Non-verbal cognitive development, learning, and symptoms of PTSD in 3- to 6-year-old refugee children

As IQ tests are commonly used as key assessment method, we address the question whether our commonly used standardized IQ tests are appropriate for children from families of diverse cultures and different educational levels in a refugee population. We examined 109 refugee children aged 3–7 years (M = 5.10 years, SD = 1.25) with the “Kaufman Assessment Battery for Children “ (KABC-II; Kaufmann & Kaufmann, 2015) on a language-free scale (Scale of Intellectual Functioning, SIF) and learning performance (subtest Atlantis). With a non-verbal IQ of 81.5 (SD = 18.01), the population mean of the refugee children is more than one standard deviation lower than the mean of the German norm population. Standardized scores follow the normal distribution and are not correlated to any of the assessed markers of adversity (flight duration, time spent in Germany, child PTSD in parent rating, parental symptom load, and parental education level).Conclusion: The interpretation of IQ test results for refugee children should be done cautiously as results may underestimate their cognitive capacity. Environmental factors, such as high illiteracy among parents in this study, the lack of institutional education of children and high lifetime stress, may explain our findings.Trial registration: DRKS00021150. What is Known:• There is a high pervasiveness for the use of standardized IQ tests in the German health and education system to determine eligibility for special education and social services. What is New:• Refugee children score significantly lower than German children in a language-free IQ test. As results are normally distributed and not correlated to any of the assessed markers of adversity, the low scores in the refugee group might be due to missing formal education.

Psychologising meritocracy: A historical account of its many guises

Measured by psychologists, conceived in critical terms, popularised as satire, and exploited by politicians, meritocracy is a dilemmatic concept that has changed its meanings throughout history. Social psychologists have conceptualised and operationalised meritocracy both as an ideology that justifies inequality and as a justice principle based on equity. These two conceptualisations express opposing ideas about the merit of meritocracy and are both freighted ideologically. We document how this dilemma of meritocracy’s merit developed from meritocracy’s inception as a critical concept among UK sociologists in the 1950s to its operationalisation by U.S. and Canadian social psychologists at the end of the 20th century. We highlight the ways in which meritocracy was originally utilised, in part, to critique the measurement of merit via IQ tests, but ironically became a construct that, through its psychologisation, also required measurement. Through the operationalisation of meritocracy, social psychologists obscured the possibility of critiquing meritocracy and missed the opportunity to offer alternatives to a system that has been legitimised by their own work. A social psychology of meritocracy should take into consideration the ideological debate around its meaning and value and the implications of its measurement and study.

Giftedness from the perspective of research on genius: Some precautionary implications

The terms giftedness and genius entered the research literature in the 19th century. Although not synonymous, both terms were defined according to potential or actual achievement in a specific domain. However, in the early 20th century, both terms became defined according to performance on domain-generic IQ tests. Given the empirical relations between achievement and intelligence, this transfer of meaning is unjustified. Both giftedness and genius must be defined with respect to potential or actual domain-specific achievements.

Kecerdasan dalam Pembelajaran Matematika

This study aims to analyze the relationship between IQ test results and studentintelligence in learning mathematics through the Multiple Intelligence Theory.This research is a qualitative study which uses primary references forintelligence in mathematics learning and correlates with IQ tests based onmultiple intelligence theory.The results of research that discusses the theory of Multiple Intentions that areable to change the view of intelligence as seen from the results of IQ tests are nolonger relevant because IQ tests only discuss intelligence intelligence,mathematics and language. IQ tests only support math-intelligence andlanguage, while learning mathematics involves not only intelligence andlanguage. If the school wants to implement Multiple Intelligences in itseducation system, then it needs help from each teacher to ask to start and ask toput all his skills and creativity into teaching.Keywords: Multiple intelligence, multiple intelligence, IQ, mathematicalintelligence

Flynn effect: Generation growth of IQ

In the 1980-s, the attention of the public was attracted by the research of James Flynn, who noticed something interesting - as the time went by, respondents achieved higher scores in the IQ tests. According to his research, as well as the researches of the authors who were engaged in the subject, the observed increase was 4.4 points per decade on average. These increases varied across different environments, however, in almost every country where research was conducted the point increases in IQ tests were observed. In addition to the observed increases in the IQ tests, it was also necessary to uncover the reasons for such results. The aim of the study is to present the results of the empirical research confirming this phenomenon, as well as to provide some possible explanations related to its occurrance. The relevant literature have singled out education, test exposure, nutrition and health care, reduction in the number of primary family members and heterosis as the possible reasons for the above-mentioned point increases.

IQ Test Expert System for Selecting Candidates for New Students

The IQ test information system at the Taman Siswa Lubukpakam Private High School is still done by selling, after the which Recapitulation is done manually, the obstacle is that the school has Difficulties in delivering information on the results of IQ tests that are slow and not timely , and in the calculation of the IQ test results that require a long time, the resulting in slow work.The making of this system uses the methodology of field researchers, interviews and observations. This requires some Data Including student data. Data Reviews These are expected to be the basis of making this application system in order to present the required information quickly intervening and accurately. IQ tests in the determination and consideration of class Unmatched in schools are usually done manually and the make enough time to find out the IQ results in Determining prospective new students at school, besides calculating the IQ test results Because it is quite complicated, then to Facilitate the school in carrying out the IQ test to Determine the prospective new students required the existence of a computer-based application and to build applications that will be used by the web programming language. The results of the evaluation of the application that was built were very helpful and accelerated the school in Determining the selection of classrooms that adjusted Reviews their abilities and civilized the use of computers among students. then to Facilitate the school in carrying out the IQ Test to Determine the prospective new students required the existence of a computer-based application and to build applications that will be used by the Web programming language. The results of the evaluation of the application that was built were very helpful and accelerated the school in Determining the selection of classrooms that adjusted Reviews their abilities and civilized the use of computers among students. then to Facilitate the school in carrying out the IQ Test to Determine the prospective new students required the existence of a computer-based application and to build applications that will be used by the Web programming language. The results of the evaluation of the application that was built were very helpful and accelerated the school in Determining the selection of classrooms that adjusted Reviews their abilities and civilized the use of computers among students

Using Neuroscience to Image the Creative Brain

The nature and sources of creativity have intrigued people for many years. During the early phases of this effort, people relied on anecdotal or historical accounts, but in the twentieth century the emphasis shifted to empirical studies. Assuming that high intelligence (“genius”) was associated with creativity, investigators relied on IQ tests to select subjects for study. In the mid-twentieth century the emphasis shifted to custom-designed tests that assessed more specific components of creative thinking. With the development of neuroscientific methods and neuroimaging, the emphasis has shifted to include methods that directly measure brain activity, based on the assumption that creative ideas are the product of brain activity.