Reply to My 4 Yr Old Son's FSIQ is 131, Now What?

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Reply to "My 4 Yr Old Son's FSIQ is 131, Now What?"

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[quote=Anonymous][quote=Anonymous]Thanks 15:09.  13:30/16:28 posting again.  To be fair, instead of just poking at your claim of bias, I should make my point clear.

I don't see how the tests are biased in any meaningful way.  They attempt to measure the intelligence of students.  They're certainly not perfect, and intelligence can obviously improve/degrade over time for various reasons.  But they do serve as one measure of potential usefulness.

There is correlation with SES.  I described a couple reasons why I think that's so, and there may be others.

But for the reasons I described, I see the correlation with SES as something that actually suggests the tests are accurate measures, and not an indicator of inaccuracy of "pseudo-intelligence."

Maybe what you're saying is that the cycle is self-perpetuating, and that high SES parents will continue to breed high-IQ kids, who become high SES parents, who breed more high-IQ kids, etc.  If that's your point, then I agree.  But I don't see any problem with high-SES parents (a) having kids, or (b) supporting those kids in maximizing their potential.  IMO, the part of this particular problem that our society needs to address is ensuring that low-SES but high-IQ kids have access to programs that can maximize their potential too.  [/quote]

NP here:  I wanted to address why the test are biased.  I have seen the actual test (WPPSI and others) for young preschoolers and I can confidently say there are questions, especially in the vocabulary subtests (Picture Naming and Receptive Vocabulary) that children coming from high SES would score better or parents who actively talk to their children about their environment.  For example, if a child has never seen a diamond engagement ring or bracelet or not told what it is, they would not be able to answer the question.  Another example, a child is shown a picture of a glass jar and calls it a glass/cup instead of jar would score lower.  If a parent doesn't distinguish between a rain coat or jacket, I could go on.  Bottom line, the vocabulary subtest scores are highly influenced by enrichment in the child's environment, not solely "innate" ability.  As for the other subtests, Block Design, Object Assembly you could make an argument for innate ability, however, this could also be influenced by environment.  If a child has never played with puzzles or blocks, they would be at a disadvantage.  Now, I would agree that the subtests could pick up on potential learning disabilities.  [/quote]

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