Intelligence Issues In Children
By Debbie Cluff, Sat Dec 10th

Our society is captivated by the notion of intelligence andmeasuring intelligence levels. What does this measurementindicate? For the past hundred years intelligence has beenmeasured by tests. A person's performance on those tests wouldindicate their intelligence quotient, or IQ score. IQ scores arenormally thought of as being an indication of a child's abilityand potential and also a possible indicator of how that childwill perform in the future, in school or workforce. However, IQscores have been used in research to see if there is anycorrelation between the scores and a person's affluence,longevity, health, and behavior. If there is a link betweenthese scores and all the above characteristics, then is thereanything that we can do to influence the scores? Some feel IQscores are primarily genetic. Some feel that a child'senvironment can positively or negatively influence IQ scores.There are even studies that show that high levels of fluoride indrinking water caused a decline in IQ scores in children. A lotof time and energy has been spent on trying to find out how muchof an impact intelligence has on our lives. Are we any closer tofinding out the validity of IQ scores and how much of a rolethey play in determining a person's success? There is muchdebate over this issue, and compelling arguments for and againstIQ testing. Parents and teachers can use this information todetermine their viewpoint on how they will use the IQ scores tobenefit their education. Many researchers question the benefitsof IQ testing on children. Is this something that a parentshould want for their child? Will it help the child's future?How can a teacher use this information in the classroom? The IQtest, sometimes referred to as the norm-referenced, is verystable and shows how the intelligence of a child is important totheir learning process. IQ scores can help place the child inthe appropriate learning center, whether the child needs to beplaced in a special education classroom or an advancedclassroom. It would be inappropriate to ask a child to workgeometry problems without the proper education and background. Achild's IQ scores can show the level at which child is able toperform. If a child's IQ scores are within the lower percentile,then it is logical that the child should be placed in aclassroom that moves at a slower speed so that the child'slearning style can be taken into account. The converse is truefor a child who has a high IQ score. Even when taken repeatedly,IQ scores tend to be consistent, making it easier to predictwhat the child's IQ will be later in their life though the olderthe child (Bee, 2000). It really can fairly predict whataccomplishments the parent and the child can expect throughtheir life. Though this test is based on a solid foundation,there are still some questions to whether the IQ test should beconsidered valid. One thing most psychologists agree on is thatthere is no relationship between IQ scores and the career choiceof a child. An example would be, "while it is clear thatsuccessful business executives usually score at least moderatelywell on the IQ test, the rate at which they advance and theirultimate business achievements are only minimally associatedwith their specific IQ score" (Feldman, 2000). This means thatthere is a way to achieve success, with hard work, in theworkforce even if you are not placed high on the IQ scale. Thetest might interfere with the educational plans of children

whomight think they are not "smart enough" to accomplish more thantheir IQ allows. Helen Bee explains, " Although these scores dobecome quite stable in late childhood, individual children canand do shift in response to especially rich or especiallyimpoverished environments, or in response to any stress in theirlives" (Bee, 2000). The IQ test really has to be administeredlater in the child's life after they have had experience inlife. This brings about the question of whether performance onIQ tests has to do with the nurturing of a child. Anotherproblem that researchers have discovered about the IQ test isthat there is a deviance in scores of people of lowersocio-economic classes and underrepresented minority groups. Anytest that has "...an unequal distribution of IQ scores by race,gender, and ethnic origin" or that is not culturally diverseshould be considered to have a few flaws (Pyryt, 1996). It isimportant to have a test that can measure ability within allcultural classes, and the IQ test may be short in this section.The children that fit into this category really don't have themeans or resources to score high on the IQ test (Pyryt, 1996).However, this discrepancy has been rebutted with the fact thatthe children in lower socio-economic classes or minority groupscan achieve what their IQ scores predict, with the propereducation and self-esteem (Bee, 2000). What the parent has toremember is that the child will have to overcome theirenvironmental obstacles in order to achieve their IQ level. Even though the IQ test has its shortcomings, it is stillaccepted as a valid way to verify a child's ability and topredict future performance in school and in the workforce. TheIQ test has the potential to help students be successful intheir individual learning styles. IQ scores help educators andparents place children in classes that will be appropriate forthe child's ability level. There is still some question as towhether the IQ tests are flawed because they do not accuratelyreflect the ability of all cultural and socio-economic groups.However research shows that environment does have an affect onthe IQ score, supporting the idea that a child can increasetheir potential with the proper nurturing environment. IQ testscan be a useful tool. However, parents and educators need torecognize that a child's performance on an IQ test is only anindication of potential and can not predict the child'swillingness to succeed or the environmental obstacles that achild must overcome in order to fulfill the indication of theirIQ scores.

References: Bee, H. (2000). Child and Adolescent Development(9th ed.) [e-text]. Boston, MA: Pearson Custom Publishing.Feldmen, R. (2000). Essentials of Understanding Psychology (4thEd.). Amherst, MA: University of Massachusetts. Pyryt, M.(1996, June). The Bell Curve. Roeper Review, 18 (4), 4.

About the author:Debbie Cluff is the owner of Links for Learning, an onlinetutoring and instant homework help site,www.links-for-learning.com. Links for Learning was establishedto help create a positive and quality educational environmentfor all students. Debbie has 2 children, with one on the way,and has been married for 5 years. She recieved her BA in LiberalStudies and her Master's in Education. She is currently in afirst grade classroom.