Educational Academic Research

IQ: What is it? What is it not?


Hacettepe Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü, Ankara, Türkiye


Sinop Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü, Sinop, Türkiye

Educational Academic Research 2022; 46: 99-105
DOI: 10.5152/AUJKKEF.2022.997454
Read: 822 Downloads: 140 Published: 19 September 2022

IQ tests, which are frequently used in the diagnosis–intervention processes of students with special needs, are powerful and important sources. However, IQ tests have some limitations. Being aware of the concept of IQ and the limitations of IQ tests are important for effective diagnosis and intervention processes. This review aimed to discuss the limitations and strengths of the concept of IQ and IQ tests considering the current literature and to offer practical suggestions. In the first part of the study, the theoretical and practical limitations of the concept of IQ were discussed. These limitations were discussed under the titles of the concept of intelligence, norm value, Flynn effect, and factors affecting the test. Then, the strengths of IQ tests were emphasized. As a result, (1) just as there is no clear definition of intelligence, IQ is not a clear measure of intelligence. (2) Norm values, which are a strong side of the tests, can cause negative situations especially for individuals with sociocultural differences. Moreover, norm values lose their validity at certain intervals. (3) Culture and language have a significant impact on IQ tests. (4) IQ tests can be influenced by the tester’s experience, and (5) can be manipulated with a certain preparation. (6) Floor and ceiling effects may hinder the determination of the actual performance of students with special needs. As a result, it is necessary to use IQ tests to know what they are and what they are not and suggestions were presented.

Cite this article as: Atmaca, F., & Tan, S. (2022). IQ: What is it? What is it not? Educational Academic Research, 46, 99-105.

EISSN 2822-3535