what are the similarities between IQ test and piaget's reasoning task?
347028
Try going to wikipedia.com or this site. http://www.kids-iq-tests.com/sitemap-2.html
491585
The WIAT is an achievement test often used, in conjunction with an IQ test, to determine eligibility for services under "Specific Learning Disability."\n\nHere is a nice summary, including some basic norming information. You would need to review the actual test administrator's handbook for detailed norming information.\n\nhttp://alpha.fdu.edu/psychology/WIATII_descrp.htm
1118489
Scholastic Aptitude Test
396535
Knowledge and intelligence are two wholly different things, but one usually follows the other. Intelligence is the ability to rationally solve problems. Knowledge is just knowing a lot of stuff, like an encyclopedia.\n\nOh, and I hope that Fruitcake! is joking.
112401
The WISC, the most recent version is the WISC-IV, is an IQ test that measures the intelligence of children and youth from about 6 years of age up to about 17 years of age.   The same set of tests has the WIPPSI for younger children and the WAIS for adults.\n\nI hope this helps.\n\nThere is no grade level requirement.  They are all based on age.
193919
I've taken a couple of online IQ tests (I don't remember if I've done the iqtest.com) and my scores seemed to be off from my 'real' scores (as of 2nd grade) by about 10 points in either direction.  Ten points is actually less than the standard deviation on an official IQ test (between 15 and 25 points, depending on the test), but may be the difference between the 25th and 50th or 50th and 75th percentile.\n\nEven 'real' IQ tests are not really very acurated measures of intelligent.  They test vocabulary (which is very much a reflection of education, and very much not a reflection of ability), and not creativity (which is probably the most important aspect of intellectual ability - accuracy is worthless without originality!).\n\nBTW, I generally score between about 125 and close to 140 on those things.
145975
go to http://web.tickle.com/ then click on either the Super IQ test or the Classic IQ test. it's under the education category! GOOD LUCK!
302212
http://www.intelligencetest.com/\nhttp://www.allthetests.com/iq-test-intelligence.php3\nhttp://www.queendom.com/\nhttp://www.iqtest.com/\n\n\nGood luck!
466309
I would review my text books on the differences between the mental capacity of the two age groups.  For example, children of 5 to 6 years old tend to be more concrete in their thinking.  They have less ability to think in abstract ways and lesson plans should reflect these changes.\n\nI found a site that provides ideas of lesson plans for various age groups:\n\nhttp://www.edhelper.com/\n\nHere is a site that is a serach engine for Teachers, lesson plans and other data is available:\n\nhttp://www.lessonplanet.com/?fromgoogle=CbAG1phraselesson_plans&gclid=CN70k7v0j4QCFQe8SgodqlEZxA\n\nRemember that children are in the Pre-Operational Stage of thinking until about 7 years old which would include Second Grade.\n\nPre-operational Stage\n\n2-7 years At the age of 2 children have usually developed their ability to express themselves using language. This means that they have developed some form of Symbolic Representation. This is a key feature of this stage of development. Children do not only develop language as symbolic representation, they also develop other skills such as drawing, dance, modelling, number and music. Symbolic function develops through 4 stages:\n\n1. Deferred imitation\n\n2. Verbal evocation\n\n3. Symbolic or make believe play\n\n4. Symbolic drawings\n\nAt around 7 to 12 years of age, children DO start to think in more logical terms, so lesson plans should take into consideration the children who may be learning in either of these stages.\n\nConcrete Operations Stage — 7-12 years\n\nAgain, children make another leap as they begin to become less egocentric and start to understand and use new concepts. They can now classify things into categories, deal with numbers, take all aspects of a situation into account and understand reversibility. Children become much better at seeing the world from another person’s angle and this has implications for the development of moral behaviour. Children also develop CONSERVATION during this stage. This is the ability to understand how two equal quantities of the same matter remain equal despite changes in their appearance. Piaget tested for this using balls of clay. He rolled one ball of clay into a sausage and left the other as a ball. Children below the concrete operations stage would be unable to understand that the quantities remain equal, despite the change in appearance.\n\nChildren develop the ability to conserve the different dimensions at different times. At 6-7, they learn to conserve mass, or substance; at the age of 9-10 they can conserve weight; and by the age of 12, volume.\n\nMore Data Here:\n\nhttp://www.northern.ac.uk/NCMaterials/psychology/lifespan%20folder/Cognitivethinking.htm
787722
It depends on the particular test that measures IQ since the tests don't measure the same way.\n\nMENSA refers to this:\nhttp://www.mensa.org/index0.php?page=10\n"The term "IQ score" is widely used but poorly defined. There are a large number of tests with different scales. The result on one test of 132 can be the same as a score 148 on another test. Some intelligence tests don't use IQ scores at all."
923514
There are many factors involved here, and you have had some very good answers.  IQ tests tend to not be very accurate with young children for a whole variety of reasons, and it can be expected that tests given later will produce different scores. It also depends for example, on the particular test used.  \n\nDid you daughter have lots of special programming and attention after the first test?  If so, that teaching may have helped her make some significant gains in her skills.  Does she seem to be progressing very well?  If so, her delays may have been developmental, and she may  "catch up" quite a bit, given lots of good programming.\n\nWith all of that said, it is really impossible for any of us to give you an absolute answer to your question, because we don't know your daughter, which test was used, etc. but anything is possible.  However, the difference you describe is quite a big one, and as you said, it is hard to believe that there could be that much improvement so quickly.  \n\nPay particular attention to your daughter and her development over the next months.  Stimulate her learning as much as you can.  Ask her teacher what you can do at home to help her progress even more than she has, but don't overwhelm her with too much work and practice.  Most likely she will be tested again  in a year or so, and then you may have a better answer.   \n\nBest of luck to you and your daughter.
1164551
There is NO studying for an IQ test. The test is designed to, as much as possible, measure your natural abilities or skills.\n\nYou CAN do general practice of the skill areas being tested...but there are no rules to memorize.\n\nIf you are having difficulty understanding the logical picture progressions part of the test, then you need to play games that involve linking different patterns to each other (such as Tetris), and memory matching games. There are some nice "fun games" sites on the web, like Pogo. You must pick and choose carefully about what game(s) you will play, focusing on those that use sequence and visual pattern chains.
496551
This is actually a fascinating question, so I'm going to give a long answer.  The short answer is "Nothing.  Nothing is similar."  Here's the long asnwer:\n\nTo the average user, it seems like there are a lot of similarities: \n\nthey both have memory, \nthey both take in information and put out information, \nthey both need sources of power\nThey both "think," sort of\n\nBut really, these are only similarities on the surface.  Although both you and your computer have memory, there are vast differences in how memory works, to the point where using the same word for the two types of memory is misleading.  While both you and the computer "think," how you do so is vastly different.  You work in patterns, the computer works in digital representations, which is more precise but far less efficient.\n\nComputers are phenominally fast calculators, but that's all.  They can add, subtract, multiply, divide, and move information around.  And nothing else.  I'm a programmer, trust me on this.  Everything they do is based on those basic operations.  Playing a video game is just basic math done incredibly fast.  Displaying an e-mail is just basic math on memory addresses and moving a block of numbers (representing the letters) from one location to another, where it can be turned into pixels (complicated math, but math none the less) and moving the results to specific memory ports where the electronic adapter turns the numbers into colors on the screen.  Computers seem "smart" because they're wickedly fast at processing numbers.\n\nYou, on the other hand, do poorly at numbers.  (And by 'you', of course, I mean humans.  But you knew that).  The fastest human savants calculate thousands of times slower than the computer in your microwave oven.  \n\nYou have advantages, though.  Your brain is a phenominal pattern matcher.  Your pattern matching abilities exceed anything any computer can achieve.  For example, if I scrawl the word "Howdy there!" on a piece of paper and hand it to you, you'd instantly know what it said, even if I was a wee bit sloppy with the letters or gave it to you upside-down.  The letters (and even the words) are patterns you've seen before and can immediately interpret them.  A computer would have to analyze it pixel-by-pixel and MIGHT be able to interpret the letters eventually.  But in all probability, the computer is going to have trouble figuring out where the lines start and stop, and which line goes with which line in the text.  Character recognition is a tricky thing for a computer... and if you give it the text upside-down it'll never figure it out.  \n\nEven a six-month-old baby is better at recognizing different faces than the best computer program running on the fastest computer that Homeland Security has.  And trust, me, they're working on improving that so they can recognize bad guys from security cameras.  \n\nNow we get back to memory and how vastly different they are.  A week from now, you'll remember that the paper said "howdy there!" and may or may not remember vaguely whether the handwriting was neat or sloppy.  This is because your memory stores the pattern.  The computer, however, could give an exact reproduction.\n\nStudies have been done with what types of things people remember.  When flashed briefly with an image of a cluttered desk, for example, and then asked to write down what was on the desk, people tend to remember the things that are out of place (a shoe, a tennis ball) and not remember things that were expected there (a stapler, a cofee mug).  This is because that powerful pattern matcher in your head evaluates the pattern (an office desk) and notes anything that doesn't match.  Your memory doesn't need to store typical desk items as much as it does exceptions.  It's very efficient that way.  You filter out the "ordinary" and spend almost no time thinking about the
678745
There are TWO IQ measurements. For children, IQ is the ratio between "intellectual age" and "real age". For example, IQ 150 means that a 10-year old can think like a 15-year old.\n\nFor adults, IQ is normalized to 100 by definition, meaning that 100 IS average. This means that if most people respond correctly to 15 out of 50 questions in a test, 15/50 is made equal to IQ 100 (the test is "calibrated"). \n\nThe IQ distribution is normal (gaussian, bell curve) and most people (95%) are expected to have an IQ of mean (=100) plus or minus 2 standard deviations (SD). This works for all normal distributions and tells us that if your IQ is 100+3*SD, for example, you are in the top 1/1000 of the population. The standard deviation varies between tests but is generally held to be equal to 15 IQ points. \n\nTo sum this up, 95% of people are roughly between 100+/-2*SD = 100+/-2*15 putting them in the 70-130 bracket. Anything below 70 is quite problematic and is classified as mental retardation. Anything above 130 is quite rare, but bear in mind that most tests on the internet are not designed to reliably discriminate between high IQs. \n\nI tend to take "genius" results with a bit of salt (like penis measurements, many people will exaggerate). I also tend to think that other qualities, like patience, resolve and persistence are more important in the long term. Most jobs are not limited by IQ and you can get very very far with a modest IQ of 110-120, for example.
78021
Following up on the first answer, EQ and IQ are two different ways to measure a persons ability to function, how well they might perform in life and in their careers.\n\nVery smart people with very high IQ's can have very low EQs.  Einstein was one such as example.  He was barely able to function on a day to day basis and flunked basic math.  EQ refers to the common sense and social skills people need to survive day to day events and simply living in a social world.\n\nReally, neither EQ or IQ truely means much because people may not maximize what they have.. and what good is potential if you are not using it anyway?  \n\nOn the other hand, if you will take a fictious example "Forest Gump" represents the man who accomplishes much without a really good reason except he does the right thing at the right time... that is, he has good common sense.
745405
There's not really a straight answer to this one, because the 99th percentile, as the previous answerer stated is in the top highest 2 percent of the normal curve.  Thus, there's little statistical difference between the scores.  That said, I'm looking at a WISC-III manual (admittedly for the Third edition of this test, and your daughter should have gotten the 4th, but the info should be the same, if not very close).  I am also assuming you aren't talking about the WPPSI- the Wechsler preschool intelligence test.  Anyway, assuming you are talking about the Full Scale Score or overall, the percentile rank of 99 exactly corresponds to an IQ within the range of 133-138.  We can go higher from 99.5 to the top 99.9 percentile, which is a IQ within the range of 139 to 160.  In order to get the exact answer, you'd have to know the sum of her scaled scores.  \n\nAs the previous writer stated, you should get a verbal explanation and a written report of the results, which may state the overall score.  If it doesn't, ask.  It's your right to know.\n\nP.S. she can qualify for Mensa if you're interested in that sort of thing!
562360
http://www.highiqsociety.org/iq_tests/