Category Archives: IQ

College Requires a 115 IQ (Min)

Source: AlFinNextLevel website, Jun 2016

Most young people simply do not have the IQ to take a rigorous four year degree that will provide a reasonable return on investment.

There is no magic point at which a genuine college-level education becomes an option, but anything below an IQ of 110 is problematic. If you want to do well, you should have an IQ of 115 or higher. Put another way, it makes sense for only about 15% of the population, 25% if one stretches it, to get a college education. And yet more than 45% of recent high school graduates enroll in four-year colleges. Adjust that percentage to account for high-school dropouts, and more than 40% of all persons in their late teens are trying to go to a four-year college — enough people to absorb everyone down through an IQ of 104.__ Charles Murray quoted in http://www.joannejacobs.com/2007/01/not-smart-enough-for-college/

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Estimated IQ by Intended College Major

Source: StatisticBrain, Mar 2017

IQ Estimates by College Major

Graduate Record Examination Scores Verbal SAT Quant SAT Average SAT Average IQ
Standard Deviation +/- 0.80
Physics & Astronomy 533 736 1269 133
Philosophy 590 638 1228 129
Mathematical Sciences 502 733 1235 130
Materials Engineering 494 727 1221 129
Economics 503 706 1209 128
Chemical Engineering 485 726 1211 128
Other Engineering 493 714 1207 128
Mechanical Engineering 469 724 1193 126
Other Humanities & Art 563 599 1162 124
Physical Sciences 486 697 1183 125
Engineering 468 719 1187 126
Electrical Engineering 459 726 1185 126
Banking & finance 467 711 1178 125
Chemistry 486 680 1166 124
Computer & Information Science 466 701 1167 124

IQ is Highly Heritable

Source: Association for Psychological Science, 2016

 the heritability of intelligence has been shown consistently to increase linearly throughout the life course in more than three decades of research in longitudinal as well as crosssectional analyses and in adoption as well as twin studies (McGue, Bouchard, Iacono, & Lykken, 1993; Plomin, 1986; Plomin & Deary, 2015). For example, as summarized in Figure 3, an analysis of cross-sectional data for 11,000 pairs of twins—larger than all previous twin studies combined—showed that the heritability of intelligence increases significantly from 41% in childhood (age 9) to 55% in adolescence (age 12) and to 66% in young adulthood (age 17; Haworth et al., 2010). 

Some evidence suggests that heritability might increase to as much as 80% in later adulthood independent of dementia (Panizzon et al., 2014); other results suggest a decline to about 60% after age 80 (Lee, Henry, Trollor, & Sachdev, 2010), but another study suggests no change in later life (McGue & Christensen, 2013).

Learning Without Questioning –Why Asians do not win Nobel prizes

Source: James Thompson blog, Apr 2014

Asians (Chinese, Koreans, and Japanese) are supposed to have higher IQs (about 105 on average) than North Europeans (100), while sciences have been developed overwhelmingly by Europeans and their offshoots. Why Asians are lacking in scientific success might relate to two factors:

1. Low curiosity, which is expressed by lower Openness to experience (-.59 SD) as shown in various cross-cultural personality comparisons.

2.  Collectivism, which is captured by various individualism-collectivism indices such as the Hofstede individualism index (IDV), or Hofstede and Triandis individualism index (about -2 SD). The genetic underpinnings for these traits, such as DRD4, 5HTTLPR, and OPRM1 have also become increasingly apparent.

To integrate these psychological traits, a “q” factor is constructed by factor analysis on measures of Openness and Collectivism, which are then correlated with variables measuring academic achievements and also student assessments. It is found that IQ scores coupled with “q” factor scores neatly predict racial scientific achievements and also world-wide student assessments.  

Google DOC presentation: 

A Century of Research on Gifted Kids

Source: Psychology Today, Jan 2017

… advanced educational stimulation matters for gifted individuals to fully develop their talent and actualize their intellectual potential. One study from SMPY showed that grade skipping is a highly effective intervention on later achievement, and another study showed that it may not necessarily be one specific intervention that matters for the development of gifted youth but rather the right mix and intensity of interventions—the appropriate educational dosage—to keep them intellectually stimulated and engaged. Additionally, findings from SMPY have also shown that the willingness to work long hours varies greatly among the gifted population and thus is also likely connected to long-term development of expertise.

 

Genetic Scores and Average IQ

Source: Infoproc website, Oct 2016

This graph was in the comments

Database of IQ Studies

Source: Psychological Comments, Oct 2016

The database gives the Country, the age of the testees, the N, the test, the IQ, the short and the full reference, and then a column indicating whether we have an copy  of the reference (Y or N). Occasionally there are question marks where a reference has not been traced.

Database LINK