Prep for an IQ test?????

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes you can pre for an IQ test. It is not a test of intelligence. It's similar to the sat.

I remember the principal telling us if it means that much to you, have the kids practice a bit. worked for us!

In loudoun county, all the kids get prepped at school by the teacher in the class for a couple of days before they are administered CoGat over the following days.

[Anonymous]

Actually, the teachers are just going over the directions and format so the kids can get started quickly on test day. They are not doing test prep, as in helping the kids to memorize how to approach the different types of problems and puzzles they will find in the test.

[Anonymous]

Anonymous wrote:Yes, but not all people with good memory capacity are intelligent. Memory is a trainable, lower level skill. It is completely possible for someone to be great at memorizing but not be intelligent. A less intelligent person can be trained to memorize.

Intelligent people have good memories, but not every person with a good memory is intelligent.

To add to this, there is a big difference between being able to figure out the solution to a problem on your own without outside help and being taught how to solve a problem and memorizing the steps. The first takes intelligence, while most people can be trained to do the second. Lots of people can be trained to solve typical problems, but a smaller number have the ability to figure out a solution without being told how to do it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes you can pre for an IQ test. It is not a test of intelligence. It's similar to the sat.

I remember the principal telling us if it means that much to you, have the kids practice a bit. worked for us!

In loudoun county, all the kids get prepped at school by the teacher in the class for a couple of days before they are administered CoGat over the following days.

This idea is mentioned here as well: https://faculty.education.uiowa.edu/docs/default-source/dlohman/thoughts-on-policies-to-mitigate-effects-of-practice-tests-and-coaching.pdf?sfvrsn=2

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes you can pre for an IQ test. It is not a test of intelligence. It's similar to the sat.

I remember the principal telling us if it means that much to you, have the kids practice a bit. worked for us!

In loudoun county, all the kids get prepped at school by the teacher in the class for a couple of days before they are administered CoGat over the following days.

That is correct. The publishers of cogat test also publish the pretest material which has similar structure and sample questions as the actual test. The pretest material is what the teacher provides to the students few days before the actual test.

You can get the pretest or practice material from a book store, or if you are worried about the saving trees and the planet, use online test prep sites.

[Anonymous]

The publishers have information to use so that kids will be familiar with the instructions and have an idea of what to expect.

Being taught how to do the questions and practicing how to do do them certainly helps a child with memory tasks. Kids can be trained to memorize methods and steps to solve puzzles and problems. Kids who can quickly solve problems they have never seen before are obviously intelligent.

Here's a good example. You give two kids each a Rubik's Cube and a book of instructions. One kid picks up the cube, examines it, and in a short time, solves it. The other one picks it up, plays with it, is not sure how it works and reads the instructions and solves the cube. They each have solved the puzzle, but one used his own intelligence, the other relied on the directions from someone who had done it before. Both kids are intelligent, but the one who can solve the problem without help is exhibiting a different type of intelligence than that needed to memorize steps from an outside aid(in this case, the instruction booklet).

[Anonymous]

Anonymous wrote:The publishers have information to use so that kids will be familiar with the instructions and have an idea of what to expect.

Being taught how to do the questions and practicing how to do do them certainly helps a child with memory tasks. Kids can be trained to memorize methods and steps to solve puzzles and problems. Kids who can quickly solve problems they have never seen before are obviously intelligent.

Here's a good example. You give two kids each a Rubik's Cube and a book of instructions. One kid picks up the cube, examines it, and in a short time, solves it. The other one picks it up, plays with it, is not sure how it works and reads the instructions and solves the cube. They each have solved the puzzle, but one used his own intelligence, the other relied on the directions from someone who had done it before. Both kids are intelligent, but the one who can solve the problem without help is exhibiting a different type of intelligence than that needed to memorize steps from an outside aid(in this case, the instruction booklet).

What about the kid that takes it apart and reassembles it so it is solved?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The publishers have information to use so that kids will be familiar with the instructions and have an idea of what to expect.

Being taught how to do the questions and practicing how to do do them certainly helps a child with memory tasks. Kids can be trained to memorize methods and steps to solve puzzles and problems. Kids who can quickly solve problems they have never seen before are obviously intelligent.

Here's a good example. You give two kids each a Rubik's Cube and a book of instructions. One kid picks up the cube, examines it, and in a short time, solves it. The other one picks it up, plays with it, is not sure how it works and reads the instructions and solves the cube. They each have solved the puzzle, but one used his own intelligence, the other relied on the directions from someone who had done it before. Both kids are intelligent, but the one who can solve the problem without help is exhibiting a different type of intelligence than that needed to memorize steps from an outside aid(in this case, the instruction booklet).

What about the kid that takes it apart and reassembles it so it is solved?

Ah, the old Kobayashi Maru approach. I'll have to check with Starfleet Command.

[Anonymous]

Anonymous wrote:The publishers have information to use so that kids will be familiar with the instructions and have an idea of what to expect.

Being taught how to do the questions and practicing how to do do them certainly helps a child with memory tasks. Kids can be trained to memorize methods and steps to solve puzzles and problems. Kids who can quickly solve problems they have never seen before are obviously intelligent.

Here's a good example. You give two kids each a Rubik's Cube and a book of instructions. One kid picks up the cube, examines it, and in a short time, solves it. The other one picks it up, plays with it, is not sure how it works and reads the instructions and solves the cube. They each have solved the puzzle, but one used his own intelligence, the other relied on the directions from someone who had done it before. Both kids are intelligent, but the one who can solve the problem without help is exhibiting a different type of intelligence than that needed to memorize steps from an outside aid(in this case, the instruction booklet).

This highlights the problem with a few parents on this forum. Rubik's cube?? There we have a Russian immigrant kid who comes and starts Google, an Indian guy comes and leads Microsoft, and Chinese kid arrives and starts youtube. And here a US parent wants to assess whose kid is more smart based on how they solve a Rubik's cube??

[Anonymous]

Anonymous wrote:

Anonymous wrote:The publishers have information to use so that kids will be familiar with the instructions and have an idea of what to expect.

Being taught how to do the questions and practicing how to do do them certainly helps a child with memory tasks. Kids can be trained to memorize methods and steps to solve puzzles and problems. Kids who can quickly solve problems they have never seen before are obviously intelligent.

Here's a good example. You give two kids each a Rubik's Cube and a book of instructions. One kid picks up the cube, examines it, and in a short time, solves it. The other one picks it up, plays with it, is not sure how it works and reads the instructions and solves the cube. They each have solved the puzzle, but one used his own intelligence, the other relied on the directions from someone who had done it before. Both kids are intelligent, but the one who can solve the problem without help is exhibiting a different type of intelligence than that needed to memorize steps from an outside aid(in this case, the instruction booklet).

What about the kid that takes it apart and reassembles it so it is solved?

That kid would be in the first category. I had a kid who took apart toasters and remote controls, fixed them and put them back together. No one taught him how to do it, he just figured it out on his own.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The publishers have information to use so that kids will be familiar with the instructions and have an idea of what to expect.

Being taught how to do the questions and practicing how to do do them certainly helps a child with memory tasks. Kids can be trained to memorize methods and steps to solve puzzles and problems. Kids who can quickly solve problems they have never seen before are obviously intelligent.

Here's a good example. You give two kids each a Rubik's Cube and a book of instructions. One kid picks up the cube, examines it, and in a short time, solves it. The other one picks it up, plays with it, is not sure how it works and reads the instructions and solves the cube. They each have solved the puzzle, but one used his own intelligence, the other relied on the directions from someone who had done it before. Both kids are intelligent, but the one who can solve the problem without help is exhibiting a different type of intelligence than that needed to memorize steps from an outside aid(in this case, the instruction booklet).

This highlights the problem with a few parents on this forum. Rubik's cube?? There we have a Russian immigrant kid who comes and starts Google, an Indian guy comes and leads Microsoft, and Chinese kid arrives and starts youtube. And here a US parent wants to assess whose kid is more smart based on how they solve a Rubik's cube??

That's right! Google was created by students. Two PhD grad students but still . . . I'd better tell my second grader to shape up.

[Anonymous]

Anonymous wrote:Memorization does not equal intelligence.

It is apart of it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:You can prep for an IQ test. In an IQ test, there are a series of questions. If you memorize the answers you can prep. (or cheat). Note that this does not mean you are smarter. It does mean that you are dishonest.

Illicitly peeking at test questions and memorizing their answers is clearly cheating. This can't be compared to familiarizing oneself with the types of questions to be on a test. Regardless of your views on prepping, it does no good to equate the two.

We illicitly Peeked using that very special spy machine called Google

[Anonymous]

I illicitedly peeked at the test-like materials through my school studies in the classroom and my voracious reading and intellectual enrichment activities outside of school. OMG. I am a worthless, stupid criminal and unethical to boot. I don't know what to do. I am addicted to learning. Alas, I am contemplating committing suicide.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Memorization does not equal intelligence.

It is apart of it.

But only part. People can be trained to memorize even if they aren't very intelligent.