REDMOND

In chapter 4, intelligence and its different scientific interpretations are examined. One theory that is still widely regarded as an accurate gauge of individual intelligence is the Intelligence Quotient Formula, or IQ (MA/CA x 100, or the mean score). Supposedly, as a child ages, his/her score stabilizes and can be a predictor of their expected intelligence in adulthood (though the theory seems to be contradicted by the pre-Horn/Cattel outlook, accepting of IQ as declining after age 25). In my own experience over 28 years, I have found that an individuals IQ can become a large part of ones identity throughout life. The chapter also discusses g factors, or general intelligence that a child has which is measurable in seven independent categories, and s factors (specific areas of intelligence the child excels in), that over time and concentration in the study of them, become S factors in adulthood. When I was about 7 or 8 years old (I think first grade, but possibly second grade), a woman with short black hair and lots of makeup came to my classroom and took me out of class. I went to another classroom where there were two other girls from my grade, Stephanie Odom and Melanie Mims. There were lots of toys, games, maps and other childhood educational apparatuses in this room, some of which I regretfully never had the opportunity to play with. That year, I went to this room routinely with these girls, where, other than playing with toys and looking at a map of the U.S. and being asked to pronounce Utah (I pronounced it yoo-ta-hah back then), I dont recall what we did in there. I do recall being confused about why I was there, and never having it explained to me. I thought maybe I was special, but then again I thought that getting to take fluoride pills at naptime made me special because I equated them with crappy candy, not my parents use of well water. I later found out that this class was called HAP, an acronym I cannot expand upon, meant for gifted students. I believe it was around this time that I

REDMOND took my first IQ test. Though I do not remember taking such a test, I apparently scored around a 130 on it. This was revealed to me by my mother in junior high (and included a comment about it being higher than my brothers which filled me with joy), and would over time become a part of who I thought I was. I was smart, and no failing grade in biology could take that away from me. My g factor was firmly in place, and though my development of an s factor into an S factor has split into different directions over the years, I always assumed that it was an unchanging part of my self that I merely chose to neglect at times, but that was still there should I choose to engage it. After art school, my first attempt at an S factor, I realized there were things that a young person cannot anticipate about themselves, because of the limited exposure of a young adult to all of the interests to investigate in the world. What I wanted at 18 was not what I wanted at 25, because through a unique and unplanned series of circumstances, I was exposed to new interests that appealed to me over time, changing my desired S factor to studies of physical performance and repair. I reminded myself that I was above average, and if I chose to go back to school, even at 28 I could still do well. A few weeks ago, I was with a friend having a beer. He presented me with an 18-question IQ test on his phone, comprised mostly of pattern recognition and logic questions. Having been told I was above average intelligence, and that my IQ was stable over my lifetime, I assumed that I would score within the same range I did as a child. This thought process did not take into consideration what chapter 4 mentions about neglecting certain domains of intelligence as an adult. As an educator, it is important to facilitate within your students the ability and desire to continue their search for education into adulthood, since intelligence is in constant development, and must be cultivated throughout ones lifetime. I have declined in how much I read (I scored a 35 out of 36 on the language portion of the ACT, but am doubtful my score today would be so

REDMOND high), how much I study subjects that are interesting to me, and how much I engage my brain in problem solving and puzzle related activities. But I am smart, remember? That was never supposed to go away. What did I score on the internet IQ test? 110.