Howard Gardner has also convinced us that the word intelligence carries with it undue affect and political baggage. It is still a useful word, but we shall subsequently employ the more neutral term cognitive ability as often as possible to refer to the concept that we have hitherto called intelligence, just as we will use IQ as a generic synonym for intelligence test score. Since cognitive ability is an uneuphonious phrase, we lapse often so as to make the text readable. But at least we hope that it will help you think of intelligence as just a noun, not an accolade.
We have said that we will be drawing most heavily on data from the classical tradition. That implies that we also accept certain conclusions undergirding that tradition. To draw the strands of our perspective together and to set the stage for the rest of the book, let us set them down explicitly. Here are six conclusions regarding tests of cognitive ability, drawn from the classical tradition, that are by now beyond significant technical dispute:
- There is such a thing as a general factor of cognitive ability on which human beings differ.
- All standardized tests of academic aptitude or achievement measure this general factor to some degree, but IQ tests expressly designed for that purpose measure it most accurately.
- IQ scores match, to a first degree, whatever it is that people mean when they use the word intelligent or smart in ordinary language.
- IQ scores are stable, although not perfectly so, over much of a person’s life.
- Properly administered IQ tests are not demonstrably biased against social, economic, ethnic, or racial groups.
- Cognitive ability is substantially heritable, apparently no less than 40 percent and no more than 80 percent.
Charles Murray, “The Bell Curve Explained”, American Enterprise Institute, 2017-05-20.
June 28, 2019
QotD: “Intelligence” is just a noun
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