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I gave an example above. Imagine you ask second graders to write math tests for college. They might extrapolate from their experience like this "We started work
by pps43 8y ago
I gave an example above. Imagine you ask second graders to write math tests for college. They might extrapolate from their experience like this "We started working with single-digit numbers, like 2+3 or 4*2. Then we learned to work with two-digit numbers, 23+17 or 17-73. High school math should probably be three-digit numbers, college will be four-digit numbers, and math professor must be able to work with eight-digit numbers."
This is actually a reasonable approach (extrapolating from known data), but do you think this test will separate math ability well among college students?
- slavik81 8y agoYour example describes a lack of knowledge, not a lack of intelligence.
- pps43 8y agoYet the same argument can be made for (any specific aspect of) intelligence.
- catskul2 8y agoNot really. Many parts of standard intelligence tests are pattern matching. In many cases the patterns can be generated and verified algorithmically and the number of elements as well as time limits are varied. The maker of the test would not necessarily do well on it. In general, detecting and analyzing an ability does not require the ability that is being analyzed.