These statistics are based on scores on this test as reported by candidates taking I.Q. tests from I.Q. Tests for the High Range.
1130 | * |
1190 | * |
1210 | * |
1220 | * |
1240 | * |
1260 | * |
1310 | ** |
1340 | *** |
1365 | * |
1390 | * |
1410 | * |
1420 | * |
1440 | ** |
1450 | *** |
1460 | ** |
1470 | *** |
1480 | * |
1490 | ****** |
1500 | **** |
1510 | ****** |
1520 | * |
1530 | ** |
1540 | ** |
1550 | ***** |
1570 | ** |
1580 | *** |
1590 | ** |
1600 | * |
1620 | * |
(Test index) Test name | n | r |
---|---|---|
(80) Qoymans Multiple-Choice #4 | 4 | 0.50 |
(35) Intelligence Quantifier by assessment | 6 | 0.49 |
(63) Long Test For Genius | 6 | 0.42 |
(56) Short Test For Genius | 6 | 0.42 |
(57) Space, Time, and Hyperspace | 7 | 0.36 |
(52) Qoymans Multiple-Choice #2 | 6 | 0.31 |
(7) The Final Test | 10 | 0.30 |
(79) Association subtest of Long Test For Genius | 6 | 0.30 |
(75) Analogies of Long Test For Genius | 6 | 0.24 |
(51) Qoymans Multiple-Choice #1 | 5 | -0.16 |
(85) Cooijmans Intelligence Test - Form 1 | 7 | -0.23 |
(53) Qoymans Multiple-Choice #3 | 4 | -0.32 |
(10) Genius Association Test | 4 | -0.41 |
(68) Numbers | 5 | -0.44 |
Weighted average of correlations: 0.159 (N = 82, weighted sum = 13.06)
Conservatively estimated minimum g loading: 0.40
Remark: These statistics suffer from a lack of known scores on other tests; insofar as there is data, the test correlates lowly with high-range tests and highly with other college tests. An anecdotal impression regarding this test is that it only provides a good indication of general intelligence when taken in its proper context, as a university admission test. When people take this test purposely (and repeatedly, which is possible) to qualify for I.Q. societies, somehow it stops functioning as a usable indicator of intelligence and gives too high scores.
(Test index) Test name | n | r |
---|---|---|
(228) Miller Analogies Test (raw; old version) | 4 | 0.98 |
(200) American College Testing program | 8 | 0.89 |
(231) Mysterium Entrance Exam | 4 | 0.87 |
(243) Scholastic Aptitude Test (old) | 10 | 0.84 |
(242) Unknown and miscellaneous tests | 12 | 0.79 |
(229) Mega Test | 5 | 0.65 |
Weighted average of correlations: 0.830 (N = 43, weighted sum = 35.70)
Please be aware that correlations with these external tests are in most cases affected (depressed, typically) by one or more of the following: (1) Little overlap with the object test because of the much lower ceilings and inherent ceiling effects of the tests used in regular psychology; (2) Candidates reporting scores selectively, for instance only the higher ones while withholding lower ones; (3) Candidates reporting, or having been reported by psychometricians, incorrect scores.
These are estimated g factor loadings, but against homogeneous tests (containing only particular item types) as opposed to non-compound heterogeneous tests. Although tending to surprise the lay person, it is not uncommon for tests to have high loadings on item types they do not actually contain themselves. Such loadings reflect the empirical fact that most tests for mental abilities measure primarily g, regardless of their contents; that the major part of test score variance is caused by g, and only a minor part by factors germane to particular item types. It is of key importance to understand that this is a fact of nature, a natural phenomenon, and not something that was built into the tests by the test constructors.
Type | n | g loading of Graduate Record Examination on that type |
---|---|---|
Verbal | 45 | 0.38 |
Numerical | 5 | -0.66 |
Spatial | 7 | 0.60 |
Heterogeneous | 13 | 0.26 |
N = 70
Balanced g loading = 0.14
Country | n | median score |
---|---|---|
India | 3 | 1570.0 |
China | 2 | 1550.0 |
United_States | 39 | 1480.0 |
Correlation of this test with national average I.Q.'s published by Lynn and Vanhanen:
Personalia | n | r |
---|---|---|
Disorders (own) | 13 | 0.54 |
Educational level | 12 | 0.32 |
Father's educational level | 11 | 0.16 |
Year of birth | 48 | 0.05 |
Disorders (parents and siblings) | 11 | -0.05 |
Observed associative horizon | 5 | -0.12 |
Sex | 60 | -0.16 |
Mother's educational level | 11 | -0.20 |
Observed behaviour | 7 | -0.76 |
In parentheses the number of score pairs on which that estimated g factor loading is based. The goal of this is to verify the hypothesis that g becomes less important, accounts for a smaller proportion of the variance, at higher I.Q. levels. The mere fact of restricting the range like this also depresses the g loading compared to computing it over the test's full range, so it would be normal for both values to be lower than the test's full-range g loading.
Raw score | Upward g (n) | Downward g (n) |
---|---|---|
400 | 0.47 (110) | NaN (0) |
1390 | -0.24 (33) | -0.43 (61) |
1440 | 0.54 (16) | 0.09 (89) |
1490 | -0.58 (6) | 0.46 (104) |
1620 | NaN (0) | 0.47 (110) |