V!
I
uues nut
the oth
is to
one
le
other t
is
IZ
does not
the series?
one
i
as
\ 4
r
THIRD
Alfred
W.
EDITION
Munzert, Ph.D.
Test
Your
I.Q.
by
New York
London
Prentice Hall
Toronto Sydney
Tokyo Singapore
I would like to
Third Edition
'(V
^>
J^
Publications
All
in whole
or
An Arco Book
Library
of
10
Congress Cataloging-in-Publication
Data
Munzert, Alfred W.
Test your I.Q. /
p.
Includes
by
Alfred W. Munzert.
3rd ed.
cm.
bibliographical
references.
ISBN 0-671-87459-4
1. Intelligence tests. 2. Self-evaluation.
1994
BF431.M823
153.9'33dc20
I. Title
93-39956
CIP
Contents
Page
Introduction
iv
Part I: SELF-SCORING
I.Q. TEST
Instructions
I.Q. Test
Answers and
17
Explanations
Scoring Instructions
21
23
MEANING
Measuring Intelligence
Your Intelligence Score (I.Q.)
Intelligence: What Is It?
25
37
28
32
Intelligence
Creativity
Intelligence
The Significance of Right-Brain Intelligence to the
Educational System and National Achievement
Methodology for Teaching Right-Brain Dominated People
I.Q. Test Analysis: Left-Brain, Right-Brain Abilities
Left-Brain, Right-Brain Test Analysis
Brain Function:
and
Creativity
Are Intelligence Scores Useful and Important?
Can Intelligence Be Improved or Raised?
42
46
50
54
62
63
70
76
83
84
Development
92
100
Summary
Part IV: COMPUTER
89
I.Q.
101
102
Test
123
Interpretation
104
118
Introduction
subjects that intrigue our modern society, none is
fascinating than intelligence. Specifically, what do we
mean
by intelligence? How is it measured? Of even greater
importancewhat are the implications of such measurement to
Of ALL the
more
the individual?
than idle
only
more
is
our
perceived intelligence
of its members.
For the individual, who must cope with this complexity, the
desire to know more about his or her intelligence and abilities is
not
that
can
impact
iv
PART
I
Self-Scoring I.Q.
Test
Answer Sheet
beside the
or
question
on
number of your
answer
choice
number.
1.
71.
41
?.
??
49.
3.
73
4.3.
4.
94
44
5.
75
45.
76
46
7.
77.
47
8.
78.
48
?9
49
1(1
3(1
5(1
11
31.
51
1?.
3?
5?
13.
3.3
5.3
14.
34
54
15.
35
55
16
36
56
17.
37
57
18.
38
58
19
39
59
70
4n.
6n
on
the line
Instructions
detailed discussion of
scores.
IMPORTANT!
Read These Instructions First
A. Instructions
1.
the 60
questions.
Do
the
answer
Answer
all
answerguess.
scoring.
Do
the
3.
If
question
correct
no
seems
answer
at
purposely designed
one answer or
given.
to test your
to be
questions
ability to think and
are
reason.
D.
Sample Questions
Carefully study
beginning the test.
I.
In
the
some
questions
before
comparison.
EXAMPLE:
Which
one
comparison?
Boat is to water
as
is to:
airplane
SUNGROUNDWATERSKYTREE
The
can
the
is
be
Which
one
designs.
comparison?
(y
a
(A)
is to
(T)
as
o m
(B)
(C)
is to:
B a
(D)
(E)
Instructions
The
answer
can
be
two
II.
In
compared
to
parts
parts.
some
things.
will be similar in
they
choose the
EXAMPLE:
one
Which
one
four?
DOGCARCATBIRDFISH
The
A
answer
car
These
is
car.
The others
are
all
living
creatures.
is not alive.
questions
on
designs.
four?
(A)
(B)
(C)
(D)
is D. The others
are
The
answer
lines. A circle is
III.
O X
In
some
questions
letters which
are
in
(E)
all made with
one
in the
straight
curved line.
of them will
one
that does
pattern.
Which
following
one
series?
13579101113
belong
The
answer
is 10.
Starting
order; 10 is
arranged
does not fit in the series.
in
are
IV.
some
are now
ready
to
begin
the
carefully
answer
minutes to
answer
begin.
You have 45
I.Q. Test
1. Which of the five makes the best
YYZZZYZZY is to 221112112
as
comparison?
YYZZYZZY is to:
221221122
22112122
22112112
112212211
212211212
(a)
(b)
(c)
(d)
(e)
TIN
STEEL
IRON
COPPER
(a)
(b)
(c)
(d)
(e)
designs
-*
comparison?
&
(a)
(b)
(c)
(d)
designs
is to:
(e)
N A V H F
(a)
5.
Jerry
(b)
(c)
(d)
highest
are
(e)
in the class?
15
25
29
30
32
(a)
(b)
(c)
(d)
(e)
BIOGRAPHY
ATLAS
ALMANAC
DIRECTORY
(a)
(b)
(c)
(d)
(e)
A Z F N H
(a)
(b)
(c)
(d)
comparison?
Foot is to hand
as
(e)
is to:
leg
ELBOW
PIANO
TOE
FINGER
ARM
(a)
(b)
(c)
(d)
(e)
designs
is to
comparison?
is to:
as
(b)
(a)
10. If all
Worgs and
definitely Ferpies.
Ferpies
Sprikles
are
are
This statement is
11. Of the
Worgs
no
are
(e)
Sprikles,
then
definitely:
TRUE
FALSE
NEITHER
(a)
(b)
(c)
following numbers,
5
(d)
(c)
11
13
15
designs
which
17
one
19
D G C P R
(a)
(b)
(c)
(d)
(e)
no
I.Q. Test
13.
Terry
Which of the
following
Terry.
(a)
(b) Sam is younger than Mark.
(c) Sam is as old as Mark.
(d) It is impossible to tell whether
14. Which of the five
designs
Sam
or
Mark is older.
(b)
(c)
(d)
comparison?
(a)
is to
Leap
peal
(e)
8326 is to:
as
2368
6283
2683
6328
3628
(a)
(b)
(c)
(d)
(e)
DIMES
NICKELS
HALF
QUARTERS
DOLLARS
(b)
(a)
(d)
(c)
(e)
OUNCE
PINT
CUP
QUART
(a)
(b)
(c)
(d)
(e)
headquarters.
krux"
The code
means
means
means
was
were
intercepted at communications
broken and it
"Secret attack
was
Wednesday"
and "Baroom
zax
"Secret
plans
"Wednesday victory
Tenlis"
plil
elan"
SECRET
WEDNESDAY
NOTHING
ATTACK
PLANS
(a)
(b)
(c)
(d)
(e)
10
as
comparison?
valor is to:
COURAGE
SECURITY
COWARDICE
ANGER
TERROR
(a)
(b)
(c)
(d)
(e)
20. The
price of
an
article
was
be increased to
again
sale.
sell at the
By
what
percent
original price?
25%
50%
75%
100%
200%
(a)
(b)
(c)
(d)
(e)
designs
is to
(b)
(a)
eO
comparison?
(d)
(c)
is to:
as
(e)
SQUASH
PUMPKIN
TOMATO
CUCUMBER
CORN
(a)
(b)
(c)
(d)
(e)
comparison?
Hole is
to
doughnut
as
pages
are
to:
STORY
WORDS
CONTENTS
INDEX
COVER
(a)
(b)
(c)
(d)
(e)
I.Q. Test
24. Kim
was
cans
trips
to
of fruit. Kim
5%
6%
(a)
(b)
(c)
(d)
(e)
designs
is to
as
comparison?
/is
to:
(a)
(b)
(c)
(d)
(e)
26. If all
are
11
Pleeps
are
Floops
and all
Floops
are
Leepies, then
all
Pleeps
definitely Leepies.
This statement is
definitely:
TRUE
FALSE
NEITHER
(a)
(b)
(c)
designs
X T N V L
28.
(c)
(b)
(a)
(d)
(e)
Jim, John, Jerry, and Joe together bought a basket of 144 apples.
10 more apples than John, 26 more than Jerry, and
32 more than Joe.
Jim received
How many
apples
did
Jim
receive?
73
63
53
43
27
(a)
(b)
(c)
(d)
(e)
12
SEE
HEAR
EAT
SMELL
(a)
(b)
(c)
(d)
(e)
comparison?
is to father
Daughter
niece is to:
as
NEPHEW
COUSIN
UNCLE
MOTHER
(a)
(b)
(c)
(d)
designs
(a)
(b)
10
11
(c)
belong
19
16
32
as
scales
are
(d)
in the
following
(e)_
series?
36
Bark is to tree
(e)__
BROTHER
comparison?
to:
GILLS
ELEPHANT
BUTCHER
HSH
SKIN
(a)
(b)
(c)
(d)
(e)
DUCK
CHICKEN
PHEASANT
GOOSE
(a)
(b)
(c)
(d)
(e)
Which word
in the
Then the
space?
VLOOPED
QUAPLY
BERAK
LOOL
KRIGGLY
(a)
(b)
(c)
(d)
(e)
the head
head 9 inches
plus
plus
of the head
one
long.
The tail is
long
body.
equal
The
to the size of
body
is the size
is the fish?
27 inches
54 inches
63 inches
72 inches
81 inches
(a)
(b)
(c)
(d)
(e)
10
I.Q. Test
(a)
designs
(b)
(c)
(d)
(e)
38. If you rearrange the letters in "NAICH," you would have the
name
39.
of
a(n):
COUNTRY
OCEAN
STATE
CITY
ANIMAL
(a)
(b)
(c)
(d)
(e)
Jack is 15 years old, three times as old as his sister. How old will
Jack be when he is twice as old as his sister?
18
20
24
26
30
(a)
(b)
(c)
(d)
(e)
designs
is to
(b)
(a)
41. Slok
are
more
is to:
as
(d)
(c)
zitful than
comparison?
(e)
are
most
of all.
Which word
belongs
in the blank
space?
SLOK
ZITFUL
MULK
PRINGLING
FLEZ
(a)
(b)
(c)
(d)
(e)
14
comparison?
43. If you rearrange the letters in "SHORE," you would have the
name of a(n):
COUNTRY
OCEAN
STATE
CITY
ANIMAL
(a)
(b)
(c)
(d)
(e)
11
12
belong
13
in the
car as
series?
15
Gas is to
following
comparison?
food is to:
MOUTH
STOMACH
ENERGY
BODY
(a)
(b)
(c)
(d)
designs
TEETH
(e)_
o] 1 0 1 R
(a)
(b)
(c)
(d)
(e)
DALLAS
CANTON
BANGOR
FRESNO
(a)
(b)
(c)
(d)
(e)
15
I.Q. Test
48. If
some
some
Bolars
are
then
Tropples,
FALSE
NEITHER
(a)
(b)
(c)
designs
comparison?
?
?
is to
^
^
as
A
A
A
AAA
A
A A
AA
AAAA
A A
(b)
(a)
(d)
(c)
Sack is to sad
as
O
oo
O O O
is to:
A A
A A
A A
(e)
comparison?
turn is to:
TACK
UP
TURF
BURN
TOY
(a)
(b)
(c)
(d)
(e)
51. Which of the :five desiigns i:s least like the other four?
(c)
(b)
(a)
belong
M
(d)
in the
following
Pillow is to
pillowcase
as arm
(e)
series?
comparison?
is to:
BODY
SLEEVE
HAND
GLOVE
RING
(a)
(b)
(c)
(d)
(e)
16
(a)
(b)
(c)
56. If all
some
(e)
(d)
Glogs
are
Glips,
then
some
FALSE
(a)
(b)
NEITHER
(c)
of
'
a:
COUNTRY
OCEAN
STATE
CITY
ANIMAL
(a)
(b)
(c)
(d)
(e)
GOLFER
NEWSCASTER
DANCER
MECHANIC
(a)
(b)
(c)
(d)
(e)
belong
in the series?
SUN
GASOLINE
WIND
CEMENT
(a)
(b)
(c)
(d)
(e)
17
I.Q. Test
Answers and
1. C
2. C
3. A
Explanations
(steel)
(combination
of two
The six-sided
hexagon is
2; Z
1.
metals; steel is
simple
are
alloy
an
metals).
divided into six
equal parts by
lines drawn from its outside vertices, just as the threesided triangle is divided into three equal parts by lines
drawn from its outside vertices.
4. C
are
There
6. B
are
14 students
is the 29th
Jerry
higher
student; the
are
one
in the middle.
reference books. A
is
biography
narrative.
7. A
The others
8. E
A foot is attached to
9. B
The square
reversed.
to
10. A
11. 15
divided
It
12. C
by
can
all
vowel.
hand is attached to
and the
triangle
prime numbersthey
C is
Without
are
only
more
It is made with
15. D
straight
information it is
lines and
are
only be
prime number.
can
impossible
line and
are
to tell. We
younger than
The others
are
made
curves.
animals
straight
only
Terry.
with
is
a curve.
14. C
an arm.
shading
no
are
leg;
The others
curve.
13. D
changes
Example: If
plants, then
The others
consonants; A is
are
8, E
3, A
2,
16
16. B
pennies
is the
only
solution.
17. A
Peck is the
measure
both
18. D
tenlis
secret; berok
19. C
Love is the
krux
Wednesday;
opposite
the others
attack
opposite
of
cowardice.
20. D
$20.00 item
Example:
again sell
$10.00. To
21. E
The
line
The
on
on a
stalk.
23. E
24. C
11/2
are
5%. It takes 6
trips;
half
trip
home.
can
25. E
doughnut
cover.
It is
comparison of
the
same
figure,
solid to broken
line.
26. A
are
27. C
"If all
Example:
are
three lines.
28. C
10 or 43; Jerry
Jim received 53; John received 53
32 or 21. 53
26 or 27; Joe received 53
received 53
-
43 + 27 + 21
algebraically
as
29. D
The others
30. C
Daughter
144. This
problem
may be solved
well.
are
senses;
eating
is
body
function.
large figures
same as
have
the outside
smaller
figure.
figure inside,
19
I.Q. Test
32. 11
The order is
plus
33. D
figure; plus
two,
the outside of
on
outside of
34. D
four.
plus
Bark is
one,
The others
tree; scales
are
on
the
fish.
are
or can
be domesticated;
is
pheasant
wild.
35. A
walked
36. D
quickly
body
is 9 inches + 18 inches + 9
algebraically
as
72
well.
37. E
figures
38. A
"NAICH"
"CHINA."
39. B
Jack
40. C
are
symmetrical.
pyramid
seen
looking
from
to
right
left.
41. B
An adverb is
valuable than
of all.
42. C
A person
person
uses a
uses
pencil
"SHORE"
44. 12
45. D
Gas
46. B
energy
47. A
provides
body.
writing;
reading.
"HORSE."
43. E
counting by twos.
for a car; food provides
an
energy for
an
number.
seven.
20
"If
48. B
Example:
49. E
definitely leaves."
Four figures change into four figures. Six figures
change into six figures.
green, then
50. B
Sad
can
cars
some
are
are
sack."
Up can be
"upturn."
51. A
52. M
53. B
pillow
twin.
fits inside
An
pillowcase.
arm
fits inside
sleeve.
54. B
top of
something
55. C
56. B
57. B
"TALCATIN"
58. C
59. D
60. E
relationships.
+ is a
animals
starting
The others
use
perform
a
at the
can
are
"ATLANTIC."
their hands and/or
their
jobs.
body
sequence of letters in
alphabetical
all be used
but
words.
order
on
head.
as sources
of energy.
Scoring
Instructions
circle the number. Then, directly to the right in the I.Q. column
you will locate your correct I.Q. rating. For example, if you are
14 years old and had 32 answers correct, you locate 32 in the 14year-old column and find that you have an I.Q. rating of 114.
AGE
11
12
13
I.Q.
14
15
16 +
Adult
8
10
13
15
17
19
82
80
11
14
16
18
20
10
12
15
17
19
21
84
11
13
16
18
20
22
86
12
14
17
19
21
23
88
13
15
18
20
22
24
90
14
16
19
21
23
25
92
15
17
20
22
24
26
94
16
18
21
23
25
27
96
17
19
22
24
26
28
98
18
20
23
25
27
29
100
19
21
24
26
28
30
102
29
31
104
20
22
25
27
21
23
26
28
30
32
106
22
24
27
29
31
33
108
23
25
28
30
32
34
110
24
26
29
31
33
35
112
25
27
30
32
34
36
114
26
28
31
33
35
37
116
21
22
AGE
11
12
13
I.Q.
14
15
16 +
Adult
27
29
32
34
36
38
118
28
30
33
35
37
39
120
29
31
34
36
38
40
122
30
32
35
37
39
41
124
31
33
36
38
40
42
126
32
34
37
39
41
43
128
33
35
38
40
42
44
130
34
36
39
41
43
45
132
35
37
40
42
44
46
134
36
38
41
43
45
47
136
37
39
42
44
46
48
138
38
40
43
45
47
49
140
39
41
44
46
48
50
142
40
42
45
47
49
51
144
41
43
46
48
50
52
146
42
44
47
49
51
53
148
43
45
48
50
52
54
150
44
46
49
51
53
55
154
45
47
50
52
54
56
158
46
48
51
53
55
57
160
47
49
52
54
56
58 +
165 +
PART
II
Intelligence:
Its
Measurement
and
Meaning
Measuring Intelligence
The measurement of
the
information.
psychological
I.Q.
scores
terminology
been left in
individual
is
awe
justified,
intelligence
into
and the
ownership,
individual
within
has
as
and
testing.
as
intelligence
category
same
one or a
set of
interpreted
behavior.
In the more
however, to
or
to
indiscriminately
to children. Children
disclose these
are
generally
either to parents
unequipped with the
scores
personal limitations;
these. It is
I.Q.
important
is but
one
many
problems that
come
requires
into
person to
use
25
26
answers can
A test that
the motor skills that relate to mechanics and to the fine arts
media.
People
who solve
would not have been discussed, at least not in any great detail.
This is because creativity was associated with high performance
in the visual and
performing
arts and
was
not considered
an
How-
Measuring Intelligence
ever, research
27
Your
Score
Intelligence
(I.Q.)
Now that you have taken the intelligence test at the beginning
of this book, you must be curious to know the meaning of your
score or
indicators of
behavior
indeed
intelligent. Two
curiosity
language or
would
not even
qualities, you
are
and
intelligent
reading ability. Without these two
be reading this book. Where you stand in relation to other
people can be explained quite simply. The following graph shows
how intelligence is distributed among the general population.
Distribution
The above
curve.
people
middle of the
curve.
approximately
I.Q. of
in the General
Population
a classical
bell-shaped
laws of probability that test out in actual
have test scores or I.Q.s that fall into the
This means that average intelligence is found
graph
It is based
life. Most
in
of Intelligence
are
on
50% of the
population
score
of 100
Your
I.Q.
mental age
chronological
29
Score (I.Q.)
Intelligence
100
age
I.Q.
10
(or 1)
mental
100
10
I.Q.
If, however,
100
only
individual has
follows:
I.Q.
13
(or 1.3)
as
100
10
I.Q.
If
10-year-old
130
can
only complete
all the
an
I.Q.
100
10
I.Q.
As
score
80
already stated,
00
or
over
slightly,
vary
is indicative of
and
score
superior
giftedness,
often described
the
However,
category.
critical
An individual who
a
scores
in the
"genius"
intelligence is its
development, application, and
factor
being
as
of
between 80 and 89 is
usually
varying
slow learner.
of mental
setting.
Even
place
pattern
one
an
as
I.Q.
test
individual in
of
scores
should
score
a
permanent
never
be
school
or
should be evaluated
against
production.
I.Q.
scores
to be most
meaningful
and
helpful
to those
why
it is
important
for
youngsters
to be
on
are
present each
many
reasons
different occasions
There
2.
Differences in
are some
individual's
Your
Tests that
3.
Intelligence
are
are
physical
taking
01
(I.Q.)
individually given.
The
A variation of
more
given
Score
and mental
than 20
well-being
one
of the person
time to another.
indicate
scores
is
Intelligence:
The word
What Is It?
professionals and
it is not
definition that
professionals, there is
no one
of
ACTOR B
00
pared
one
behavior to
same
set of
relationship
make
an
through to
judgment of intelligent behavior
some insight into the nature of
observation and
intelligent behavior.
The basis of
knowledge
some
sense.
kind of
This information
the
A factor related to
behavior.
information is the
remembering
previous learning to current situations. This is the ability
to transfer or to generalize. Some individuals have much more
capacity for transfer than others. Persons well-endowed with
this ability are usually found to be significantly more intelligent
than those who do not possess a high degree of this ability.
Other facets of intelligence and intelligent behavior include
speed in arriving at answers and solutions and problem-solving
ability. To arrive at a solution, a person must identify the
problem, analyze it, think of alternatives, apply previous
knowledge, make a decision, and offer a solution. The entire act
application of
04
eral
ability
and
specific
abilities in
wide
variety
of
in
the Vectors
involved.
Other researchers confirmed the existence of
general
factor
intermediary
more
specific
abilities
Intelligence; Whot
performance
overlap
in terms of
05
1$ It?
application
to the
intelligent
of tasks.
In addition,
J.
on
the structure
Interacting
First, there is
Structure
of Intelligent
Human Behaviors
is used for
or behavior is
critical in certain kinds of situations than in others.
Further, there are secondary or group behaviors which are used in
many situations,
though they
are
not as
pervasive
as
the gen-
06
eral
than
one
ability
or
Whether behaviors
relate to the
tests are,
in
one
general,
are
group,
mental
or
or
capacity,
scores are
differences
as
exposure and
more
specific, the
cognitive abilities.
functioning of the human brain. Intelligence
sense, a method of measuring this mental
are
They
behavior.
experience.
indicative of
Differences in Child
and Adult
Common
sense
Intelligence
are
definite
capabilities of the average child. This doesn't mean that children are
illogical or that they have no common sense but that theirs is a
08
ical
learns
learn
seven
through physical
ways of learning through the senses in coordination with largeand small-muscle activity. Around the time of three to four
years of age, the child begins to play with other childrento
cooperate and share. During this time the child develops at
breakneck speedin language and in social and mental
activities. However, the child does not think like
an
adult,
nor can
the
unable to understand
used in the
example
or
excessively.
The
so on.
Another
words
behavior of
"step
seven
a
09
space concepts
to wait for
The
are
drawings
an
"look like
sense
of
show
an
frustrating
find it
house
or a
are also
quite different
creativity is most often squelched
picture "be" something or that it
tree," and
so on.
and will
that
perspective
probably design pictures
or
"X-ray" view of the world. Space and size
relationships will not be constant. The child's representations
are
extremely meaningful to the child and are also quite clear.
They may be emotionally more accurate than a similar adult
representation. For example, the child views the house as
"home," with people and activity inside. Showing this kind of
view is more sensitive and accurate from a functional point of
"aerial"
concept of home
or
in written and
level of
expressional capability
to the next.
set of
wholes.
use
of other,
more
to understand
40
LEARNS THROUGH
Conceptualizing,
seeing, touching
ABSTRACT-FORMAL
Abstract, conceptual,
mental
development.
reasoning
and
logic.
<+>
CONCEPTUAL-PERCEPTUAL
Information
acquired
through senses and mentally
organized. Can act upon
environment.
analyze.
Preformal
<
thinking.
>
SENSORY-MOTOR
Small muscle, large muscle,
sensory
world.
a.
Actual
physical
more
contact
exploration
information
of real
more
organized,
refined
<
>
PHYSICAL
Large
Human
Development
muscles
a.
random movement
b.
organized
movement
ties and to
their less
reason
in ways that
are more
41
intelligent
peers.
Once formal and abstract
developed, the
methods of learning
have
and
thinking abilities
incorporated all the
developmental stages.
reasoning
address
methods of
The
an
problems using
the mental
capabilities
and
adult.
popular assumption
is that
general intelligence
increases
less
but his
intelligent,
necessarily
intelligent behavior is more specialized
not
because
some
abilities
are
or
her
performance of
generalized
and less
unused.
period of time,
without
limiting themselves
will,
adults, achieve I.Q.
those which they achieved
as
examples
in terms of interests
scores
as
significantly productive
pursuits
intelligent, creative,
were
Brain Function:
Creativity and
Intelligence
In recent years research
and
right-brain
and
on
the
light on mental
intelligence and creativity.
new
between
processing
relationship
Traditionally, the left hemisphere of the brain has been referred
to as the dominant hemisphere and the right hemisphere as the
minor hemisphere. However, it is now believed that the
dominance of one
hemisphere over another is essentially the result
of learning and mental exercise, not an inherent quality.
The difference between left- and right-brain functions is
qualified by the mental activities which are processed in each half of
the brain. The left hemisphere is the control center for such
intellectual functions as memory, language, logic, computation,
seriation, classification, writing, analysis, and convergent
thinking. This encompasses the traditional skills and abilities
on
success.
are
are
put
brain
comparison
characterized
the parts
instinctively
as
together
sees
are
characterized
by sequence
right brain,
into
parts. Left-brain
Drain Function:
Creativity
and
40
Intelligence
creatively.
intriguing possibility that the general factor of
intelligence, which is so complex and difficult to define, may
somehow be related to the integrated speed, efficiency, and
flexibility of interaction between the left- and right-brain
This raises
an
functions.
Following
is
actuality,
are
small
or
minor
in both
activities
44
nantpersons described
however, the
general
as
Mental and
Physical
applies.
Health
Left-Brain, Right-Brain
A child who appears less
Mental Activities
Drain Function:
Creativity
and
45
Intelligence
the child to
use
solely
on
begins
succeed.
to view himself
or
difficulty
herself
in
learning
as
the child
as a
learning
The
National Achievement
In the
state of deterioration to
one
of
near
The
are
2.
We
are now
high
a recent
survey, a number of them could not even
read their diplomas. With adult functional illiteracy
is
out
is
In
1987
adversely affecting
industry.
Japan, Germany,
and the
47
The
Soviet Union
were
tested for
competency
in
Japan,
4.
growing population
of
dropouts,
functional
an
social services,
Moreover, the
United
by
in
States
threatened
drug-related
technological
annually
as
system.
the
sequence of details.
example, in a mathematics class the teacher
than in
For
might
48
reverse
of the traditional
approach
visually oriented:
learning. Right-brain people
enhance
their
etc.,
pictures, diagrams,
learning. They also
absorb much information aurally (by ear). In a learning
situation (class), right-brain dominated persons must be allowed to
explore and discuss their "hunches" and their Gestaltist
insights and to ask wide-ranging questions that their holistic
view of most situtations quickly generates. To dismiss their
questions as irrelevant and to deny them the opportunity for
open discusssion is to severely retard their learning and to
virtually insure their failure in an academic setting. They are often
extremely intelligent and creative people but have difficulty in
conforming to a left-brain learning system. It is like trying to fit
to
are
they
manner,
are
often
was
far
more
more
orderly
society.
our
current,
The
Significance
of
Right-Drain Intelligence
49
earlier
rigid,
Max
left-brain hierarchies of
Weber's
monumental
thinking and
study of bureaucracy
Methodology for
Teaching Right-Brain
Dominated People
learning, right-brain dominated people must be
through
phases of learning: input, assimilation,
and output. The diagram below illustrates these three essential
phases of learning.
To maximize
all three
taken
PHASE II
PHASE I
PHASE III
ASSIMILATION
INPUT
LISTENING
OUTPUT
SPEAKING
,.
SEEING
READING
WRITING
NONVERBAL
ACTIONS
must go
objective
subject.
through
is the learning
of Latin, of mechanics,
or
of any other
If the individual goes through only the first two phases, the
knowledge retention level is approximately 20%. This,
basically, is the situation in our traditional educational system. The
student
sitting
proceeds
teacher
in class
to the third
or
with the
Teaching Right-Drain
Dominated
51
People
phases
of
level rises
dramatically
to
more
90%
in
In
our
large
class size
to 35
impossible
we
subjects
only
will such
approach
is the
near
52
an
study,
each, and
graduate-type
seated
were
was
intimately
was an
outside
study requirement
only two subjects each
term, but the coverage was intensive and the course was
completed in that term. Over the three academic terms of the year,
six specific subjects were completed. All instruction was college
level. At the end of each course, students took national
proficiency examinations such as CLEP (College Level
Examination
Program),
AP
(Advanced Placement),
college
etc.
phases
of
learning,
taken.
precipitous
was a
right-
tremendous increase in
rise in the
learning
rate in every
subject
Fully 80% of the students enrolled initially in the program
were
right-brain dominated and were either dropouts or "at
risk" students. Many previously had been C, D, or F grade
students in their high schools. To show just how dramatic was the
turnaround, the following is a mean-score summary of these
initial twenty-one high school juniors enrolled in the
Hawthorne program on the national college proficiency
examinations (CLEP) after the first six months:
50
Western
Civilization-I
College
Composition
Humanities
20-80
20-80
200-800
Score Scale
Pretest
score
29
31
270
57
51
547
75
53
84
97
65
103
74 times
13 times
National Percentile
Rank
Percentage
of
Increase in Test
Scores
Increase in National
Percentile Rank
The rise in
beyond
what
scores
after
might
just
83 times
have been
expected
of these
was
far
previously
mediocre students.
Today,
these
the Hawthorne
an
brain
I.Q.
tests
are
essentially
can
be
analyzed
analysis
carefully analyzed
placed each
I.Q.
first
category
pencil
functions, each
for its left-brain, right-brain
tests of left-brain
contains those
some
very
interesting
each
one
identifying
those
questions
which
score.
now to
your I.Q. test and, on the analysis sheet on
list
under
62,
page
Category I the left-brain questions that you
missed and under Category II the right-brain questions that you
Return
questions
from both
categories that you had correct and in the last column list those
questions from among your correct answers that were "just
to
number of conclusions:
54
we
can
1.
55
dominance
then the
of neither
you encounter.
2.
If most of the
3.
is
includes the
questions
at
56
Category
1.
2.
5.
6.
7.
8.
10.
11.
I: Left-Drain Questions
13.
A left-brain
16.
A left-brain
17.
18.
and memory.
A left-brain question
requiring language
and
analysis
skills.
A left-brain
20.
24.
are
relying
on
right-brain processing
in
problem solving.
A left-brain question tapping classification, information,
memory, analysis, and analogy.
A left-brain question requiring numerical and
mathematical skills, information, and memory.
I.Q. Test
*26. A left-brain
57
question
you arrived at
you are relying to
Abilities
in
an answer
a
information
28.
processing.
A left-brain question requiring mathematical and analysis
skills along with memory and general information.
29.
A left-brain
A left-brain
analysis,
32.
33.
A left-brain
34.
A left-brain
35.
36.
A left-brain
38.
A left-brain
41.
43.
44.
45.
48.
58
50.
A left-brain
analysis
52.
and
abilities.
A left-brain
A left-brain
55.
56.
58.
60.
Category
3.
II:
Right-Drain Questions
skills
in classification.
4.
This
question taps
both the
right-brain
in space and
14.
15.
19.
analogy.
right-brain question tapping abilities in space and
form, but also requiring left-brain skills in classification
and analysis.
A right-brain question tapping abilities in space-form
relationships, but also requiring left-brain skills in
classification and analysis.
A question tapping the right-brain abilities in spatial
relationships but also requiring left-brain analysis and
sequencing.
A question that is right-brain in terms of the information
A
21.
Right-Drain
59
Abilities
relying
are
on
right-brain processing
in
problem solving.
25.
*26. A left-brain
you
information
question
you arrived at
abilities in space-form
left-brain skills of
in
an answer
relying to
processing.
are
27.
31.
37.
40.
memory,
42.
is based
46.
on
numbers.
47.
Left-Brain, Right-Brain
Test
Analysis
CATEGORY I:
CATEGORY II:
LEFT-BRAIN
RIGHT-BRAIN
62
GUESSES
Creativity
Although the intelligence required for traditional academic
success is
generally the result of mental activity peculiar to
brain
the
processing,
left-
creativity
activity
sequentially ordered, analytical, logical, and
temporal; the second is intuitive, diffuse, and spatial. The left-brain
process allows the carefully ordered building of a whole from
its many parts. The right-brain process allows an almost
intuitive grasping of the whole in relationship to its parts.
Creativity was once thought of as a process or activity that
was
unique to production and performance in art, music, and
drama. Creative production and performance exist, however, in
all areas of human endeavor. These include not only the visual
and performing arts, but also the academic disciplines, the
professions, government and politics, and so on. The creative
producer or performer is one who brings innovation and new lifeforms into any field of human activity: the scientist who
The first is
discovers a new
the
businessperson
who creates
invents
a new
offensive tactic;
a new
examples of creative
performing arts.
Creativity requires individuality, independence of thought
and action, spontaneity, originality, and flexibility of action
endeavor in
areas
are
cease
images,
to be
elapses subsequent
to
requires
new or
that
emerging
ideas and
resulta
thoughts be organized
previous organization.
or
into
The
mental
64
structure. This
result, in order
creativity,
previous structures.
All humans possess the ability to create or to be creative. For
many persons this innate creative ability is squelched before
they even enter school, or, if not by that time, then shortly
thereafter. This is because of the cultural-social emphasis upon
conformity, acceptance, doing the "right" thing, finding the
"correct" answer. Some creative ability can be recaptured later
must be different from similar
adulthood, but
on, even in
once
All human
possess creative
beings
represents different
For example:
ability,
really
points
INHIBITED
CREATIVITY
Continuum
There
of Creativity
creativity,
generated are not mathematically
specific as they are with intelligence tests. Levels of creative talent
cannot be broken down into specific levels of performance or
potential but might be viewed as a surging and churning ocean
current whose visible peaks are manifest in the ebb and flow of
magnificent, unrestricted waves breaking in toward a distant
are
are
there
are no
which
is the
65
Creativity
testing
of
the types of
questions used
1.
The Untitled
Story:
story:
was
found
today
abandoned Pittman
Street garage.
Jake's body
had
by
the
singlehandedly
apprehend the criminals in their hideaway and was
overpowered from behind. The jewels had apparently
been stashed in a hole at the bottom of the pit, and
Rush found them just before his untimely end. There
is a question as to whether Rush's estate will receive
the recovery reward.
Examples
Dead";
Killed
of
Ordinary
Titles: "Private
"Detective Crushed
by
Examples
Eye
Found
Thieves"
of
Creative
Titles:
"Rush
Crushed";
Wiped
66
2.
as
way
or
just stand
there!"
Captions:
"Quick!
insurance
3.
"Don't
premium
has been
paid!"
related
or
name a
example:
(cane)
(teller)
(cat's)
(dream)
sugar:
walking
bank:
story
eye:
meow
day:
pipe
common
to
the
other two.
For
67
Creativity
This
4.
of
Visual Fill-In:
ABC
>qc
o
question is scored
uniqueness of answers.
This
Examples
of
Ordinary
on
the basis of
quantity
and
Examples
inside of
of Creative Answers: A.
a
four-legged spider;
view;
or rear
crossing guard;
B. door
two rabbits
5.
answers
more
are
and
of both
original; they
thought and language.
Object
Uses:
unique
Subject
is
given
an
example
of
than
fluency
an
might
be
pencil.
The
common answer
would be to
68
for
use
writing
include
These
tests of
obvious.
are a
or
few
examples
of the types of
questions used
creativity.
required
would
such
on
be able to
recognize
possibilities which
are
the
test
the levels
in
are
test
scorer
validity
is critical. The
scorer
must
of
relationships and
suggested guidelines
for
scoring.
There is
simple
determining
possibilities
creativity of an individual: the observation
of the person's behavior over a period of time. One must first
identify some of the behaviors that indicate creative potential
and performance. Among these are a prolific quantity of ideas
along with uniqueness of ideas. Other behaviors include:
independence and individuality in thought and action; curiosity;
originality; self-assertiveness; fluency; process (rather than
product) orientation; sensitivity to beauty; sensitivity to
emotions (one's own and those of others); self-honesty; willingness
to take risks; willingness to be different; self-motivation;
unusual and active imagination; ability to live with uncertainty;
adaptability and flexibility; intuition; persistence; production of
innovative ideas and things; a keen and sometimes unusual
a more
for
the
sense
of humor.
part of
69
Creativity
possibilities have
problem solution.
the
been
synthesized
into
a new
organization
imagined.
Creativity
there
are no
the
or
significant
productively
thinker
creative
idea generator.
necessary for
simple original
Intelligence and intelligent capabilities are
creativity to result in "good" products. The creative
or
mind must
scores,
they
would not be
Are
Scores
Intelligence
Useful and
Important?
a
great deal of controversy
among educators and parents over the use of intelligence scores
and their validity. Too often, children have been incorrectly
labeled as having less ability and/or potential than they actually
possess, and they have been placed in very limiting educational
For
long
settings
as a
in such
basic
with
identified
are
not receive
early
and sound
entering school and arriving at about a sixth-grade or 12- or 13year-old level. The child may be quite intelligent, but because of
poor language and math skills he or she will increasingly
appear to learn like a slow learner and test like a slow learner.
Recent trends toward mainstreaming all children should be
helpful in reducing such educational travesties, particularly
when different kinds of instruction and instructional media are
made available to learners whose needs
are
possibility
over
the
use
of
intelligence
tests
70
Are
Intelligence
Important?
71
refers to the
traditional
laboring under
questions that
handicap
in
trying
to
answer
the
as
probable
an
future
success
highly intelligent
schoolchildren which
significant and
an
72
The final
philosophical
area
ages
to succeed in
of
were
necessary for children of
school. He then developed a test based
learn
samples
Are
70
or
animals may be
ball"
or
"balancing
"prancing"
finding the way through
if
few
animals
"score"
well on a general
would
maze,
any
a
or
intelligence
test.
Intelligence,
in
or
sense,
separates
humans from
intelligence
intelligence.
However, intelligence in general is characterized by a mental process
that incorporates speed, efficiency, agility, and flexibility in the
purposeful mental activity of dealing with life tasks, problem solving, and
the production of both conventional and innovative ideas, services, and
products. It requires not only the ability to apply attained skills but
more
also the
ability
to
acquire
new ones.
74
and in
few educational
and unnurtured in
our
History
confirms the
are
not
and
misinterpretation
misunderstanding
Hermann
example,
in the fields of
von
physics
and mathematics
were
in
gigantic
routine and
convergent
of
was
told that he
was
too
stupid
three years
old and learned to read much later than most children. He did
was
qualities.
who
was
came
viewed
by
teachers
as
having
few
redeeming
She
was
center of attention.
considered him
visiting
basis of
one
I.Q.
as a
test and
child,
was
was
labeled retarded
briefly
on
institutionalized
the
as
result.
evaluations of
are
but
few
Are
highly intelligent
convergent
structure
Such individuals
for
75
number of
as
reasons.
cultural differences.
In any event, such children may be
reasons
other
daydreamers,
wisecrack-
ers, or have
are
other
not very
Can
Intelligence Be
Improved or Raised?
Whether
not
general
environment with
respect
to
developed
untapped
mental
resources
and used.
76
that have
never
been
environment that
or
Raised?
77
human
occupiesthe
uterusplays significant part
development of
intelligent capabilities. Conditions during pregnancy can
seriously affect the development of the fetus in every way,
including its brain and neural development. Lack of proper nutrition,
intrauterine pressures, illness of the mother, physical and
psychological trauma, parental chromosome damage as a result of
drug use, and a host of other possibilities can damage the
developing fetus and consequently place congenital limitations
on an
in the future
development
potential mental abilities. Lack of love, lack of interaction
with other people, and lack of nutritional foods can all inhibit
the individual's intellectual and mental development. In
developing
of
reverse, an
can
enhance
upper
cannot
can
answer
or
intelligence
be raised?
outside limit of
we
capacity of the brain is never tapped, there are many things that
can be done, particularly with children, to assist in the
development and use of brain capacity.
The first environment is crucial. In order to ensure a healthy
fetus and an uncomplicated birth, the mother needs to have the
proper diet and to avoid the ingestion of drugs, alcohol,
cigarette smoke, and other substances known to be potentially
harmful to the developing fetus. Further, the pregnant woman
should be under the care of a physician for the purpose of
regular check-ups for weight control, body-fluid control,
recommended regular exercise, and so on. It is also important that the
mother be in good physical and mental health before the
pregnancy occurs. These general guidelines are important not only
for the health of the mother but
opportunity
as
development.
78
The best
local
source
public
You
can
for
specific
information is your
physician
and
health agency.
the earliest
both
own
in
harsh
general. Anger
effects
on
punishment
may result in
identity
or
can cause
can
have
no
positive
high anxiety, uncertainty, and even lack of selfdeveloping ego. On the contrary, babies must
in the
recognition
develop the
for their
accomplishments
so
that
only
they
way to
do not
get
attention.
probably
use one
show
preference
or
Can
Intelligence De Improved
or
79
Raised?
are
all excellent
play objects.
Encourage
for small-muscle, eye-hand, creativity, and preconcepdevelopment. Show the child a picturesomething which
relates to the child's level and experienceand have the child
practice
tual
child
more.
see more
Good
than what
learning
and
was
lots
not
buckets.
large
Play word
and
imagination
and
1.
Patty-cake
2.
peek-a-boo
as:
80
."
thinking of something round in this room
5-year-olds. Add to the complexity as the
child becomes more agile and speedy in arriving at
"I'm
3.
with 3- to
answers.
4.
in
learn
they
will
questions.
Play
How
the automobile
plate
game
think of a
as
family
game.
phrase to go with
three license plate letters? For example: SUSsit up
straight; IWLI want lunch. This type of game can
become quite hilarious, alleviating the tedium of
travel while developing speed, agility, and creativity
quickly
can one
of mental processes.
You must
allow for
provide
flexibility
problems and
shadings, not rigid
or bad, early or late. Promote
reinforcement of new ideas and new concepts by suggesting
that the child express a thought or idea through media other
than the first one of presentation. Art, crafts, drama, mime, and
song are all acceptable media for the reinforcement of learning.
Encourage creativity by prizing individuality, independence,
and risk taking. Discipline and tame that creativity by prizing
sharing and cooperation and personal responsibility.
and
understanding of gradations
dichotomies of right or wrong, good
for
as
age of 16
styles
or
17. Another
and attitudes
are
The adult
I.Q.?
that of
are
reason
fairly
is not
reason
as
is that the
the
is that
well
I.Q.
child. One
Can
the total
Intelligence
personality by
speech
De
Improved
the time
cannot be
or
81
Raised?
partial
is
can
sometimes be
tribute to the
functioning
undeveloped potential of the brain even in adults. The inherited level of
intelligence cannot be increased in either child or adult, but the
undeveloped and unused abilities within that inherited
structure can be tapped, developed, and enhanced.
As an adulf s life becomes more complex and more
demanding, certain mental activities no longer become part of the daily
routine. These can be resurrected and redeveloped with
a
practice.
and
activities.
To
improve
intelligence
measured I.Q.),
awareness
level at
you will
of worlds
82
more
positive. Use the "I can" rather than the "I can't"
approach. Try, practice, develop a skill, ability, or interest to its
Be
fullest
do
degree.
something
or
to learn how to
long time.
highly intelligent and the
less intelligent is persistence and action. Intelligent, productive
people are those who do, while others consider; they are people
who try, while others give up; they are people who are willing
to fail and try again, while others insist on first-time success.
Applying these ideas and principles will not turn you into a
genius, unless you are a genius in disguise, but they will
improve your attitudes, your general abilities, and your
capacity for learning and will certainly make life more interesting and
more
personally satisfying.
a
PART
HI
Giftedness/Talent
and Intelligence
Observing
for Indicators
areas.
1.
These
are:
gifted
person demonstrates
2.
academic
or
school marks.
or
action.
the visual
or
84
Observing
65
3.
also be measured
4.
I.Q.
on
scores are
areas.
How, then,
creative,
can
individuals
are
TERRI is
now a
months;
simple
one-
sentences
86
(one,
words)
two
dressed and
entering kindergarten
complicated
she
and
and
and
could
add
poetry
composed lengthy
individuality, willingness to
and originality were highly
conceptual
encouraged by her family. She could write her name and
numbers before entering school but was not taught to read. She was
surrounded by and was exposed to a multitude of books and
stories and was read to on a daily basis by her father and
sometimes by her mother. The decision to not teach her to read was
purposeful, as the school system she was entering was not
prepared for a child who could already read at kindergarten entry.
As a fourth grader, Terri was the leader of a student protest
against the teacher's methods of instruction. Her mother had
discovered her at ten o'clock at night underneath her blankets
with a flashlight writing spelling words ten times each.
Surprised, because Terri was already reading above a tenth-grade
level, her mother asked why Terri couldn't spell the words on
the fourth-grade list. Terri informed her that she could indeed
spell the words but that everyone had to write the words ten
times whether they could spell them or not. Her mother reacted
instantly with: "That's the dumbest thing I ever heard. Are you
maneuvers,
sure?" Terri
was
was
her work done in the future before ten o'clock P.M. A few
later Terri
nonchalantly
days
When asked
why,
Observing
was a
67
fourth-grade protest
youngsters
who
were
petition and
petition said: "We
think that we should not have to write our spelling words ten
times each when we already know how to spell them, and my
mother thinks it is dumb." It was signed by Terri and eighteen
others. Terri won her case on the basis of the logic and
procedures used. The teacher, who had never really thought about
this traditional and foolish method of teaching spelling, decided
that it was indeed "dumb" and agreed that words which could
be spelled before the beginning of the unit did not have to be
elicited the
signatures
course
written the
academically
explained
her work
as
fast and
as
well
as
graduated
excelled in
was
not
outstanding.
no real
subjects
early
with
the
challenge
provided
Along
development of
two
musical
some fine art skills, she also learned to
play
instruments with highly competent, but not talented, performance.
Terri grew up in a family where there was high educational
attainment, but where independence, individuality, and
openness were
prized over the conformity and social acceptance
which are more likely to be valued in families of high academic
was
age because
at an
for her.
achievers.
carry
on a
fluency
of
language by
age three. Her friends were usually older, and she was an
accepted part of the adult world from a preschool age. Her
were
unique
and her
ability
88
to group and
scholarships
to
college
and
was
later offered
scholarships
to
creative and
and
academic achievement in
comparison
and
Preschool
Development
By comparing
The
following
list charts
some
of these
important
to
(in infancy)
few months
(in
preschool child)
before
to 2
Infancy (Dirth
3 months:
and has
put
in
can
support self
fairly good
good
on
forearms while
control of head;
6 to 7 months:
one
can
roll over;
hand
(fist)
can
hold
coos; turns
transfer from
indicator of
high
Years)
recognizes
surroundings.
to
an
can
lying on stomach
objects in fist and
interest in the
pick
up
objects
and
can
90
can
walk with
help,
or
"bye-bye"
self; has
own
jargon, plus
comes
one
expresses emotion,
18 months: walks up stairs with help; walks on level ground
unassisted; turns pages of book, two or three at a time; feeds
self with spoon;
wants to
Preschool (2 to 5 Years)
2 years:
can
can
speaks
simple commands; begins
one at a
one
time;
toilet;
to go to
and
mine; obeys
pronouns,
to understand time; has vocabulary
uses
me
says "no" to
independence;
and
can
past
tenses,
3 years:
can
getting
own
own sex;
4 years: tries to
skip
and
hop;
brushes teeth;
can
catch
ball;
yours;
can
recite poem
or
91
Development
ors; uses
"no."
5 years: begins to add detail to drawings (but drawings not
realistic in adult sense); dresses independently; jumps, climbs,
and skips well; walks backward; is cooperative and
lot;
uses
triangle;
copy
knows age and address; knows days of week; understands
week as a period of time; can count to ten; has vocabulary of
about 2,000 words; asks more questions than at any other age.
can
Checklist of Behaviors
to Measure Giftedness
and Talent
Gifted/talented persons tend to be above average in health,
coordination, and the rate of both mental and physical
development. Not only do they develop more quickly in mental and
physical
areas, but
power in the
abilities.
areas
they
a
greater complexity and
development than others of average
also exhibit
of noted
gifted
measure
yourself, another,
If the behavior is
2.
3.
If the behavior is
occasionally
4.
If the behavior is
seen
5.
If the behavior
never seen
occurs
(1 point)
(2 points)
seen
fairly
seen
often
(3 points)
(4 points)
(5 points)
Checklist
I. Intellectual
(AS
Intelligence
CHILD)
1. Chooses older
2. Gets
playmates
along well
with adults
92
(1)
(2)
(3)
never
seldom
occasionally
(4)
(5)
often almost
always
(ALL ACES)
5. Curious and
6. Has
large vocabulary
7. Uses
8.
inquisitive
language fluently
and
richly
Enjoys reading
large bank
12. Has
sharp
13. Learns
of time
sense
uses
of information
Quickly
are
detail
answers
quickly, easily
considered, appropriate
understands cause-effect
learning
quickly, easily
20. Can
apply learning
organized
physical
energy
24. Is industrious
25. Has strong self-motivation
independently
highly competitive
28. Has
high personal
standards
(1)
(2)
(3)
never
seldom
occasionally
(4)
90
(5)
often almost
always
94
sense
Enjoys puzzles
of
(1)
(2)
(3)
never
seldom
occasionally
(4)
(5)
often almost
always
justice
31. Has
common sense
32. Has
(had) high
school marks
(over 90)
below 90 90-109
110-119
120-129
130+
33. l.Q.
(If l.Q.
is 150+,
Scores: 33-52
53-78
score
points)
(low)
(average)
79-105
(bright)
106-132
(superior)
133-165
(gifted)
166 and
over
(super-gifted)
II.
at end of
checklist).
Creativity
1. Is flexible in
thought and
uncertainty
action
are
unique
personally independent
6. Is uninhibited
7. Is adventurous
8. Is inventive
etc.
and
original
(1)
(2)
(3)
never
seldom
occasionally
(4)
(5)
often almost
always
9. Fantasizes,
11. Uses
daydreams
imagination
14.
Questions the
status quo
18. Is sensitive to
beauty
people
highly
23.
self-honest
May be outgoing
or
Emotionally
(BUT
of humor
strong self-assurance
24.
sense
personal projects
stable
AT TIMES MAY
BE)
25. excitable
26.
moody
27. irritable
activities)
28. Dislikes routine and
repetition
goal, product
(1)
(2)
(3)
never
seldom
occasionally
(4)
95
(5)
often almost
always
96
30. Can
31.
see
the "whole"
(1)
(2)
never
seldom
(3)
occasionally
(4)
(5)
often almost
always
quickly
and balance
(visually,
mentally, physically)
32. When
given
creative endeavor
Scores: 32-47
48-75
(average creativity)
76-91
92-128
(superior creativity)
129-160
III.
(creativity inhibited)
(creatively talented)
Social/Personal/Leadership
1. Self-assertive
2. Bored
by routine
controversial, adult,
or
abstract
problems
5. Likes to
6.
organize
Extremely concerned
7. Sets
high goals
popular,
10. Gets
responsibility
well-liked
along well
with others
12.
Adaptable
to
new
situations
(1)
(2)
(3)
never
seldom
occasionally
(4)
(5)
often almost
always
13. Flexiblecan
change ways
of
(1)
(2)
never
seldom
(3)
occasionally
(4)
97
(5)
often almost
always
getting goals
without frustration
14.
Sociableprefers
to be with others
people
17. A
resource
guidance,
for others;
they naturally
turn for
direction
Participates
Speaks easily
and
Scores: 21-33
(definite follower)
34-49
(average
50-66
67-83
(superior
84-105
IV.
fluently
social
lead)
lead at
times)
leadership skills)
Physical
1. Shows excellent
general health
2. Shows
3. Shows
4. Shows
5. Shows
superior rhythm
6. Is well coordinated
(1)
(2)
never
seldom
(3)
occasionally
(4)
(5)
often almost
always
98
7. Is
larger than
8. Has
high
Participates
in sports and
Scores: 11-17
(4)
occasionally
physical games
26-34
35-43
44-55
(gifted
in
psychomotor
are
of the above
Total
areas.
skills
for overall
giftedness
and talent
than
one
are:
152-229
(average abilities)
231-299
(above-average abilities)
300-388
(superior abilities)
389-485
(gifted/talented)
(super-giftedness/talent)
In addition to the
general behaviors listed, give an extra point for each of the following,
observed in children
or
Intellectual
as
Intelligence
1.
2.
Collects
3.
things
Organizes and
4.
point
maintains collection
for each
organized
collection
(5)
often almost
and flow
18-25
485+
(3)
(child)
exceptional ease
97-151
(2)
seldom
9. Moves with
10.
average
(1)
never
always
5.
Maintains
an
interest
or a
99
of
time
6.
3.
4.
Likes and
color with
originality
projects
given a choice
Good sense of space and design
Is sensitive to forms and shapes
uses
Chooses art
when
5.
Sensitive to texture
6.
Uses
variety
shape
in artistic
creations
Creativity (Music)
4.
5.
Invents melodies
6.
Invents instruments
7.
Reads music
1.
2.
3.
easily
Physical (Dance)
to music with coordinated movement of
1.
Responds
body
2.
Can imitate
gestures
ease
Summary
Preschool children who are gifted and talented tend to develop
earlier than their less-gifted peers in physical, mental, creative, and
social skills, and their activities are beyond their age level not only
in order of appearance, but also in the complexity and power of
Contrary
individuals
believed,
also
highly gifted/talented
generally superior in
health, strength, emotional stability, and sociability than less gifted
persons. Whether or not these outstanding abilities are fully
developed depends on parental attitudes and the types and
numbers of learning opportunities that are available and prized, both
in the home prior to entering school and during the school
experience
are
A child's
are
In
addition,
all persons,
regardless of intelligence
areas.
or
general
These should be
rules
over a
period
consistency
of time.
100
in
PART
IV
Computer I.Q.
Intelligence and
Computer Operation
Willing
or
new era
not,
will
humanity
we
bring
now
forth its
stands at
own
one
host of
of the most
lightning speedwill
accomplishments
previously
inherent
and rather
awesome
new
or
so
complicatedhow
will I
ever
learn to
use
one?"
"I'm not
math
or
the
"How will I
ever
funny symbols?"
"What possible use or good
can
get from
it?"
For anyone not familiar with computers, these are all valid
assured, however, that despite its sophistication anyone
questions. Rest
of normal
the
uses
intelligence
to which the
can
102
Intelligence
and
Computer Operation
103
following
specifically designed
to test your
think in
logical
Syntax Questions
All
they
are
rational
given
separate
correct
comparison.
"correct"
set of
set of ten
all of the
as
given.
You will be
syntax
given a
explanationjust
specific
sample model
language
questions.
for that
characters and
specific language
set for
syntax
in the
answer
they have,
mark
in
language Characters
(A, B, C,.. Z)
Small set: (a, b, c,... z)
Number set: (0,1, 2, 3,4, 5, 6, 7, 8, 9)
Punctuation set: (+ @
#.)
Large
set:
Syntax
2.
There must be
4.
5.
Rules
1.
3.
104
Correct
Sample Model:
Answers
Questions
1
S22Q
S45R*7
Since
P.
Correct
question
so
Questions
Answers
B440R-M.
Incorrect
S66N#Q.
Correct
answer
of the rules,
answer
(C)
Incorrect
"correct" in the
more
SbbR
105
syntax rules,
we
(C)
marked
so we
marked it
"correct."
test questions, follow the same procedure,
or not all of the syntax rules have been
whether
checking
followed, and then mark the questions correct or incorrect
according to your determination.
In the
following
to see
Begin
the test.
language
Character Set #1
Syntax Rules
1.
2.
3.
4.
5.
alphabet
according to the first letter of the preceding series.
When two large characters are next to each other, the
second can be replaced with a character of the small set.
Only 5 may not be placed next to itself.
Except for 5, the same
in the
same
series.
106
Correct
Questions
1
B3R2/1/
C6RP$6/
D2L2031
E1GZ=4/
G4Q3#71
H5Z3=8/
I8N4$2/
J7ER$1/
K9B2#4/
10
L0FG#7/
Language Character
Set #2
..
Syntax Rules
1.
2.
3.
A series
period must
characters,
can
have
as
many
including punctuation.
as
but
no more
than 7
or
4.
5.
107
Correct
Questions
11
CCdR+S.
12
PuvNOT.
13
FghU+M.
14
ErsX*L.
15
GhjS-A*
16
AaaA*A-
17
HdeO@Rs.
18
BbcD@7.
19
cLMN.Q.
20
ShiPPd.
Problem
or
Answers
Analysis Questions
21-40
108
Sample Problem
library charges 10tf for each of the first five days and 3tf for
day that a book is overdue. If John paid $1.10 in
late charges, how many days overdue was the book?
A
each additional
28
25
29
16
24
(a)
(b)
(c)
(d)
(e)
Solution
If the
charge was
10tf per
days
was
Therefore
Begin the
21.
an
days.
Mrs.
20
answer.
Jones and her daughter Sally made 126 sandwiches for the
local church supper. Mrs. Jones made 6 more than twice as many
sandwiches as Sally. How many sandwiches did Mrs. Jones make?
22.
23.
92
82
78
86
84
(a)
(b)
(c)
(d)
(e)
factory
pairs of shoes per hour. How many
minutes does it take to make a pair of shoes?
A shoe
turns out S
60S
S/6Q
gQS/^
(a)
(b)
(c)
(d)
The
weight
many
of the contents of
ounces
a can
do the contents of
of
a case
(e)
corn
of 24
2S/6o
is 1 lb. 4
cans
oz.
weigh?
480
540
360
240
400
(a)
(b)
(c)
(d)
(e)
How
24.
The
area
of
W, width,
Twice
are
as
109
The
large.
(a)
Eight
same.
Four times
large,
large.
as
as
(c)
(e)
(d)
25.
times
(b)
60
10
20
(a)
(b)
(c)
(d)
30
'
26.
The
price
of
article
an
was
again
(e)
what
percent
original
sale.
By
price?
27.
15%
20%
25%
30%
(a)
(b)
(c)
(d)
Mr.
is
(e)
Johnson
weekly salary of $140.00
In addition, he receives a commission of
on a
V2%
were
40%
as a
on
store salesman.
his
weekly sales.
earn
last
week?
28.
$182.50
$166.00
$173.00
$178.50
$206.00
(a)
(b)
(c)
(d)
(e)
half of what
was
only
five
certain construction
job.
Mary
now
had
29.
11
22
23
45
46
(a)
(b)
(c)
(d)
(e)
It takes 9
men
How many
rate, have
70
(a)
17
days
days
to
complete
only 2
will it take if
to do the
64
(b)
men,
working
at the
job?
82
(c)
68
(d)
76
(e)
same
110
30.
in the
purchase
drugstore.
If
31.
Pennies
Nickels
Dimes
Quarters
(a)
(b)
(c)
(d)
and
Half-dollars
(e)
monthly salary?
32.
$500
$700
$600
$1200
(a)
(b)
(c)
(d)
rectangle
area
of that
5 X 2W
5W
(a)
2W
2W
(b)
2W
y
40% of
the
34.
ww
-y
than its
2W)
sw
(e)
remaining mixture
peat
moss.
How many
pounds
of
10 lbs.
9 lbs.
8 lbs.
7 lbs.
(a)
(b)
(c)
(d)
6 lbs.
(e)
Sally
type 5 letters in 20 minutes, Marge can type 3 letters in
20 minutes, and Gloria can type 2 letters in 10 minutes. Working
can
together,
35.
(5
(c)
longer
5W
x
(d)
33.
(e)
5 times
length is
rectangle?
$900
type 36 letters?
45
70
60
54
67
(a)
(b)
(c)
(d)
(e)
Tom and
start
Jerry
from the
same
point
and walk in
they be
at the
end of
an
an
opposite
Jerry
hour and
apart will
4V2 hours?
50
45
48
54
46
(a)
(b)
(c)
(d)
(e)
36.
Two
men
decide to drive to
distant
city
111
one
drives at 40 miles
an
one
10
(a)
(b)
(c)
(d)
(e)
40.
to
trip?
15
30
25
20
35
(a)
(b)
(c)
(d)
(e)
nearby
39.
man
38.
and
drives at 60
miles
37.
same
one
casts
shadow 8 ft.
shadow 36 ft.
long.
long.
How
A second tree
high is
42 ft.
24 ft.
18 ft.
27 ft.
(a)
(b)
(c)
(d)
Five boarders at
local
standing
(e)
$325
$290
$350
$300
$375
(a)
(b)
(c)
(d)
(e)
Twenty
soldiers at
for 45
food
days. They
supplies. How
the 30 soldiers
now
many
in the
days will
camp?
supplies last
35
30
40
32
38
(a)
(b)
(c)
(d)
(e)
Procedure
Analysis Questions
41-50
112
Program
The
temperature
a room
must be
room
temp.
./fs'it^^
/
less
\.
75.
'
Check
of
Start
Procedure
J
>(Yes)
y
than^
65
Close
vents
^^
Turn
on
furnace
CNc0
<^>
CN)
>{Yes)+J1
Open
vents
./^N
vy
'
No
further
action
required
'
Stop
110
Sample Questions
A
No. 1 in the
(a)
(b)
(c)
(d)
What is
more
than 75?
Close vents?
The best
answer
temperature
must be
kept between
question
65 and 75.
answer
question is
room
is
114
Program Procedure
Returning Jon Smith's
call.
47>
Hang
the
phone
up
Stop
41.
The best
answer
The best
answer
The best
(a)
(b)
(c)
(d)
44.
answer
a new
Ask for
The best
answer
The best
answer
number.
listing.
115
116
Program
Procedure
Start
Capacity
of
gas tank
car
today
and you
always keep
46.
No. 1
(a)
(b)
(c)
(d)
47.
48.
empty.
means:
The tank is
No. 3
(a)
(b)
(c)
(d)
49.
The tank is
No. 2
(a)
(b)
(c)
(d)
means:
car
means:
The tank is
The
empty.
No. 4
means:
No. 5
means:
117
Test Answers
11. I
21. D
31. C
41. B
2.
12. C
22. B
32. C
42. C
3.
13. C
23. A
33. B
43. B
4.
14. C
24. D
34. C
44. C
5.
15. I
25. D
35. D
45. D
6.
16. I
26. C
36. D
46. B
17 I
27 C
37 B
47 A
8.
18. I
28. C
38. D
48. C
9.
19. I
29. E
39. A
49. C
10.
20. I
30. C
40. B
50. A
Answers and
1.
2. I
Explanations
same
is used twice.
3. I
4.
5. I
not
series with
starring
alphabet following "E,"
preceding
series.
6. C
All
followed.
7. C
All
followed.
8. C
9. C
10. C
11. I
not
using "/"
(2)
small character
the
syntax rules
syntax rules
All syntax rules
All syntax rules
All syntax rules
not
ending
"F," the
at the
twice.
series in
next letter of
followed.
followed.
followed.
12.
13. C
119
15. I
16. I
17. I
18. I
19. I
14. C
syntax rules.
and rule
(2)
(5).
characters.
(1),
(series
position rule.
20. I
21.
position rule.
Sally made X number of sandwiches
2X
6 sandwiches. Total
3X
was
6
-6
3X
X
Therefore
If
23. A
There
120
40
are
16
in
pound.
Let
us
say that L
86, sandwiches.
or
So 1 lb., 4
oz.
is 20
ounces.
480
2 and W is 4.
4 and W
2 X 4
=
8,
8. If
we
double
get a
greater than 8).
we
(which is 4 times
George picked X number of watermelons and Fred picked
twice as many, or 2X. Harry picked as many as both of
=
or
3X.
6X
Since
6X
X
26. C
6,
of shoes.
pair
ounces
20 X 24
25. D
X 40 +
we
takes to make
so
126
-6
22. B
24.
126 sandwiches,
120
20
120
27. C
1% of $6600 is $66.00.
would be half of thisor $33.00
+ $140.00 is $173.00.
V2%
$33.00
28. C
Mary
giving
number to
equal
an
one
began
so
with 23 cookies.
29. E
Since 9
(9
which
provide
men
2), then
comes
30. C
3 dimes, 2
solution.
31. C
Let 3X
V2
times
much labor
as
V2
times
as
nickels, and
1 penny is the
$900
V2),
Area of
rectangle
length is 5
and the
area
men
only possible
32. C
X 4
76V2 days.
salary. Then
salary (4X)
=
as
long (17
is 2W
(5
is
length
times the
width,
or
2W).
33. B
34. C
If Gloria
can
type
can
type
letters
(3
times
as
many)
as
long,
or
60
minutes.
35. D Since Tom and
their rates of
4V2
54.
man
out. Since he is
traveling
@ 60
mph20 mph
fasterhe
mph,
trip
20
was
4.
60 miles
(60
20
121
15
he would have to
38. D
39.
40. B
41.
6:8
8X
cover
X:36
6(36)
216
If 5 boarders pay
216
or
or
27
possibilities,
are
but
we
should
good
choice.
the
phone
try
book first.
42. C
43. B
44. C
A is still not
that
we
have done
so.
45. D Answer B is
considerate if
we
possibility,
but it would be
ours.
more
kept trying
to reach
him.
46. B
Answers A and C
be made. D is
as
is
to
our
possibility,
answer
purpose
47. A Answers B and D
contrary
48. C
49. C
assumptions
but is not
as
our
B.
are
irrelevant to
intention to
use
the
our
purpose and C is
car.
that cannot
relevant to
i.e., that
50. A
absolute
are
half
full,
procedure,
we
have
122
Scale
50
SUPERIOR
45
logical
with
very
thought process.
40
AVERAGE
abiUty
nitely
has the
ability
computer,
to operate a
greater attention
to
30
ADEQUATE
intelligence
and
but tends
ability
operate computer,
to ignore rules and is not always
reasoning in a logical manner. Practice will
a
25
A
INSUFFICIENT
score
individual is
incapable
computer. What
it does
of
mean
operating
mean
is that he
the
a
or
she
Test
Interpretation
or
or
starting
operating a computer.
language
on
tests
characters and
specifically, using
procedures.
The second section of the teston
problem analysisexamines
ability to evaluate a given situation and proceed to a conclusion
in a logical manner. You will go through a similar evaluation in
using a computer to perform a specific task or tasks. In brief, you
123
124
complete
task
computer,
some
of
testing
the
progressive
procedure,
operation. The flow
same
procedure
or
program
problem.
or
Your
in
or
processes that
computer follows
analysis
success
in
handling
specific
necessary in computer
literally maps of the
are
are
task
same
here.
lower than you would have liked, it does not mean you are
of operating a computer. What it indicates is that you
incapable
are
inclined to be
more
operation of
You'll find:
A
ISBN
50700>
780671"874599
An ARCO Book
Prentice Hall
New York