3 ms·

> Given that IQ tests are not that good of a predictor of college success They're not even a good indicator of intelligence overall. > With samples at each ag

> Given that IQ tests are not that good of a predictor of college success They're not even a good indicator of intelligence overall. > With samples at each age of about this size, the present study found no moderation of the genetic effect on intelligence. However, we found the greater variance in low-SES families is due to moderation of the environmental effect – an environment-environment interaction. From: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3270016/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3270016/ and > Specifically, children from low SES families scored on average 6 IQ points lower at age 2 than children from high SES backgrounds; by age 16, this difference had almost tripled. From https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4641149/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4641149/ The first study in particular confirms some of my personal anecdata, i.e. that perceived intelligence is largely a matter of upbringing.

eesmith 3y ago
The article specifically concerned college, and IQ tests are a predictor of college success, just not a good one. For example, from https://link.springer.com/article/10.1007/s11031-017-9660-4 https://link.springer.com/article/10.1007/s11031-017-9660-4 > Known predictors of academic performance (e.g., college GPA) among college students are ACT (or SAT) scores, high school GPA, and Intelligence Quotient (IQ) (Sternberg et al. 2001; Bowen et al. 2009). or from https://www.pnas.org/doi/full/10.1073/pnas.1601135113 https://www.pnas.org/doi/full/10.1073/pnas.1601135113 > This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ. or from https://www.nber.org/system/files/working_papers/w18121/w18121.pdf https://www.nber.org/system/files/working_papers/w18121/w181... : > Achievement tests and grades are more predictive than IQ. But none of these measures explains much of the variation of any outcome, leaving considerable room for other determinants.

eesmith 3y ago

The article specifically concerned college, and IQ tests are a predictor of college success, just not a good one. For example, from https://link.springer.com/article/10.1007/s11031-017-9660-4 https://link.springer.com/article/10.1007/s11031-017-9660-4 > Known predictors of academic performance (e.g., college GPA) among college students are ACT (or SAT) scores, high school GPA, and Intelligence Quotient (IQ) (Sternberg et al. 2001; Bowen et al. 2009). or from https://www.pnas.org/doi/full/10.1073/pnas.1601135113 https://www.pnas.org/doi/full/10.1073/pnas.1601135113 > This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ. or from https://www.nber.org/system/files/working_papers/w18121/w18121.pdf https://www.nber.org/system/files/working_papers/w18121/w181... : > Achievement tests and grades are more predictive than IQ. But none of these measures explains much of the variation of any outcome, leaving considerable room for other determinants.