162: 2161: 2157: 2154: 2151: 2148: 2147: 2143: 2140: 2138:High Average 2137: 2134: 2133: 2129: 2126: 2123: 2120: 2119: 2115: 2112: 2109: 2106: 2105: 2101: 2098: 2095: 2092: 2091: 2085: 2076: 2074:69 and below 2073: 2072: 2068: 2065: 2064: 2060: 2057: 2056: 2052: 2049: 2048: 2045:High Average 2044: 2041: 2040: 2036: 2033: 2032: 2028: 2025: 2024: 2020: 2017: 2016: 2010: 2001: 1998: 1997: 1993: 1990: 1989: 1985: 1982: 1981: 1977: 1974: 1973: 1970:High average 1969: 1966: 1965: 1961: 1958: 1957: 1953: 1951:140 and over 1950: 1949: 1945: 1942: 1941: 1935: 1933: 1922: 1919: 1917:65 and below 1916: 1915: 1911: 1908: 1905: 1904: 1900: 1897: 1894: 1893: 1889: 1886: 1883: 1882: 1878: 1875: 1872: 1871: 1867: 1864: 1861: 1860: 1856: 1853: 1851:128 and over 1850: 1849: 1845: 1842: 1839: 1838: 1832: 1830: 1820: 1817: 1815:65 and below 1814: 1813: 1809: 1806: 1803: 1802: 1798: 1795: 1792: 1791: 1787: 1784: 1781: 1780: 1776: 1773: 1770: 1769: 1765: 1762: 1759: 1758: 1754: 1751: 1749:128 and over 1748: 1747: 1743: 1740: 1737: 1736: 1730: 1727: 1723: 1719: 1710: 1707: 1706: 1702: 1699: 1698: 1694: 1691: 1690: 1686: 1683: 1682: 1678: 1675: 1674: 1670: 1667: 1666: 1662: 1659: 1658: 1654: 1651: 1650: 1646: 1643: 1642: 1638: 1635: 1634: 1630: 1627: 1626: 1622: 1619: 1618: 1614: 1611: 1610: 1606: 1603: 1602: 1598: 1595: 1594: 1588: 1580: 1577: 1576: 1572: 1569: 1568: 1564: 1561: 1560: 1556: 1553: 1552: 1549:High average 1548: 1545: 1544: 1540: 1537: 1536: 1532: 1530:140 and over 1529: 1528: 1524: 1521: 1520: 1514: 1505: 1502: 1501: 1497: 1494: 1493: 1489: 1486: 1485: 1481: 1478: 1477: 1473: 1470: 1469: 1465: 1462: 1461: 1457: 1454: 1453: 1449: 1446: 1445: 1441: 1438: 1437: 1433: 1430: 1429: 1425: 1423:175 and over 1422: 1421: 1417: 1414: 1413: 1407: 1405: 1401: 1391: 1388: 1387: 1383: 1380: 1379: 1375: 1372: 1371: 1367: 1364: 1363: 1359: 1356: 1355: 1351: 1348: 1347: 1343: 1340: 1339: 1333: 1331: 1321: 1318: 1317: 1313: 1310: 1309: 1305: 1302: 1301: 1297: 1294: 1293: 1289: 1286: 1285: 1281: 1278: 1277: 1273: 1270: 1269: 1265: 1262: 1261: 1255: 1253: 1252:William Stern 1249: 1245: 1241: 1237: 1229: 1225: 1219: 1205: 1202: 1201: 1197: 1194: 1193: 1189: 1186: 1185: 1181: 1178: 1177: 1173: 1170: 1169: 1165: 1162: 1161: 1157: 1154: 1153: 1149: 1146: 1145: 1139: 1126: 1123: 1122: 1118: 1115: 1114: 1110: 1107: 1106: 1102: 1099: 1098: 1094: 1091: 1090: 1086: 1083: 1082: 1078: 1075: 1074: 1070: 1067: 1066: 1060: 1055: 1040: 1038:69 and below 1037: 1036: 1032: 1029: 1028: 1024: 1021: 1020: 1016: 1013: 1012: 1009:High Average 1008: 1005: 1004: 1000: 997: 996: 992: 989: 988: 984: 981: 980: 974: 970: 955: 952: 951: 947: 944: 943: 939: 936: 935: 931: 928: 927: 923: 920: 919: 915: 912: 911: 905: 901: 891: 889:69 and below 888: 887: 883: 880: 879: 875: 872: 871: 867: 864: 863: 859: 856: 855: 851: 848: 847: 843: 840: 839: 833: 830: 823:Kaufman Tests 815: 813:69 and below 812: 811: 807: 804: 803: 799: 796: 795: 791: 788: 787: 784:High Average 783: 780: 779: 775: 772: 771: 767: 764: 763: 759: 756: 755: 749: 747: 741: 726: 723: 722: 718: 715: 714: 710: 707: 706: 702: 699: 698: 694: 691: 690: 687:High average 686: 683: 682: 678: 675: 674: 670: 667: 666: 662: 659: 658: 654: 651: 650: 644: 639: 624: 621: 619:69 and below 618: 617: 613: 610: 607: 606: 602: 599: 596: 595: 591: 588: 585: 584: 581:High average 580: 578:High average 577: 574: 573: 569: 566: 563: 562: 558: 555: 552: 551: 547: 544: 541: 540: 534: 532: 522: 520:69 and below 519: 518: 514: 511: 510: 506: 503: 502: 498: 495: 494: 491:High Average 490: 487: 486: 482: 479: 478: 474: 471: 470: 466: 463: 462: 451: 449:69 and below 448: 447: 443: 440: 439: 435: 432: 431: 427: 424: 423: 420:High Average 419: 416: 415: 411: 408: 407: 403: 400: 399: 395: 392: 391: 385: 383: 379: 373: 371: 365: 361: 355: 345: 329: 324: 320: 316: 314: 309: 303: 300: 296: 291: 288: 278: 275: 272: 269: 268: 264: 261: 258: 255: 254: 250: 247: 244: 241: 240: 236: 233: 230: 227: 226: 222: 219: 216: 213: 212: 208: 205: 202: 199: 198: 194: 191: 188: 185: 184: 180: 177: 174: 171: 170: 166: 163: 160: 157: 156: 152: 149: 146: 143: 142: 138: 135: 132: 129: 128: 124: 121: 118: 115: 114: 110: 107: 104: 101: 100: 88: 86: 81: 76: 73: 68: 66: 63: 58: 52: 50: 46: 42: 34: 30: 19: 6994: / 6972: / 6968: / 6964: / 6962:neuroscience 6960: / 6956: / 6952: / 6948: / 6944: / 6807: 6760:visuospatial 6736:Intellectual 6605:Mega Society 6566: 6478: 6469:Intelligence 6468: 6455:Intelligence 6454: 6417: 6403:. Retrieved 6397: 6376: 6350: 6338:. Retrieved 6321:(1): 28–48. 6318: 6314: 6282: 6265: 6249: 6232:. Retrieved 6226: 6203: 6182: 6167: 6151:. Retrieved 6144:the original 6123: 6119: 6092: 6072: 6052: 6032: 6013: 5992: 5965: 5940: 5921: 5908:. Retrieved 5904:(PowerPoint) 5901:the original 5884:. Retrieved 5878: 5856: 5838:. Retrieved 5834: 5807: 5788: 5765: 5756: 5744:. Retrieved 5721: 5706:. Retrieved 5699:the original 5684: 5665:. Retrieved 5652: 5639:. Retrieved 5635:the original 5630: 5614:. Retrieved 5598: 5573: 5551: 5523: 5495: 5476: 5451: 5448:Intelligence 5447: 5425: 5406: 5394:. Retrieved 5389: 5385: 5350: 5323: 5304: 5282: 5259: 5244: 5223: 5198: 5171: 5142: 5119: 5099: 5090:the original 5085: 5056: 5045: 5026: 5003: 4975: 4954: 4946:Bibliography 4932: 4920: 4904: 4892: 4880: 4868: 4856: 4829: 4817: 4805: 4789: 4773: 4761: 4753: 4745: 4730:Shurkin 2006 4725: 4709: 4702:Eysenck 1998 4697: 4692:, p. 45 4685: 4677: 4673: 4670:Kaufman 2009 4665: 4657: 4649: 4640: 4637:Eysenck 1998 4633:Eysenck 1995 4628: 4621:Shurkin 1992 4616: 4609:Pintner 1931 4604: 4593:. Retrieved 4579: 4563: 4552:. Retrieved 4548:the original 4543: 4534: 4502:(1): 102–4. 4499: 4495: 4485: 4474:. Retrieved 4461: 4398: 4394: 4384: 4365: 4359: 4344: 4339: 4299:(2): 71–74. 4296: 4292: 4282: 4237: 4233: 4223: 4200: 4194: 4182: 4170: 4158: 4151:Kaufman 2009 4146: 4139:Sattler 1988 4134: 4114: 4107:Gregory 1995 4091: 4088:Freides 1972 4083: 4071: 4059: 4047: 4035: 4023: 4018:, p. 20 4011: 4006:, p. 18 3980: 3943:Pintner 1931 3938: 3926: 3919:Kaufman 2009 3914: 3884: 3876: 3868: 3857: 3845: 3833: 3817: 3812:, p. 20 3805: 3800:, p. 11 3793: 3781: 3769: 3757: 3745: 3721:Kaufman 2009 3701: 3689: 3677: 3658: 3652: 3645:Sattler 2008 3619: 3591: 3584: 3579:, p. 12 3575:, p. 7 3552: 3540: 3528: 3516: 3504: 3470:, p. 89 3463: 3451: 3444:Sattler 2001 3439: 3432:Sattler 1988 3427: 3415: 3403: 3391: 3379: 3367: 3355: 3343: 3335: 3327: 3316: 3309: 3302: 3299:Sattler 2008 3294: 3285: 3282:Shurkin 1992 3277: 3239:(1): 68–72. 3236: 3232: 3222: 3210: 3198: 3190: 3187:Kaufman 2013 3182: 3175:Kaufman 2009 3170: 3129:Kaufman 2009 3124: 3112: 3100: 3088: 3076: 3052:Gregory 1995 3047: 3035: 3023: 2904: 2882:+4.00–+5.33 2868:+3.00–+3.99 2854:+2.00–+2.99 2840:+1.00–+1.99 2809: 2800: 2773: 2767: 2763: 2751: 2746: 2717: 2713: 2705: 2702:Best Buddies 2693: 2689: 2681: 2677: 2673: 2669: 2665: 2661: 2657: 2653: 2641: 2640: 2615: 2611: 2610: 2599: 2595: 2587: 2585: 2574: 2568: 2558: 2556: 2545: 2541: 2529: 2525: 2524:. The terms 2519: 2507: 2501: 2497: 2493: 2455:Low average 2402: 2394:67 or below 2381:Low average 2327: 2205: 2166:Low Average 2082: 2061:Low Average 2007: 1986:Low average 1931: 1928: 1898:Dull normal 1828: 1826: 1796:Dull normal 1725: 1716: 1586: 1565:Low average 1511: 1450:Very bright 1399: 1397: 1360:Very Bright 1329: 1327: 1236:Alfred Binet 1233: 1227: 1137: 1057: 1025:Low Average 972: 903: 826: 800:Low Average 743: 703:Low average 641: 603:Low average 600:Low average 528: 507:Low Average 436:Low Average 374: 367: 342: 326: 321: 317: 304: 292: 284: 80:intelligence 77: 72:Lewis Terman 69: 61: 53: 40: 39: 29: 6966:personality 6901:PASS theory 6859:abstraction 4925:Urbina 2011 4899:, p. 8 4778:Gleick 2011 4750:Leslie 2000 4736:(See also " 3904:Terman 1916 3708:, Table 5.5 3497:Urbina 2011 3372:Jensen 2011 3315:= .85 < 3308:= .80 < 3144:Terman 1916 2990:Dyscalculia 2829:Prevalence 2542:retardation 2463:Borderline 2180:Borderline 2042:111 to 120 2034:121 to 130 1909:Borderline 1807:Borderline 1482:Borderline 1426:Precocious 1392:Borderline 781:111 to 120 773:121 to 130 611:Borderline 444:Borderline 313:halo effect 85:reliability 6797:Creativity 6741:Linguistic 6726:Collective 5741:2010941708 5708:2013-07-15 4911:, p. 4849:Gross 2000 4796:, p. 4780:, p. 4732:, p. 4716:, p. 4595:2010-06-29 4568:Rosa's Law 4554:2007-08-17 4476:2008-08-04 4187:Flynn 2012 4121:, p. 3906:, p. 3569:Foote 2007 3420:Aiken 1979 3384:Flynn 2012 3146:, p. 3105:Aiken 1979 3016:References 2995:Dysgraphia 2908:percentile 2791:Giftedness 2710:Rosa's Law 2581:mental age 2565:mental age 2516:Historical 2488:See also: 2050:90 to 110 1920:Defective 1818:Defective 1498:Imbeciles 1271:Above 140 1079:Very high 789:90 to 110 483:Very High 378:Army Alpha 358:See also: 6958:longevity 6946:fertility 6845:Reasoning 6825:Knowledge 6815:Intellect 6782:Cognition 6773:, traits, 6771:Abilities 6731:Emotional 6463:(1997). " 6449:(1997). 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The 2444:90–109 2370:89–110 2271:90–109 2149:90–109 1975:90–109 1884:91–110 1782:91–110 1554:90–109 1506:Idiots 1490:Morons 1463:95–104 1458:Bright 1376:Normal 1373:90–109 1368:Bright 1295:90–110 1179:90–109 1100:90–109 1014:90–109 937:85–115 865:90–109 692:90–109 586:90–109 496:90–109 425:90–109 130:Brianna 111:WJ-III 105:KABC-II 6954:health 6950:height 6835:Memory 6810:factor 6751:Social 6712:topics 6550:Topics 6426: 6405:4 June 6383: 6361: 6333: 6295: 6210: 6191: 6153:31 May 6138: 6100: 6079: 6060: 6039: 6020: 6001: 5978: 5947: 5928: 5865: 5840:5 June 5818: 5795: 5776: 5739: 5729: 5691: 5660: 5641:5 June 5607: 5584: 5558: 5536: 5532:–153. 5506: 5483: 5466: 5432: 5413: 5371: 5361: 5330: 5311: 5289: 5266: 5230: 5211: 5184: 5153: 5130: 5107: 5069: 5033: 5014: 4984: 4961: 4754:didn't 4641:before 4526:153994 4524: 4514: 4439: 4431: 4423: 4372: 4351: 4329: 4319: 4311: 4272: 4262: 4254: 4211: 3665: 3607: 3267: 3259: 3251: 2735:Genius 2729:Genius 2706:retard 2682:retard 2672:, and 2596:cretin 2588:cretin 2547:retard 2460:70–79 2452:80–89 2386:68–78 2378:79–88 2299:70–79 2285:80–89 2177:70–79 2163:80–89 1991:70–79 1983:80–89 1906:66–79 1895:80–90 1804:66–79 1793:80–90 1708:30–39 1700:40–49 1692:50–59 1684:60–69 1676:70–79 1668:80–89 1660:90–99 1570:70–79 1562:80–89 1495:25–49 1487:50–74 1479:75–84 1471:85–94 1389:70–79 1381:80–89 1311:70–80 1303:80–90 1195:70–79 1187:80–89 1155:≥ 130 1116:70–79 1108:80–89 1076:≥ 130 1030:70–79 1022:80–89 953:40–69 945:70–84 881:70–79 873:80–89 724:40–54 716:55–69 708:70–79 700:80–89 608:70–79 597:80–89 512:70–79 504:80–89 441:70–79 433:80–89 228:Imelda 214:Hector 200:Georgi 158:Danica 6850:Skill 6719:Types 6667:Densa 6311:(PDF) 6291:–38. 6147:(PDF) 6136:JSTOR 6116:(PDF) 5974:–21. 5812:Wiley 5702:(PDF) 5681:(PDF) 5578:Wiley 5345:. In 5253:–773. 5178:Wiley 4437:S2CID 4429:JSTOR 3265:S2CID 2893:180– 2670:moron 2666:idiot 2576:Moron 2560:Idiot 2538:moron 2294:16.1 2291:16.1 2280:50.0 2277:49.5 2266:16.1 2263:16.7 2229:130+ 2172:16.1 2169:16.1 2158:50.0 2155:49.1 2144:16.1 2141:16.6 2107:130+ 1901:16.1 1890:50.0 1879:16.1 1799:16.1 1788:50.0 1777:16.1 1711:0.03 1671:14.5 1663:23.0 1655:23.5 1647:18.1 1607:0.03 1503:0–24 1474:Dull 1203:≤ 69 1124:≤ 69 1087:High 660:140+ 553:130+ 256:Keoku 186:Fritz 172:Elpha 144:Colin 116:Asher 102:Pupil 6970:race 6424:ISBN 6407:2013 6381:LCCN 6359:ISBN 6342:2013 6331:PMID 6293:ISBN 6236:2010 6208:ISBN 6189:ISBN 6155:2013 6098:ISBN 6077:ISBN 6058:ISBN 6037:ISBN 6018:ISBN 5999:ISBN 5976:ISBN 5945:ISBN 5926:ISBN 5912:2013 5888:2013 5863:ISBN 5842:2013 5816:ISBN 5793:ISBN 5774:ISBN 5748:2014 5737:LCCN 5727:ISBN 5689:ISBN 5669:2014 5658:OCLC 5643:2013 5618:2013 5605:ISBN 5582:ISBN 5556:ISBN 5534:ISBN 5504:ISBN 5481:ISBN 5464:ISSN 5430:ISBN 5411:ISBN 5398:2020 5369:OCLC 5359:ISBN 5328:ISBN 5309:ISBN 5287:ISBN 5264:ISBN 5228:ISBN 5209:ISBN 5182:ISBN 5151:ISBN 5128:ISBN 5105:ISBN 5067:ISBN 5031:ISBN 5012:ISBN 4982:ISBN 4959:ISBN 4544:Ouch 4522:PMID 4421:ISSN 4370:ISBN 4349:ISBN 4327:PMID 4309:ISSN 4270:PMID 4252:ISSN 4209:ISBN 3663:ISBN 3605:ISBN 3257:PMID 3249:ISSN 2779:and 2700:and 2692:and 2614:and 2544:and 2528:and 2322:2.2 2319:2.1 2308:6.7 2305:6.1 2252:6.7 2249:7.4 2238:2.2 2235:2.3 2200:2.2 2197:2.3 2186:6.7 2183:6.4 2130:6.7 2127:6.9 2116:2.2 2113:2.6 2069:Low 1923:2.2 1912:6.7 1868:6.7 1857:2.2 1821:2.2 1810:6.7 1766:6.7 1755:2.2 1703:0.2 1695:0.4 1687:2.0 1679:5.6 1639:8.2 1631:3.1 1623:1.1 1615:0.2 1119:Low 808:Low 380:and 362:and 279:102 242:Jose 223:103 195:105 167:118 153:101 139:105 125:111 67:). 62:i.e. 6974:sex 6453:." 6323:doi 6128:doi 5530:151 5456:doi 5251:772 5063:126 4913:301 4512:PMC 4504:doi 4411:hdl 4403:doi 4317:PMC 4301:doi 4260:PMC 4242:doi 4129:)." 4127:355 3824:, " 3597:doi 3241:doi 2686:BBC 1222:by 1068:GCA 276:124 273:116 270:Leo 265:75 251:86 245:101 237:97 231:104 220:113 217:112 209:90 206:100 192:105 189:106 181:93 178:105 164:127 161:116 147:100 136:110 133:125 7013:: 6467:" 6329:. 6319:30 6317:. 6313:. 6289:20 6134:. 6124:15 6122:. 6118:. 5833:. 5814:. 5735:. 5629:. 5580:. 5462:. 5452:39 5450:. 5390:12 5388:. 5384:. 5367:. 5357:. 5207:. 5180:. 5149:. 5126:. 5084:. 5065:. 5010:. 4998:; 4841:^ 4798:47 4782:32 4734:13 4542:. 4520:. 4510:. 4500:23 4498:. 4494:. 4464:. 4460:. 4449:^ 4435:. 4427:. 4419:. 4409:. 4399:31 4397:. 4393:. 4325:. 4315:. 4307:. 4297:17 4295:. 4291:. 4268:. 4258:. 4250:. 4236:. 4232:. 4099:^ 3992:^ 3965:^ 3950:^ 3908:79 3896:^ 3728:^ 3713:^ 3635:^ 3626:, 3603:. 3595:. 3475:^ 3319:xx 3312:xx 3305:xx 3263:. 3255:. 3247:. 3237:17 3235:. 3231:. 3155:^ 3148:79 3136:^ 3059:^ 2668:, 2608:. 1406:. 262:78 259:81 248:99 234:96 203:95 175:93 150:93 122:95 119:90 6861:) 6808:g 6762:) 6701:e 6694:t 6687:v 6537:e 6530:t 6523:v 6432:. 6409:. 6387:. 6367:. 6344:. 6325:: 6301:. 6238:. 6216:. 6197:. 6157:. 6130:: 6106:. 6085:. 6066:. 6045:. 6026:. 6007:. 5984:. 5972:3 5953:. 5934:. 5914:. 5890:. 5871:. 5844:. 5824:. 5801:. 5782:. 5750:. 5711:. 5671:. 5645:. 5620:. 5590:. 5564:. 5542:. 5512:. 5489:. 5470:. 5458:: 5438:. 5419:. 5400:. 5375:. 5336:. 5317:. 5295:. 5272:. 5236:. 5217:. 5190:. 5159:. 5136:. 5113:. 5075:. 5039:. 5020:. 4990:. 4967:. 4718:4 4598:. 4557:. 4528:. 4506:: 4479:. 4443:. 4413:: 4405:: 4378:. 4333:. 4303:: 4276:. 4244:: 4238:1 4217:. 4123:7 3671:. 3613:. 3599:: 3317:r 3310:r 3303:r 3271:. 3243:: 2826:σ 2756:" 20:)

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