stovebolts
Member
I"m in agreement with [MENTION=8274]Nick[/MENTION]
IQ tests only shows what others think you should know. The biggest problem with basing intelligence on IQ is that many people only know what they know in a rote manner which means they don't really have a working understanding of the material they know. For example: pi = 3.14159 . Many people "know" this, but not many understand what it represents. Because they don't understand what it represents, they are limited to how it can be used.
What's important is aptitude because aptitude shows the capacity at which somebody is able to learn. Somebody with a high aptitude and a low IQ only shows that either they havn't been taught something, or it's being taught in a manner that doesn't work which is why learning needs to be on a gradient. If somebody isn't "getting" something they are trying to learn, then the problem isn't in the problem, it's in the problem before the problem. For example, if somebody doesn't understand what a variable is, but has been rotely using them in algebra formula's, then they will have difficulties in Geometry because they don't understand what those variables were supposed to represent.
When I was programming, I always struggled with arrays because I misunderstood and thought they were a data type. Where the problem really came into focus is when I started creating array's of pointers. The teacher struggled to teach me about pointers and I just didn't get it.... and then I found it... Once I realized that an array was a data structure, and not a data type all my problems went away and pointers were a mute issue. All that to say we thought my issue was with pointers, but it was actually with arrays.
IQ tests only shows what others think you should know. The biggest problem with basing intelligence on IQ is that many people only know what they know in a rote manner which means they don't really have a working understanding of the material they know. For example: pi = 3.14159 . Many people "know" this, but not many understand what it represents. Because they don't understand what it represents, they are limited to how it can be used.
What's important is aptitude because aptitude shows the capacity at which somebody is able to learn. Somebody with a high aptitude and a low IQ only shows that either they havn't been taught something, or it's being taught in a manner that doesn't work which is why learning needs to be on a gradient. If somebody isn't "getting" something they are trying to learn, then the problem isn't in the problem, it's in the problem before the problem. For example, if somebody doesn't understand what a variable is, but has been rotely using them in algebra formula's, then they will have difficulties in Geometry because they don't understand what those variables were supposed to represent.
When I was programming, I always struggled with arrays because I misunderstood and thought they were a data type. Where the problem really came into focus is when I started creating array's of pointers. The teacher struggled to teach me about pointers and I just didn't get it.... and then I found it... Once I realized that an array was a data structure, and not a data type all my problems went away and pointers were a mute issue. All that to say we thought my issue was with pointers, but it was actually with arrays.