Why are very high IQ scores unreliable


IQ- a relative value

It is common to describe intellectual performance potential via intelligence.

But what is intelligence?

A mixture of Albert Einstein and Harry Potter - that is a widespread everyday conception of a genius, a gifted person. Such people are curious, learn faster than their peers, have excellent analytical skills, and develop superior rhetoric.

However, these features are by no means sufficient for a clear definition of the term (gifted). With the multitude of psychological models it has been agreed to define giftedness with the help of cognitive intelligence. This is understood to mean the ability to find one's way effectively in new situations through insight or to solve tasks through thinking. This is made possible by grasping relationships quickly, not through experience.

There is no absolute measure of a person's cognitive intelligence with an associated measuring device, such as body weight and scales. Rather, the so-called intelligence quotient (IQ) is a relative value that is determined by statistical comparison of the cognitive performance of a group.

According to general agreement, one speaks of giftedness from an IQ value of 130. About 2% of a year have such a high cognitive potential. For the Saarland, this means around 200 highly talented children and young people per year. To clarify: in every year of a 2-class elementary school, one finds a highly gifted child statistically distributed.

Regardless of the respective reference group, the mean value of the group is always set at 100. Most people, around two thirds of the population (68%), have an IQ between 85 and 115. This range is also known as the average range of intelligence.

Around 95 percent of the population have an IQ between 70 and 130. Extremely low or high IQ scores are equally rare. Around two percent of the population have a very low iq (below 70) or a very high IQ (over 130).

Special measuring methods (IQ tests) are carried out to measure the intelligence quotient. It is important that these are only carried out by an expert (school psychologist).

This standardization is one of the basic conditions for the comparability of the test results. The IQ can then be deduced from the range of correct solutions.

The IQ only indicates a disposition, i.e. the prerequisite for excellent academic performance. For the implementation of an existing potential in performance, there must be correspondingly favorable environmental conditions. Without targeted support, talent may go undetected.

From what age can a test be carried out?

The Karg Foundation writes about this:

“Some test procedures can be used from the age of two to three years. However, the lower the age, the lower the stability of the intelligence measurement. Among other things, rapid development processes that take place at a young age are responsible for this. A high level of talent that is determined at a young age can also be a developmental advantage that children of the same age catch up with later.

From around five years on, the intelligence can be reliably and validly recorded with tests. However, very strong individual fluctuations are possible. Therefore, in individual cases with very young children (pre-school age and first years of primary school), test results that are older than about a year should not be used to answer specific diagnostic questions. "

(Karg Foundation, questions and answers on giftedness, 2014)

Every child and young person has a basic right to adequate support - even the (highly) gifted.

Sandra Behrend
Advice center for gifted people
I like to attend the Unconventional Thinking Days because they are fun and I am supported there.

Amélie Allenbacher
Participant in lateral thinker days
In our cross-class measures, every child can develop their potential individually. Younger children learn from older ones as well as vice versa.

Carolin Eifler
Advice center for gifted people
I like to visit the Unconventional Thinking Days because you learn a lot there and I feel like a scientist. But above all I like Karin.

Franziska Umlauf
Participant in lateral thinker days
Accompanying children to develop their potential little by little is exactly what I want to do.

Karin Wagner
Advice center for gifted people
I like the support group because we deal with exciting topics that we can choose ourselves.

Len Colling
Participant support group
I've been to the Querdenkertage twice and I think it's a lot of fun. You can do handicrafts, puzzles and more. You will also talk about complex topics and work on them.

Leon Sonn
Participants in lateral thinker days
I like to visit the support group because I can learn a lot there and have a lot of fun!

Marisol Roth
Participant in the support group
All children have the right to be encouraged according to their individual abilities.

Melanie Engstler
Advice center for gifted people
I find it a particular joy to be able to accompany gifted children a little on their way and to be amazed again and again.

Myriam Mischo-Roth
Advice center for gifted people
I find the job of a special needs teacher for gifted children very exciting and varied. Again and again I am amazed at what the children can already achieve.

Rita Field
Rector Laurentiusschule Hülzweiler
Promotion of the gifted
is very good.

Herbert Jacob
Advice center for gifted people
I learn a lot in the support group, and that's why I really enjoy going there. I also love my classmates and my teacher there.

Simon Zaffino
Participant support group
I particularly like working with the children on topics that play no or only a subordinate role in everyday school life.

Stefanie Brühl
Elementary school teacher in Hülzweiler
I am a remedial teacher at the Querdenkertage because I enjoy working with curious children and the event enables all participants to think outside the box.

Stefanie Clemens
Remedial teacher for community school Saarlouis I "In the tiles"
I enjoy the unconventional thinker days because you learn a lot of things.

Tom Martin
Participants in lateral thinker days
I particularly like going to Rentrisch because I am not as bored there as at school and because I feel very comfortable with my teacher and in my group.

Jakob Leis
Participant support group