--- title: "Interpret: IQ and intelligence" subject: "Communication English" chapter: 1 key: "semester_5/communication_english:interpret-iq-intelligence-reconstructed" source: https://www.bctengineer.com/q/semester_5/communication_english/interpret-iq-intelligence-reconstructed site: BCT Engineering --- # Interpret: IQ and intelligence Communication English · Chapter 1: Intensive Reading - Asked in: 2078 Kartik, 5 marks - Answer checked by Claude Opus 5.5 (high effort) on 2026-10-14 - Page: https://www.bctengineer.com/q/semester_5/communication_english/interpret-iq-intelligence-reconstructed - Whole chapter: https://www.bctengineer.com/md/semester_5/communication_english/chapter-1 ## Question Read the given passage and interpret it. Learning style is not the only area undergoing demystification: our understanding of intelligence is also being reconstructed. The IQ score, developed early in the 20th century, is supposed to be a measure of a person's innate intelligence, with a score of 100 defined as normal, or average. The higher the score, the brighter the person. Some of us grew up in communities where IQ was barely mentioned. In many cases this lack of knowledge might have been a blessing. Others of us grew up with "IQ envy", in communities where IQ scores were a big part of our culture. Since the score is considered a fixed, permanent measure of intellect like a person's physical height, the scores engendered strong feelings. Friends who scored higher on an IQ test had a secret weapon, a mysteriously wonderful brain. But then our friend "genius" was stumped trying to unpack and plug in a toaster oven or got hopelessly lost trying to follow the simplest driving directions. We have been equally puzzled when another friend, who scored horribly low on an IQ test, went on to fame and riches. What is this traditional assessment of intelligence supposed to mean? ## Short answer IQ scores, once treated as fixed measures of innate intelligence, are now being questioned. Real-life examples show high scorers lacking practical skills and low scorers succeeding, challenging the value of a single number. Intelligence is broader and more flexible than a test score. ## Answer The writer says that our traditional idea of intelligence, based on the IQ score, is being questioned. A single number cannot show how intelligent a person really is. #### Explanation - **What IQ is.** The IQ score, developed early in the 20th century, was meant to measure a person's innate intelligence. A score of 100 is average; higher scores were taken to mean a "brighter" person. - **Fixed measure.** IQ was treated as permanent, like a person's height, so scores produced strong feelings. Some grew up in communities that hardly spoke of IQ, which the writer considers a blessing. Others suffered "IQ envy", where high scorers seemed to have a "secret weapon", a wonderful brain. - **Contradictions in real life.** A friend with a high score could not unpack and plug in a toaster oven or follow simple driving directions. Another with a very low score achieved fame and wealth. - **Question.** These cases lead the writer to ask what the traditional IQ assessment really means. The implication is that it measures only a narrow range of ability and does not predict success or practical intelligence. #### Message Intelligence is wider and more flexible than a fixed score, and we should rethink how we judge ability. ## Check yourself The answer's key points as multiple-choice questions, with the correct option and why. 1. How is an IQ score of 100 defined? A. As genius level B. As normal or average C. As the lowest possible score D. As a score no one can reach Answer: B. The IQ score treats 100 as the average, and higher scores as 'brighter'. (Key point: What IQ is) 2. Why did IQ scores arouse strong feelings? A. Because the scores changed every year B. Because everybody knew their score C. Because IQ tests were compulsory D. Because the score was considered a fixed, permanent measure of intellect, like height Answer: D. Being viewed as permanent like height, scores created envy and pride. (Key point: Fixed measure) 3. What do the examples of the friend and the toaster oven show? A. Toaster ovens are hard to use B. A high IQ score does not guarantee practical ability C. People with low scores never succeed D. IQ tests measure only practical skill Answer: B. The high scorer failed simple practical tasks and a low scorer became rich, so IQ is a poor measure. (Key point: Contradictions) 4. What is the writer's overall point? A. IQ is the best measure of intelligence B. Learning style is more important than intelligence C. Communities should use IQ more D. Our traditional idea of intelligence is being questioned and rethought Answer: D. The writer asks what the traditional assessment of intelligence really means, implying it is too narrow. 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