Genius and Intelligence

Like genius, intelligence can be difficult to quantify. Psychologists and neuroscientists study intelligence extensively. An entire field of study, known as psychometrics, is devoted to studying and measuring intelligence. But even within that field, experts don't always agree on exactly what it is or how best to analyze it. And while intelligence is central to genius, not all geniuses score well on intelligence tests or perform well in school.

Intelligence testing has existed for thousands of years. Chinese emperors used aptitude testing to evaluate civil servants as early as 2200 BC [ref]. The tests we know as IQ tests got their start near the end of the 19th century. Today, IQ tests generally measure a person's memory as well as language, spatial and mathematical abilities. In theoretical terms, these tests measure a concept or factor known as g. You can think of g as a unit of measure or a way of expressing the amount of intelligence a person has.

IQ tests are also standardized so that most people score between 90 and 110. When placed on a graph, the IQ test scores of a large group of people will generally resemble a bell curve, with most people scoring in the average range. A common perception is that anyone scoring above a certain number -- often 140 -- is automatically a genius. But in spite of the existence of high-IQ organizations, many scientists caution that there is no such thing as a genius-level IQ.

Image Used under the GNU Free Documentation License A bell curve

Many educators and researchers feel that, in general, standardized IQ tests do a good job of predicting how well a child will perform in school. Schools often use these tests to determine which children to place in gifted or special education classes. Most colleges and universities and some employers also use standardized tests as part of their application processes.

Intelligence and Adjustment One of the stereotypes surrounding gifted children is that they have trouble fitting in at school. Several scientific studies suggest that the stereotype has a foundation in reality. A Purdue University study of 423 gifted students suggested that they were susceptible to bullying. A 20-year study of gifted children ending in 1940 suggested that the trend of not fitting in continues into adulthood. The study used a test that measured both verbal intelligence and personal adjustment. People who scored above 140 in verbal intelligence generally had lower personal adjustment scores.

However, in spite of their prevalence, these tests are not foolproof. In general, some minorities and people with lower income levels tend to score lower than people from other racial and economic groups. Critics contend that this makes IQ tests invalid or unfair. Others argue that they instead point out unfairness and prejudice within a society.

In addition, some researchers and theorists argue that the concept of g is too limiting and doesn't really give a full view of a person's intelligence. These researchers feel that intelligence is a combination of many factors. One theory that tries to provide a more complete view of intelligence is Howard Gardner's theory of multiple intelligences (MI). According to Gardner, there are seven types of intelligence:

• Linguistic
• Logical-mathematic
• Musical
• Bodily-kinesthetic
• Spatial
• Interpersonal
• Intrapersonal

Many parents and educators feel that these categories more accurately express the strengths of different children. But critics allege that Gardner's definitions are so broad and inclusive that they make intelligence meaningless.

Another less restrictive theory is Robert J. Sternbert's triarchic theory of human intelligence. According to Sternbert, human intelligence includes:

Public domain image Wolfgang Amadeus Mozart: Genius

• Creative intelligence, or the ability to generate new, interesting ideas
• Analytical intelligence, or the ability to examine facts and draw conclusions
• Practical intelligence, or the ability to fit into one's environment

In Sternbert's view, a person's total intelligence is a combination of these three abilities. Critics claim that he has little empirical evidence for his theories. They also argue that practical intelligence is not intelligence at all, or that it can be explained through other theories of intelligence.

The triarchic and MI theories are both relatively new, and critics have pointed out flaws in both of them. However, they may be better able to explain the concept of genius than traditional IQ tests can. Geniuses aren't just people with a lot of g. Mozart, for example, combined musical genius with an innate understanding of mathematics and patterns. Einstein's genius spanned the realms of logic, math and spatial relationships. And all geniuses have a very important aptitude in common -- they have an abundance of creative intelligence. Without it, they wouldn't be geniuses. They'd simply be exceptionally smart.

How much creativity does it take to be a genius? We'll look at how imagination and productivity contribute to genius next.

Are We All Getting Smarter? For several years, scientists have noticed a general upward trend in the general population's IQ scores. It has seemed that each generation is a little smarter than the one before it. Researchers aren't sure whether improvements in education, nutrition, medical care or society in general are responsible for this trend, which is known as the Flynn effect.