Introduction
In order to create a an unbiased and accurate estimate of the effect of intelligence on professional, social and academic outcomes, Intelligence tests are widely used and they not only help to measure the intellectual performance but also predict the relation between the resulting situations.[ CITATION Duc10 \l 1033 ]
Intelligence tests can be generalized or specialized, depending on the type of study being performed and outcome which is desired, practical intelligence testing is another important area of study which aims to understand the experience based learning and its relation to intelligence, this approach again uses the intelligence tests so that the potential of a person may be tested.[ CITATION Hed02 \l 1033 ]
While the concepts and theories of intelligence tests are applied, we always ensure that the multidimensionality of the abilities is studied individually however the classification is done in a group according to the various concepts that help to determine the class on the basis of the test results achieved. In this paper we will asses discussions on intelligence tests and will determine the theories involved and the effectiveness of the testing that has taken place. [ CITATION Gri04 \l 1033 ]
Intelligence Test: Related Discussions
(Duckworth et. Al, 2010) conducted a study based on intelligence tests in order to explain the application of non-intellective traits and intelligence in various life outcomes. The study basically did an assessment of 46 individuals and performed intelligence tests, while making comparisons with the kind of work that they were involved into, the tests basically included cognitive ability assessment, reinforcement and incentive based tasks, group activity and empirical study. The inferences that were drawn suggested that motivation based intelligence drives future outcomes in individuals and were based on the relation according to the theory suggested by Spearman where the general intelligence was studied on the basis of cognitive effects and mental tests, it is just that the idea of incentive and reward was added to study the direct impact of these in determinig the result of these in shaping ones future. [ CITATION Duc10 \l 1033 ]
Experience based learning is an important aspect of intelligence and is also studied in the form of Practical Intelligence, in a discussion about a case study from the American Army [ CITATION Hed02 \l 1033 ], a commander of a battalion understood after trials that in case if he takes his own decisions and takes the boss’s advise only where it is required he will be successful in maintaining the autonomy and reducing the situations where his boss can micro-manage him. The solution deduced in the above case is basically a practical solution. [ CITATION Hed02 \l 1033 ]
There is another important discussion based on the intelligence test that helps to understand the difference between a practical problem and an academic problem, the concept from Sternberg explains that the "mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life" , on one hand where in case of an academic problem it is well defined and involves complete information, has only one correct answer and has a unique direction to attain that answer, on the other hand the practical problem is based on personal interest, lacks in information, and can be approached though multiple solutions, the above definition is reasonably evident through the Triarchic Theory of Intelligence by Robert Sternberg where the analytical intelligence, Creative Intelligence and Practical intelligence and hence we see that this is the feature that applies in the above case study and helps to understand the kind of solution created. [ CITATION Hed02 \l 1033 ]
Similarly, Sternberg’s theory also explains the study that is done by Grigorenko et. Al, in 2004, where they study the effect and importance of practical intelligence in Yup’ik Alaskan communities. [ CITATION Gri04 \l 1033 ]
The study concentrates on a differentiated assessment of 261 adolescents and performes intelligence tests in order to deduce the competencies present e.g. academic intelligence and practical intelligence. The results of the study indicated that practical intelligence is an important aspects of non-academic settings, it also once again applied the Sternberg’s theory where the Analytical and Creative Intelligence basically formed the academic abilities in the urban areas however the adoloscents staying in rural areas showed abundance of practical skills which is definitely helpful in a non-academit setup. [ CITATION Gri04 \l 1033 ]
Conclusion
Intelligence test is a very impotant tool to understand and determine the intelligence level of an individual, though the primary goal is to determine the intellectuality of an individual but there are multiple results which are revealteed with the help of this test. It is true that there are various traits in every human being but they are simply a result of the intelligence possessed by that person, hence if we take a reversed approach the way we can find the intelligence through activities or skills we can also deduce the skills and preferences if we can canculate the intelligence level. Hence intellegence tests can really help to deduce the outcomes and impact of an individual socially, practically and academically.
Works Cited
Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2010). Role of test motivation in intelligence testing. PNAS Early Edition , 1-5.
Grigorenko, E. L., Meier, E., Lipka, J., Mohatt, G., Yanez, E., & Sternberg, R. J. (2004). Academic and practical intelligence:A case study of the Yup’ik in Alaska. Learning and Individual Differences , 183–207.
Hedlund, J., Antonakis, J., & Sternberg, R. J. (2002). Tacit Knowledge and Practical Intelligence: Understanding the Lessons of Experience. Connecticut: United States Army Research Institute.
