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Browse 46 quotes about Iq.

Iq Quotes

“Have you noticed how the cleverest people at school are not those who make it in life? People who are conventionally clever get jobs on their qualifications (the past), not on their desire to succeed (the future). Very simply, they get overtaken by those who continually strive to be better than they are.”

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Book:It's Not How Good You Are, It's How Good You Want To Be
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“Taking the Right Decision in any situation only requires TWO major ingredients: Critical Thinking and Grace. Critical Thinking is like 'Works' and Grace is like 'Faith'. So if "Faith without Works is dead," then same, I believe, goes for Works without Faith. Like the two sides of a coin, one without the other just won't make any sense. And if the coin ever has a third side, it will never be 'Emotions' or 'Sentiments' because they both have zero IQ.”

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Book:The Soldier Within
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“Noting that the rise in IQ scores “is concentrated in nonverbal IQ performance,” which is “mainly tested through visual tests,” she attributed the Flynn effect to an array of factors, from urbanization to the growth in “societal complexity,” all of which “are part and parcel of the worldwide movement from smaller-scale, low-tech communities with subsistence economies toward large-scale, high-tech societies with commercial economies.” We’re not smarter than our parents or our parents’ parents. We’re just smart in different ways.”

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Book:The Shallows: What the Internet is Doing to Our Brains
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“And don’t forget, if you are very intelligent but load yourself with bad characters, nobody will follow you.”

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Book:Leaders' Frontpage: Leadership Insights from 21 Martin Luther King Jr. Thoughts
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“When studies using mental ability test scores from children are considered, the heritability of mental ability is typically found to be about .40, and the effect of the common or shared environment is found to be almost as strong, about .35. In contrast, when studies using mental ability test scores from adults (or older adolescents) are considered, estimates of the heritability of mental ability are much higher, typically about .65, whereas estimates of common or shared environment effects are much lower, probably under .20 (see review by Haworth et al., 2010). These findings indicate that differences among children in their levels of mental ability are attributable almost as much to their common environment—that is, to features of their family or household circumstances—as to their genetic inheritances. However, the findings also suggest that as children grow up, the differences among them in mental ability become less strongly related to the features of their common environments, and more strongly related to their genetic inheritances. In other words, the effect on one's mental ability of the family or household in which one is reared tends to become less important as one grows up, so that by adulthood one's level of mental ability is heavily dependent on one's genetic characteristics. It is as if one's level of mental ability—relative to that of other persons of the same age—can be raised (or lowered) during childhood by a particularly good (or poor) home environment, but then gradually returns to the level that one's genes tend to produce. The aforementioned findings are based mainly on samples of participants who belong to the broad middle class of modern Western countries. There is some evidence, though, that the heritability of IQ tends to be somewhat lower (at least until young adulthood, and perhaps beyond) when studies are conducted using participants of less enriched environments, such as those in economically underdeveloped countries or in the lowest socioeconomic classes of some Western countries (see review by Nisbett et al., 2012). One recent study (Tucker-Drob & Bates, 2016) found that in the United States, additive genetic influences had a weaker influence on IQ among persons of low socioeconomic status than among persons of high socioeconomic status. (Interestingly, Tucker-Drob and Bates did not find this effect in western European countries or in Australia, where socioeconomic status differences tend to be smaller.) The above findings suggest that whenever the heritability of IQ is discussed, it is important to consider the ages of the persons being examined as well as their socioeconomic status and their country.”

PsychologyIntelligenceInequalityIqSocioeconomic StatusPsychometricsMental AbilityPersonality DifferencesPersonality Psychology
Book:Individual Differences and Personality
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“Mind Quotient (Sonnet 1209) Throw away all stupidity of IQ and EQ, They are but stain upon mind's honor. To quantify intelligence is stupid, To quantify emotion is even stupider. When the feeble psyche seeks reassurance, It craves comfort in all sorts of nonsense. Most times it resorts to the supernatural, Exhausting that it resorts to pseudoscience. It is no mark of mental progress to replace supernatural bubble with pseudoscience bubble. No matter how they try to sell you security, Know that, human potential is unquantifiable. IQ is no measure of intelligence, EQ is no measure of emotion either. But craving for IQ and EQ is symptom of a shallow and feeble character.”

PsychologyGeniusIntelligenceEmotional IntelligenceNeuroscienceIqPsychology PoetryEqIntelligence QuotientEmotional Quotient
Book:Rowdy Scientist: Handbook of Humanitarian Science
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“When studies using mental ability test scores from children are considered, the heritability of mental ability is typically found to be about .40, and the effect of the common or shared environment is found to be almost as strong, about .35. In contrast, when studies using mental ability test scores from adults (or older adolescents) are considered, estimates of the heritability of mental ability are much higher, typically about .65, whereas estimates of common or shared environment effects are much lower, probably under .20 (see review by Haworth et al., 2010). These findings indicate that differences among children in their levels of mental ability are attributable almost as much to their common environment—that is, to features of their family or household circumstances—as to their genetic inheritances. However, the findings also suggest that as children grow up, the differences among them in mental ability become less strongly related to the features of their common environments, and more strongly related to their genetic inheritances. In other words, the effect on one's mental ability of the family or household in which one is reared tends to become less important as one grows up, so that by adulthood one's level of mental ability is heavily dependent on one's genetic characteristics. It is as if one's level of mental ability—relative to that of other persons of the same age—can be raised (or lowered) during childhood by a particularly good (or poor) home environment, but then gradually returns to the level that one's genes tend to produce.”

PsychologyIntelligenceIqPsychometricsMental AbilityPersonality DifferencesPersonality Psychology
Book:Individual Differences and Personality
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“The magic in writing is not so much using your imagination as it is allowing the reader to uses theirs. When I write a novel I’m not going to hand walk you through each scene. Avid readers tend to have very high IQ’s so I’m constantly aware of, and respect that. I have a tendency to give my readers vivid descriptions of panoramic viewpoints, soft breezes, and the late evening as it scrapes against the emerging night and present this step by suspenseful step. Once I get them to the threshold of that unseen cliff, I shove them off and say, take it from there.”

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Book:Darkness Left Undone
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“In my opinion, defining intelligence is much like defining beauty, and I don’t mean that it’s in the eye of the beholder. To illustrate, let’s say that you are the only beholder, and your word is final. Would you be able to choose the 1000 most beautiful women in the country? And if that sounds impossible, consider this: Say you’re now looking at your picks. Could you compare them to each other and say which one is more beautiful? For example, who is more beautiful— Katie Holmes or Angelina Jolie? How about Angelina Jolie or Catherine Zeta-Jones? I think intelligence is like this. So many factors are involved that attempts to measure it are useless. Not that IQ tests are useless. Far from it. Good tests work: They measure a variety of mental abilities, and the best tests do it well. But they don’t measure intelligence itself.”

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Author:Marilyn vos Savant
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“Page 65: The consistent findings about cognitive ability and job performance that apply most directly to group differences in cognitive ability are these: • Measures of cognitive ability and job performance are always positively correlated. • The size of the correlation goes up as the job becomes more cognitively complex. • Even for low-skill occupations, job experience does not lead to convergence in performance among persons with different cognitive ability. • For intellectually demanding jobs, there is no point at which more cognitive ability doesn’t make a difference. Increases in IQ scores are statistically associated with increases in productivity at every level of cognitive ability.”

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Book:Facing Reality: Two Truths about Race in America
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“Page 67: For jobs that require a college degree, race differences in cognitive ability in the workplace should be minimized by the process of obtaining that college degree. But it hasn’t worked that way since at least the 1970s. Colleges have been complicit in transmitting the mean IQ differences by race in the general population not only through the college pipeline but through the graduate-education pipeline as well.” Page 76: The mean IQs of Africans and Latins increase with each higher category, just as the European means do, but the size of the difference generally keeps pace. In the case of the European–African difference, the size of the difference tends to increase along with IQ, from 1.01 SDs for occupations with European mean IQs under 100 to 1.20 SDs for European mean IQs of 110 or higher.”

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Book:Facing Reality: Two Truths about Race in America
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“Page 42: Whatever the combination of sources of test bias might be, genuine bias against a minority will show up in a way that leaves no room for doubt: It will under-predict the test taker’s performance in the classroom or on the job. Whether predictive validity is the same for different groups can be subjected to rigorous statistical scrutiny, and it has been, repeatedly. The results are unambiguous, whether the thing being predicted is grades in school or performance on the job. The major tests do not under-predict the performance of Africans or Latins.”

IntelligenceImmigrationMulticulturalismAffirmative ActionIq
Book:Facing Reality: Two Truths about Race in America
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“Page 67: For jobs that require a college degree, race differences in cognitive ability in the workplace should be minimized by the process of obtaining that college degree. But it hasn’t worked that way since at least the 1970s. Colleges have been complicit in transmitting the mean IQ differences by race in the general population not only through the college pipeline but through the graduate-education pipeline as well.”

IntelligenceAffirmative ActionIq
Book:Facing Reality: Two Truths about Race in America
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“Wikipedia: The IQ Controversy, the Media and Public Policy The role of genetics in the black-white IQ gap has been particularly controversial. The question regarding this in the survey asked "Which of the following best characterizes your opinion of the heritability of black-white differences in IQ?" Amongst the 661 returned questionnaires, 14% declined to answer the question, 24% said that there was insufficient evidence to give an answer, 1% said that the gap was "due entirely to genetic variation", 15% voted that it was "due entirely to environmental variation" and 45% said that it was a "product of genetic and environmental variation". According to Snyderman and Rothman, this contrasts greatly with the coverage of these views as represented in the media, where the reader is led to draw the conclusion that "only a few maverick 'experts' support the view that genetic variation plays a significant role in individual or group difference, while the vast majority of experts believe that such differences are purely the result of environmental factors.”

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Book:The IQ Controversy, the Media and Public Policy
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“If one chooses to call tests that require the mastery of abstractions culturally biased, because some cultures put more emphasis on abstractions than others, that raises fundamental questions about what the tests are for. In a world where the ability to master abstractions is fundamental to mathematics, science and other endeavors, the measurement of that ability is not an arbitrary bias. A culture-free test might be appropriate in a culture-free society—but there are no such societies.”

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Book:Intellectuals and Society
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“[There is] no direct relationship between IQ and economic opportunity. In the supposed interests of fairness and “social justice”, the natural relationship has been all but obliterated. Consider the first necessity of employment, filling out a job application. A generic job application does not ask for information on IQ. If such information is volunteered, this is likely to be interpreted as boastful exaggeration, narcissism, excessive entitlement, exceptionalism [...] and/or a lack of team spirit. None of these interpretations is likely to get you hired. Instead, the application contains questions about job experience and educational background, neither of which necessarily has anything to do with IQ. Universities are in business for profit; they are run like companies, seek as many paying clients as they can get, and therefore routinely accept people with lukewarm IQ’s, especially if they fill a slot in some quota system (in which case they will often be allowed to stay despite substandard performance). Regarding the quotas themselves, these may in fact turn the tables, advantaging members of groups with lower mean IQ’s than other groups [...] sometimes, people with lower IQ’s are expressly advantaged in more ways than one. These days, most decent jobs require a college education. Academia has worked relentlessly to bring this about, as it gains money and power by monopolizing the employment market across the spectrum. Because there is a glut of college-educated applicants for high-paying jobs, there is usually no need for an employer to deviate from general policy and hire an applicant with no degree. What about the civil service? While the civil service was once mostly open to people without college educations, this is no longer the case, and quotas make a very big difference in who gets hired. Back when I was in the New York job market, “minorities” (actually, worldwide majorities) were being spotted 30 (thirty) points on the civil service exam; for example, a Black person with a score as low as 70 was hired ahead of a White person with a score of 100. Obviously, any prior positive correlation between IQ and civil service employment has been reversed. Add to this the fact that many people, including employers, resent or feel threatened by intelligent people [...] and the IQ-parameterized employment function is no longer what it was once cracked up to be. If you doubt it, just look at the people running things these days. They may run a little above average, but you’d better not be expecting to find any Aristotles or Newtons among them. Intelligence has been replaced in the job market with an increasingly poor substitute, possession of a college degree, and given that education has steadily given way to indoctrination and socialization as academic priorities, it would be naive to suppose that this is not dragging down the overall efficiency of society. In short, there are presently many highly intelligent people working very “dumb” jobs, and conversely, many less intelligent people working jobs that would once have been filled by their intellectual superiors. Those sad stories about physics PhD’s flipping burgers at McDonald's are no longer so exceptional. Sorry, folks, but this is not your grandfather’s meritocracy any more.”

EducationGeniusEconomicsIntelligencePhysicsConservatismSelf EducationModern SocietyIqEducational Reform
Author:Christopher Langan
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“Your intelligence enhances your ability to think and recollect, dream and set realistic goals. Your stamina is built on your passion for progress and willingness to excel... When you have a great stamina, you can make great impact even with a low intelligent quotient!”

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Book:The Great Hand Book of Quotes
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“YouTube: "Jordan Peterson | The Most Terrifying IQ Statistic" JORDAN PETERSON: One of the most terrifying statistics I ever came across was one detailing out the rationale of the United States Armed Forces for not allowing the induct … you can't induct anyone into the Armed Forces into the Armed Forces in the U.S. if they have an IQ of less than 83. Okay, so let's just take that apart for a minute, because it's a horrifying thing. So, the U.S. Armed Forces have been in the forefront of intelligence research since World War I because they were onboard early with the idea that, especially during war time when you are ramping up quickly that you need to sort people effectively and essentially without prejudice so that you can build up the officer corps so you don't lose the damned war, okay. So, there is real motivation to get it right, because it's a life-and-death issue, so they used IQ. They did a lot of the early psychometric work on IQ. Okay, so that's the first thing, they are motivated to find an accurate predictor, so they settled on IQ. The second thing was, the United States Armed Forces is also really motivated to get people into the Armed Forces, peacetime or wartime. Wartime, well, for obvious reasons. Peacetime, because, well, first of all you've got to keep the Armed Forces going and second you can use the Armed Forces during peacetime as a way of taking people out of the underclass and moving them up into the working class or the middle class, right. You can use it as a training mechanism, and so left and right can agree on that, you know. It's a reasonable way of promoting social mobility. So again, the Armed Forces even in peacetime is very motivated to get as many people in as they possibly can. And it's difficult as well. It's not that easy to recruit people, so you don't want to throw people out if you don't have to. So, what's the upshot of all that? Well, after one hundred years, essentially, of careful statistical analysis, the Armed Forces concluded that if you had an IQ of 83 or less there wasn't anything you could possibly be trained to do in the military at any level of the organization that wasn't positively counterproductive. Okay, you think, well, so what, 83, okay. Yeah, one in ten! One in ten! That's one in ten people! And what that really means, as far as I can tell, is if you imagine that the military is approximately as complex as the broader society, which I think is a reasonable proposition, then there is no place in our cognitively complex society for one in ten people. So what are we going to do about that? The answer is, no one knows. You say, "well, shovel money down the hierarchy." It's like, the problem isn't lack of money. I mean sometimes that's the problem, but the problem is rarely absolute poverty. It's rarely that. It is sometimes, but rarely. It's not that easy to move money down the hierarchy. So, first of all, it's not that easy to manage money. So, it's a vicious problem, man. And so... INTERVIEWER: It's hard to train people to become creative, adaptive problem solvers. PETERSON: It's impossible! You can't do it! You can't do it! You can interfere with their cognitive ability, but you can't do that! The training doesn't work. INTERVIEWER: It's not going to work in six months, but it could have worked in six years. PETERSON: No, it doesn't work. Sorry, it doesn't work. The data on that is crystal clear. [note that “one in ten” applies to a breeding group with an average IQ of 100]”

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Author:Jordan B. Peterson
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“Page 85: Results for the military stand apart from all civilian work settings and occupations. One relevant factor for explaining the military’s success is presumably that each branch has its own minimum score on the Armed Forces Qualification Test required of all recruits. The Army requires a score at the 31st percentile or higher, equivalent to an IQ of 92.6 or more, which is roughly the top half of the African and Latin distributions.”

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Book:Facing Reality: Two Truths about Race in America
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“Ben zekaya ve zeka yeteneğindeki kalıtımsal farklara inanırım. Ancak, zekanın bir tek sayı ile -I. Q. (zeka testi) sonucu gibi- ölçülebilecek basit bir yetenek olduğuna inanmıyorum. Bu ölçümlemeyi kabul eden psikologlar o kadar tutarsız beyanlarda bulunmuşlardır ki bunu konularını zedelemek için bilerek yaptıklarına inanmamak çok zor oluyor.”

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Book:Advice to a young scientist
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“While some have contested how accurate or sound the Edina test case is, well-controlled and far larger systematic studies have proved that Edina is no fluke. Numerous counties in several US states have shifted the start of schools to a later hour and their students experienced significantly higher grade point averages.”

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Book:Why We Sleep: Unlocking the Power of Sleep and Dreams
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“Another socially important variable associated with mental ability is that of marriage, or more specifically that of who marries whom. A consistent finding in several studies of the characteristics of spouses is that there is a tendency for spouses to be similar in some—but not all—aspects of mental ability; in other words, some aspects of mental ability do show substantial “assortative mating.” For example, in a study of married couples, Watson et al. (2004) examined spouses' scores on two mental ability tasks—a vocabulary test and a matrix reasoning test. Interestingly, even though vocabulary and matrix reasoning tend to be correlated with each other (both are strongly g-loaded tests), they revealed quite different results when correlations between spouses were considered. On the one hand, wives' and husbands' levels of vocabulary showed a fairly strong positive correlation, about .45. But, on the other hand, wives' and husbands' levels of matrix reasoning were correlated only about .10. This result is consistent with previous findings, in which spouses have tended to show quite similar levels of verbal comprehension ability, but no particular similarity in mathematical reasoning ability (e.g., Botwin, Buss, & Shackelford, 1997). Why should it be the case that spouses tend to be similar in verbal abilities, but not so similar in (equally g-loaded) nonverbal reasoning abilities? One likely explanation—as you might guess—is that two people will tend to have more rewarding conversations if they have similar levels of verbal ability, but that similar levels of nonverbal or mathematical reasoning ability are unlikely to contribute in an important way to any aspect of relationship quality.”

RelationshipsMarriageIntelligenceVocabularyMarried CouplesMatingIqMatchmakingMental AbilityAssortative Mating
Book:Individual Differences and Personality
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