According to IQTest.com, scientists describe intelligence differently. In fact, a survey of 14 psychologists and prominent educators netted 14 different definitions. Still, most professionals include the ability to learn from experience and to adapt to different environments as part of their definitions. People in general emphasized "cleverness, common sense, practical problem solving ability, verbal ability and interest in learning." Individuals may also include social ability and emotional ability within a definition of intelligence.
The American Psychological Association recognizes the first use of a standardized test related to intelligence as Alfred Binet's test in early 1900 to identify children with mental retardation and learning disabilities in Paris. Binet's test was shortly thereafter adapted by the U.S. military to help place new recruits in specific skill-based positions. During the last hundred years, it has helped shape a wide variety of mainstream tests, including the Scholastic Aptitude Test (SAT).
Intelligence tests remain popular today for assessing children for developmental disabilities. However, some doctors and school systems have begun advocating for a more multi-dimensional look at a child to determine a disability, believing it will provide more information about the nature of the problem and help pinpoint possible solutions. A more multi-dimensional approach has been recommended for potentially gifted children as well, partially as a way to recognize less concrete types of intelligence (such as visual spatial) and partially to better understand the particular gifts an individual child may have. Intelligence testing is used by some companies for pre-employment testing. However, a job has to meet very specific criteria in order for testing to be non-discriminatory so it is not used as commonly as one might expect.
The Stanford-Binet Intelligence Scale may be the most well-known intelligence test. Appropriate for any person over the age of 2, the Stanford-Binet looks at fluid reasoning, knowledge, quantitative skills, visual-spatial processing and memory. The Wechsler Intelligence Scale for Children is appropriate for children aged six to 16 and focuses on verbal comprehension, working memory, perceptual reasoning, and processing speed. A less-popular but valuable test is the Comprehensive Test of Nonverbal Intelligence, which assesses children six to 18 years-of-age who "may be disadvantaged by traditional tests that put a premium on language skills."
Major intelligence tests have numerous commonalities. Standardization is crucial and ensures that the only variable item from test to test is the child's response. As well, most tests feature "norm-referencing," meaning that scores or results are compared to the norm for individuals in that age-group. This provides a meaningful reference point for determining a potential disability or gift. Most intelligence tests are interactive, requiring a child to answer questions and perform age-appropriate tasks, such as putting beads or blocks in a specific pattern. Such interactivity helps measure different types of abilities.
A number of criticisms exist regarding intelligence testing. According to the APA, standardized tests have "been accused of unfairly stratifying test-takers by race, gender, class and culture; [and] of minimizing the importance of creativity, character and practical know-how." As well, traditional intelligence tests may identify a variation from the norm in terms of intelligence, but they don't provide any detail on the specific issue or potential solutions. On the gifted side, one major issue is the inconsistent use of standardized tests from school district to school district and the lack of support for gifted students relative to those with disabilities.