智商

智商
智商
	瑞文氏标准推理测验的试题
ICD-9-CM	94.01
MedlinePlus	001912

智能商数（德语：Intelligenzquotient），简称智商（德语：IQ），是用智力测试测量人在其年龄段的认知能力（“智力”）的得分。人的智商呈正态分布，目前主要的智力测验（包含最常被使用的“韦克斯勒成人智力量表”），都采用“离差智商”（deviant IQ scores）的定义。亦即，个体的IQ分数，会和个体所属的常模（例如:和相同年龄、国家的人们）相比较。这个常模的IQ分数的平均值为100分，标准差为15分。即68.2%的人的智商在85-115之间、95.4%的人的智商在70-130之间、99.6%的人的智商在55-145之间。

事实速览 智商, ICD-9-CM ...

关闭

现代人平均智商在逐渐增加，被称为弗林效应，但不了解其原因是智力的实际增长还是测量的误差；而最新的研究表明，智商有可能不单是与遗传因素有关，例如智商降低或和精神分裂症风险基因直接相关，还与生活环境有关。即智商的高低可能与遗传因素和生活环境有关，饮食缺乏碘则会造成儿童智商下降约12点，许多第三世界国家在消除缺碘和缺微量元素的环境后，民众智商会急剧增加。

计算公式

“比率智商（ratio IQ scores）”计算公式： ${\text{IQ}}=100\times {\frac {\text{MA}}{\text{CA}}}$ ，

IQ = 智商；

MA = 心智年龄；

CA = 生理年龄。

如果MA比CA大，就即是IQ比正常高，相反MA比CA小，就即是IQ比正常低。

历史

测量智能而且予以量化的想法源自于十九世纪的英国人高尔顿（Francis Galton, 1822-1911），但是这位优生学之父却找错方向，他试图借由测量人的体能和感官灵敏程度来得出智力，却终究徒劳无功。其后，另辟新径，建立智力测验原型的是法国人阿尔弗雷德·比奈 (Alfred Binet)、维克多·亨利 (Victor Henri) 和西奥多·西蒙 ( Théodore Simon ) 一起发表专注于语言能力的比奈-西蒙智力测验量表。他的研究长期被冷落，直到二十世纪初，因为实施国民义务教育政策，需要区分正常学童和智能不足的学童，他的研究才找到用途。

现代测试

知名的智商测试包括瑞文氏标准推理测验、韦克斯勒成人智力量表、韦克斯勒儿童智力量表、斯坦福-比奈智力量表、伍德考克-约翰逊认知能力测验（英语：Woodcock-Johnson Tests of Cognitive Abilities）和考夫曼儿童智力测验（英语：Kaufman Assessment Battery for Children）。

智商测试一种顺序量表（英语：Ordinal scale）。^[1]^[2]^[3]^[4]智商测试并不是百分数，即意味着智商50的人的并不是有智商100的人的一半。

智商测试与成绩测试之间的相关性约是0.7。^[5]

效度

不同智商测试得到的结果不同，同时其结果并不一定准确，现代智商测试的测量标准误约是三点，即真实智商一般在测量所得值上下各三点的范围内浮动。也有人认为测量结果有95%的几率在四到五点测量标准误下浮动。临床心理学家认为这已足够对多数临床目标产生效力。^[6]^[7]

智力与年龄

在整个儿童期，智力可能都是不断变化的。^[8]但是这之间也有一定的关系。以前一直认为成年之后智力就会开始有衰退趋势，但是后来这个现象被认为与弗林效应及同辈效应有关。

在韦克斯勒智力量表开始研究成人不同群体的智商后，大量相关研究也开始涌现。现在的一般观点是流动智力在成年初有轻微的衰退，而固定智力不变。同辈效应和练习效应（不断练习同样的智商测试）一定要严格控制，否则会影响测试结果。^[9]

流动智力和固定智力的峰值很难确定，代表性研究显示流动智力在相对年轻时较高，长期来看智力到中年及稍后时期也都还很稳定。^[10]

组别差异

智商研究的许多有争议问题都是关于智商在性别与种族间的变化的：

性别

大多数智商测试显示男女之间并没有太大区别。^[11]^[12] 一些常用的智力量表也没有显示出二者有所差异。^[13] 2002年国际智商研究协会（International Society for Intelligence Research）表示这实际上是因为测试设计者及教育系统刻意抹消了实际存在的男女差别以避免争议，该协会指出实际上确实存在“真正的性别”差异。^[14]性别智商差异与种族智商差异一样，涉及先天与后天的问题，需要考虑到环境因素。

种族

1996年，美国心理学协会资助的智商调查活动显示不同种族之间的智力差距十分显著，这涉及一个先天与后天的问题。包括艾伦·S·考夫曼^[15] 、南森·布罗迪^[16] 在内的心理学家和包括伯尼·德夫林在内的统计学家^[17] 认为这要考虑到遗传问题，而另外一些学者，例如理查德·尼斯贝特认为环境因素可以解决一切的组别差异。^[18]

智商和情商的关系

一些人认为，智商和情商呈现负相关；然而有不同的研究指出，情商和智商呈现正相关。其中一项利用卡泰尔“文化公平”智力测验（Cattell's "Culture Fair" intelligence test）以及大五人格特质的研究发现，情商和智商与人格特质呈现高度正相关，其多元回归分析的R值为.76；而各项数值中，和情商相关度最高的因子包括智商（标准化回归系数为.39）、亲和性（标准化回归系数为0.54）以及经验开放性（标准化回归系数为0.46）等，换句话说，一个人的智商和性格，尤其是智商、亲和性和经验开放性，都和情商呈现正相关^[19]；另一项研究也发现智商和情商呈现高度正相关，且标准化回归系数为.69^[20]，换句话说，智商可能是影响情商的最大因素。

参考文献

[1]
Mussen, Paul Henry. Psychology: An Introduction. Lexington (MA): Heath. 1973: 363. ISBN 0-669-61382-7. The I.Q. is essentially a rank; there are no true "units" of intellectual ability.
[2]
Truch, Steve. The WISC-III Companion: A Guide to Interpretation and Educational Intervention. Austin (TX): Pro-Ed. 1993: 35. ISBN 0-89079-585-1. An IQ score is not an equal-interval score, as is evident in Table A.4 in the WISC-III manual.
[3]
Bartholomew, David J. Measuring Intelligence: Facts and Fallacies. Cambridge: Cambridge University Press. 2004: 50. ISBN 978-0-521-54478-8. 简明摘要 (27 July 2010). When we come to quantities like IQ or g, as we are presently able to measure them, we shall see later that we have an even lower level of measurement—an ordinal level. This means that the numbers we assign to individuals can only be used to rank them—the number tells us where the individual comes in the rank order and nothing else.
[4]
Mackintosh, N. J. IQ and Human Intelligence. Oxford: Oxford University Press. 1998: 30–31. ISBN 0-19-852367-X. In the jargon of psychological measurement theory, IQ is an ordinal scale, where we are simply rank-ordering people. . . . It is not even appropriate to claim that the 10-point difference between IQ scores of 110 and 100 is the same as the 10-point difference between IQs of 160 and 150
[5]
Jack A. Naglieri, Brienan T. Bornstein. Intelligence and Achievement: Just how Correlated are they?. Journal of Psychoeducational Assessment: 244–260. [2018-04-02]. doi:10.1177/073428290302100302. （原始内容存档于2017-11-07）.
[6]
Terman, Lewis Madison; Merrill, MaudeA. Measuring intelligence: A guide to the administration of the new revised Stanford-Binet tests of intelligence. Riverside textbooks in education. Boston (MA): Houghton Mifflin. 1937: 44.
[7]
Anastasi, Anne; Urbina, Susana. Psychological Testing Seventh. Upper Saddle River (NJ): Prentice Hall. 1997: 326–327 [2013-09-25]. ISBN 978-0-02-303085-7. （原始内容存档于2015-09-24）. 简明摘要 (28 July 2010).
[8]
Kaufman, Alan S. IQ Testing 101. New York: Springer Publishing. 2009: 220–222. ISBN 978-0-8261-0629-2. （原始内容使用|archiveurl=需要含有|url= (帮助)存档于2013-09-28）. 简明摘要 (10 August 2010).
[9]
Kaufman, Alan S. IQ Testing 101. New York: Springer Publishing. 2009. Chapter 8. ISBN 978-0-8261-0629-2. （原始内容使用|archiveurl=需要含有|url= (帮助)存档于2013-09-28）. 简明摘要 (10 August 2010). ^{[页码请求]}
[10]
Desjardins, Richard; Warnke, Arne Jonas. Ageing and Skills. OECD Education Working Papers. 2012 [2013-09-25]. ISSN 1993-9019. doi:10.1787/5k9csvw87ckh-en. （原始内容存档于2013-09-25）.
[11]
Ulric Neisser, Gwyneth Boodoo, Thomas J., Jr. Bouchard, A. Wade Boykin, Nathan Brody, Stephen J. Ceci, Diane F. Halpern, John C. Loehlin, Robert Perloff, Robert J. Sternberg, Susana Urbina. Intelligence: Knowns and unknowns.. American Psychologist: 77–101. [2018-04-02]. doi:10.1037/0003-066x.51.2.77 （英语）.
[12]
Richard E. Nisbett, Joshua Aronson, Clancy Blair, William Dickens, James Flynn, Diane F. Halpern, Eric Turkheimer. Intelligence: New findings and theoretical developments.. American Psychologist: 130–159. [2018-04-02]. doi:10.1037/a0026699 （英语）.
[13]
Jensen, A. (1998) The g Factor: The Science of Mental Ability (p. 531)
[14]
Jackson, D. N. (2002, December 5–7). Evaluating g in the SAT: Implications for the sex differences and interpretations of verbal and quantitative aptitude. Paper presented at the International Society for Intelligence Research, Nashville, TN."
[15]
Kaufman, Alan S. IQ Testing 101. New York: Springer Publishing. 2009: 173. ISBN 978-0-8261-0629-2. （原始内容使用|archiveurl=需要含有|url= (帮助)存档于2013-09-28）. 简明摘要 (10 August 2010).
[16]
Brody, Nathan. To g or Not to g—That Is the Question. Wilhelm, Oliver & Engle, Randall W. (Eds.) (编). Handbook of Understanding and Measuring Intelligence. Thousand Oaks (CA): SAGE Publications. 2005.
[17]
Bernie Devlin, Stephen E. Fienberg, Daniel P. Resnick & Kathryn Roeder (编). Intelligence, Genes, and Success: Scientists Respond to the Bell Curve. New York (NY): Springer Verlag. 1997. ISBN 0-387-98234-5.^{[页码请求]}
[18]
Nisbett, Richard E. Intelligence and How to Get It: Why Schools and Cultures Count. New York (NY): W. W. Norton. 2009 [2013-09-26]. ISBN 978-0-393-06505-3. （原始内容存档于2012-03-14）. 简明摘要 (28 June 2010).^{[页码请求]}
[19]
Fiori M, Antonakis J. The ability model of emotional intelligence: Searching for valid measures. Personality and Individual Differences (Submitted manuscript). 2011, 50 (3): 329–334. doi:10.1016/j.paid.2010.10.010.
[20]
Antonakis J, Dietz J. Looking for Validity or Testing It? The Perils of Stepwise Regression, Extreme-Scores Analysis, Heteroscedasticity, and Measurement Error. Personality and Individual Differences (Submitted manuscript). 2011, 50 (3): 409–415. doi:10.1016/j.paid.2010.09.014.

外部链接

International IQ testing association(国际智商测试协会) （页面存档备份，存于互联网档案馆）

[1] [1]
Mussen, Paul Henry. Psychology: An Introduction. Lexington (MA): Heath. 1973: 363. ISBN 0-669-61382-7. The I.Q. is essentially a rank; there are no true "units" of intellectual ability.

[2] [2]
Truch, Steve. The WISC-III Companion: A Guide to Interpretation and Educational Intervention. Austin (TX): Pro-Ed. 1993: 35. ISBN 0-89079-585-1. An IQ score is not an equal-interval score, as is evident in Table A.4 in the WISC-III manual.

[3] [3]
Bartholomew, David J. Measuring Intelligence: Facts and Fallacies. Cambridge: Cambridge University Press. 2004: 50. ISBN 978-0-521-54478-8. 简明摘要 (27 July 2010). When we come to quantities like IQ or g, as we are presently able to measure them, we shall see later that we have an even lower level of measurement—an ordinal level. This means that the numbers we assign to individuals can only be used to rank them—the number tells us where the individual comes in the rank order and nothing else.

[4] [4]
Mackintosh, N. J. IQ and Human Intelligence. Oxford: Oxford University Press. 1998: 30–31. ISBN 0-19-852367-X. In the jargon of psychological measurement theory, IQ is an ordinal scale, where we are simply rank-ordering people. . . . It is not even appropriate to claim that the 10-point difference between IQ scores of 110 and 100 is the same as the 10-point difference between IQs of 160 and 150

[5] [5]
Jack A. Naglieri, Brienan T. Bornstein. Intelligence and Achievement: Just how Correlated are they?. Journal of Psychoeducational Assessment: 244–260. [2018-04-02]. doi:10.1177/073428290302100302. （原始内容存档于2017-11-07）.

[6] [6]
Terman, Lewis Madison; Merrill, MaudeA. Measuring intelligence: A guide to the administration of the new revised Stanford-Binet tests of intelligence. Riverside textbooks in education. Boston (MA): Houghton Mifflin. 1937: 44.

[7] [7]
Anastasi, Anne; Urbina, Susana. Psychological Testing Seventh. Upper Saddle River (NJ): Prentice Hall. 1997: 326–327 [2013-09-25]. ISBN 978-0-02-303085-7. （原始内容存档于2015-09-24）. 简明摘要 (28 July 2010).

[8] [8]
Kaufman, Alan S. IQ Testing 101. New York: Springer Publishing. 2009: 220–222. ISBN 978-0-8261-0629-2. （原始内容使用|archiveurl=需要含有|url= (帮助)存档于2013-09-28）. 简明摘要 (10 August 2010).

[9] [9]
Kaufman, Alan S. IQ Testing 101. New York: Springer Publishing. 2009. Chapter 8. ISBN 978-0-8261-0629-2. （原始内容使用|archiveurl=需要含有|url= (帮助)存档于2013-09-28）. 简明摘要 (10 August 2010). ^{[页码请求]}

[DesjardinsWarnke2012-10] [10]
Desjardins, Richard; Warnke, Arne Jonas. Ageing and Skills. OECD Education Working Papers. 2012 [2013-09-25]. ISSN 1993-9019. doi:10.1787/5k9csvw87ckh-en. （原始内容存档于2013-09-25）.

[lrainc.com-11] [11]
Ulric Neisser, Gwyneth Boodoo, Thomas J., Jr. Bouchard, A. Wade Boykin, Nathan Brody, Stephen J. Ceci, Diane F. Halpern, John C. Loehlin, Robert Perloff, Robert J. Sternberg, Susana Urbina. Intelligence: Knowns and unknowns.. American Psychologist: 77–101. [2018-04-02]. doi:10.1037/0003-066x.51.2.77 （英语）.

[apa-12] [12]
Richard E. Nisbett, Joshua Aronson, Clancy Blair, William Dickens, James Flynn, Diane F. Halpern, Eric Turkheimer. Intelligence: New findings and theoretical developments.. American Psychologist: 130–159. [2018-04-02]. doi:10.1037/a0026699 （英语）.

[13] [13]
Jensen, A. (1998) The g Factor: The Science of Mental Ability (p. 531)

[14] [14]
Jackson, D. N. (2002, December 5–7). Evaluating g in the SAT: Implications for the sex differences and interpretations of verbal and quantitative aptitude. Paper presented at the International Society for Intelligence Research, Nashville, TN."

[15] [15]
Kaufman, Alan S. IQ Testing 101. New York: Springer Publishing. 2009: 173. ISBN 978-0-8261-0629-2. （原始内容使用|archiveurl=需要含有|url= (帮助)存档于2013-09-28）. 简明摘要 (10 August 2010).

[16] [16]
Brody, Nathan. To g or Not to g—That Is the Question. Wilhelm, Oliver & Engle, Randall W. (Eds.) (编). Handbook of Understanding and Measuring Intelligence. Thousand Oaks (CA): SAGE Publications. 2005.

[17] [17]
Bernie Devlin, Stephen E. Fienberg, Daniel P. Resnick & Kathryn Roeder (编). Intelligence, Genes, and Success: Scientists Respond to the Bell Curve. New York (NY): Springer Verlag. 1997. ISBN 0-387-98234-5.^{[页码请求]}

[18] [18]
Nisbett, Richard E. Intelligence and How to Get It: Why Schools and Cultures Count. New York (NY): W. W. Norton. 2009 [2013-09-26]. ISBN 978-0-393-06505-3. （原始内容存档于2012-03-14）. 简明摘要 (28 June 2010).^{[页码请求]}

[19] [19]
Fiori M, Antonakis J. The ability model of emotional intelligence: Searching for valid measures. Personality and Individual Differences (Submitted manuscript). 2011, 50 (3): 329–334. doi:10.1016/j.paid.2010.10.010.

[20] [20]
Antonakis J, Dietz J. Looking for Validity or Testing It? The Perils of Stepwise Regression, Extreme-Scores Analysis, Heteroscedasticity, and Measurement Error. Personality and Individual Differences (Submitted manuscript). 2011, 50 (3): 409–415. doi:10.1016/j.paid.2010.09.014.

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智商