Intelligence profile

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An intelligence profile is to be understood as the characteristic intellectual appearance of a personality that results from a diagnosis using specially designed test procedures . The intelligence profile reflects the unmistakable individual cognitive shape, an aggregate of the characteristics and abilities that characterize the individual on the intellectual level.

Profiling

Intelligence diagnostics tries to capture the respective characteristics of intelligence as objectively as possible. In these tests, an attempt is made to determine the structure of the talent and to present it in an “intelligence profile” typical of personality. Intelligence diagnostics is the measurement of the intelligence quotient (IQ) with the help of special test procedures. With many intelligence tests, in addition to the overall IQ, an individual profile can also be determined, which reveals the strengths and weaknesses of the individual in the sub-areas tested. These can relate, for example, to areas such as optical, practical, linguistic or computational intelligence . It should be noted, however, that a person's IQ is not a constant variable. The result of the survey depends, for example, on the daily form and can therefore vary within a certain range. The motivation of the individual when taking the test is also a decisive factor for the result. It must be taken into account that the intelligence profile created only reflects the current level of development. The IQ can change in the course of life. This change depends, for example, on whether the brain is trained in its functions regularly and as systematically as possible. The leeway within which the IQ can move, however, are genetically determined and cannot be changed.

Indispensable prerequisites for objective results and a usable profile creation are, on the one hand, that proven, scientifically created, standardized test procedures are used and, on the other hand, that well-trained staff, who do not make any errors or misinterpretations that influence the test, during the test acceptance and test evaluation can be used. The more factors that are taken into account, the more meaningful the result in terms of profiling.

Sense of profiling

Possibilities for individual support can be derived from the determined intelligence profile. The creation of an intelligence profile makes it possible to recognize the individual strengths and weaknesses, talents and gifts of the individual. Based on this, career paths and professional decisions can be designed more precisely. An intelligence profile is helpful in order to be able to objectively assess one's own development potential better and then to define appropriate career goals. The test person is enabled to direct his efforts in directions and to invest his energies in areas in which he is likely to be particularly successful.

The intelligence profile shows the current state of intelligence performance at the time the test was taken in comparison to other people, to one's own previous performance, to the respective educational level and to the age of the person tested. It is not a constant curve of fate, but rather represents a variable that provides information about suitability for certain occupations. In this way, the individual profile created can be compared with different occupational profiles. There are indications for which areas of work or positions the test person has particularly good or less advantageous skills. For example, high profile linguistic and computational skills are important for commercial professions. In the area of teaching , linguistic competence and the ability to communicate verbally play a dominant role in being able to be successful. For manual professions, a high level of practical intelligence in the profile area is particularly useful.

The importance of the IQ score

The so-called intelligence quotient (IQ) created by the psychologist William Stern forms a basis for creating the individual intelligence profile. Even today it is still the most widely used measure of the level of general intelligence in a person. This results from the ratio of intelligence age to age determined using various test procedures. The mathematically represented quotient of 100 represents the mean value of the respective age group and thus the point-fixed mark of normal intelligence. Since intelligence is understood as a normally distributed characteristic in the sense of the Gaussian normal curve , the individual intelligence level can be recorded and interpreted in its relation.

IQ tests are designed so that the results are approximately normally distributed for a larger sample . The color-coded areas each correspond to a standard deviation .

The evaluation of the intelligence level is recorded by experimental psychology from the spread in the upper and lower range and is usually presented in five levels, with a fluctuation of the IQ between 85 and 115 being assigned to the normal range of average intelligence. This intelligence range is reached by around 68% of people in one age group. 95% of people have an IQ between 70 and 130. Extremely low and extremely high values ​​are rare. Only around 2% of a year group have a very low IQ below 70, which is classified as “ unsalvificed ” or “nonsense”, and also only 2% have a very high IQ above 130, which indicates “ gifted ”. With IQ values ​​between 70 and 84 (13.6%), a below-average intelligence with signs of learning disabilities is diagnosed, while IQ values ​​between 115 and 129 (13.6%) are already assessed as above-average intelligence.

Homogeneous and heterogeneous intelligence profiles

A homogeneous intelligence profile is characterized by the fact that it presents a balanced level of performance, i.e. that the strengths and weaknesses in the intellectual areas tested do not show any major divergences.

An inhomogeneous or heterogeneous intelligence profile is a profile that shows values ​​for giftedness in some areas and only values ​​for average or even below average talent in other parts. According to Franzis Preckel and Tanja Gabriele Baudson, there are more one-sided talent profiles in the highly gifted area, i.e. less often subjects who are very gifted in both verbal and mathematical fields. Overall, around 85% of all intelligence profiles are described as heterogeneous, i.e. H. they show significant differences between the strengths and weaknesses of the respective subject in different areas.

Examples

The Hamburg-Wechsler intelligence test for children (HAWIK IV)

Well-known complex test procedures make it their task to create an intelligence profile. A common test method for determining the intelligence quotient in children is the Hamburg-Wechsler Intelligence Test for Children (HAWIK IV), which tries to measure different cognitive abilities and also the general cognitive level with a total of 15 subtests. He demands z. B. from the child to recreate certain templates, to determine what they have in common in two everyday terms, to repeat a given series of numbers, to define a series of words, to arrange a series of letters alphabetically, to complete an incomplete figure specification, to explain the representation of certain social situations to recognize common symbols in abstract forms, to add incomplete images, to answer knowledge questions about places and personalities, to solve arithmetic problems in the head, to identify a circumscribed term, etc. The raw values ​​of the individual subtests expressed in numbers are converted into value points and from the Value point sums Index values ​​for the indices language comprehension, perceptual logical thinking, working memory and processing speed are created, which are added to an overall IQ and thus finally numerically and graphically the creation of an intelligence profile enable.

The intelligence structure test (IST)

The so-called intelligence structure test by R. Amthauer, which has been revised by various authors from its creation in 1953 until today, consists of nine task groups with a total of 176 individual tasks. On the one hand, it measures the general level of intelligence, but is also intended to provide insights into the individual intelligence structure in order to uncover talent focuses and weaknesses. Spatial imagination, linguistic and conclusive thinking, abstraction ability, relational thinking, ability to combine and basic knowledge are identified as such. Numerical, linguistic, logical and figural thinking are taken into account. Variants have also been created for Switzerland and Austria to take linguistic peculiarities into account.

Limits of the intelligence profile

The mathematically exact and statistically correct creation of an intelligence profile with its strict requirements for factor separation, variability, controllability, and constancy must not hide the fact that it is only of relative importance for job and career prognoses. The reasons for this are the "unstable reality of life" and the "complexity of the human character":

Apart from the fact that in the context of life a distinction would have to be made between the different forms of intelligence such as cognitive, emotional, motor or technical intelligence, an intelligence profile must not be confused with a personality profile. Real career opportunities and success in life require a much broader range of skills that go well beyond the narrow intelligence profile. They concern u. a. also properties and character traits such as hard work, dynamism, vitality, determination, self-discipline, creativity, resilience, motivation, ability to make contacts, perseverance, adaptability and much more. In some cases, it turns out to be more important than a high IQ. Intelligence must be seen as a significant but not sufficient quality for academic and professional success.

literature

  • Rudolf Amthauer: Intelligence Structure Test 2000 R: IST 2000 R Manual . 2nd edition, Hogrefe, Verlag für Psychologie, Göttingen 2001, DNB 965201929.
  • Monika Daseking u. a .: Differences in the intelligence profile of children with a migration background , In: Dies .: Childhood and Development , Journal for Clinical Child Psychology, Verlag Hogrefe, Göttingen 2008, pp. 76-89, ISSN 0942-5403.
  • Monika Daseking, Ulrike Petermann, Franz Petermann: Intelligence diagnostics with the HAWIK-IV . In: Childhood and Development . No. 16 (4), 2007. Hogrefe Verlag, ISSN 0942-5403, pp. 250-259.
  • Matthias Haun: Cognitive Computing, enhancement of the systemic intelligence profile , Springer, 2014
  • N. Nitsche, R. Kuckhermann, G. v. Müller: The development of intelligence in physically handicapped adolescents: performance development, intelligence structure and intelligence profile , Westdeutscher Verlag, Opladen 1991.
  • Detlef H. Rost: Handbook of Intelligence . Beltz publishing house, Weinheim 2013.
  • Charles Spearman: General intelligence, objectively determined and measured. In: American Journal of Psychology. Volume 15, 1904, pp. 201-293.
  • M. Stamm: Above average talented minor performers , In: Die Deutsche Schule 100 (2008) pp. 73–84.
  • U. Tewes, P. Rossmann, U. Schallberger (eds.): Hamburg-Wechsler-Intelligenztest für Kinder , 3rd edition, Huber, Bern 1999.
  • Siegbert Warwitz: Possibilities and limits of experiments , In: Ders .: The sport science experiment. Planning-implementation-evaluation-interpretation . Verlag Hofmann, Schorndorf 1976, pp. 31-33, ISBN 3-7780-9021-6 .

Web links

Wikibooks: Elementary knowledge of medical psychology and medical sociology  - learning and teaching materials

See also

Individual evidence

  1. ^ Charles Spearman: General intelligence, objectively determined and measured. In: American Journal of Psychology. Volume 15, 1904, pp. 201-293
  2. ↑ Detlef H. Rost: Handbook of Intelligence . Beltz publishing house, Weinheim 2013
  3. ^ Charles Spearman: General intelligence, objectively determined and measured. In: American Journal of Psychology. Volume 15, 1904, pp. 201-293
  4. ↑ N. Nitsche, R. Kuckhermann, G. v. Müller: The development of intelligence in physically handicapped adolescents: performance development, intelligence structure and intelligence profile , Westdeutscher Verlag, Opladen 1991
  5. ↑ Monika Daseking u. a .: Differences in the intelligence profile of children with a migration background , In: Dies .: Childhood and Development , Journal for Clinical Child Psychology, Verlag Hogrefe, Göttingen 2008, pp. 76–89
  6. ^ Franzis Preckel, Tanja Gabriele Baudson: Giftedness , Recognizing, Understanding, Promoting , CH Beck, Munich 2013
  7. ^ Franzis Preckel, Tanja Gabriele Baudson: Giftedness , Recognition, Understanding, Encouraging , CH Beck, Munich 2013, p. 14
  8. ↑ U. Tewes, P. Rossmann, U. Schallberger (ed.): Hamburg-Wechsler-Intelligenztest für Kinder , 3rd edition, Huber, Bern 1999
  9. ↑ Monika Daseking, Ulrike Petermann, Franz Petermann: Intelligence diagnostics with the HAWIK-IV . In: Childhood and Development . No. 16 (4), 2007. Hogrefe Verlag, pp. 250-259
  10. ^ Rudolf Amthauer: Intelligence Structure Test 2000 R: IST 2000 R Manual . 2nd edition, Hogrefe, Verlag für Psychologie, Göttingen 2001
  11. ^ Siegbert Warwitz: Possibilities and Limits of Experiments , In: Ders .: The sport-scientific experiment. Planning-implementation-evaluation-interpretation . Verlag Hofmann, Schorndorf 1976, p. 33
  12. ↑ M. Stamm: Above average talented minor performers , In: Die Deutsche Schule 100 (2008) pp. 73–84