Intelligence and IQ

According to David Wechsler, intelligence is the ability to act as directed, thinking rationally, and effectively deal with their environment. in general can be concluded that intelligence is a mental ability that involves the process of rational thought. Therefore, intelligence can not be observed directly, but must be inferred from a variety of real action which is a manifestation of rational thought processes.

As for the factors that affect intelligence are:
Congenital or hereditary factors
Research shows that the correlation between IQ test scores from one family of about 0.50. While in between the 2 twins, the correlation is very high IQ test scores, about 0.90. Other evidence is the child who was adopted. Their IQs correlated around 0.40 to 0.50 with the actual father and mother, and only 0.10 to 0.20 with his father and adoptive mother. Further evidence on twins raised separately, they remain correlated IQ is very high, although maybe they never knew each other.
Environmental factors
Although there are characteristics that are basically taken from birth, the environment was capable of causing significant changes. Intelligence certainly can not be separated from the brain. Brain development is influenced by nutrient intake. Besides nutrition, stimulation of cognitive-emotional stimuli from the environment also plays a very important role.
Intelligence and IQ
People often equate the meaning of intelligence with IQ, whereas these two terms have different meanings are very basic. The meaning of intelligence has been described before, whereas the levels of IQ or Intelligence Quotient, is a score derived from an intelligence test kits. Thus, the IQ only gives little indication about the level of intelligence of a person and does not describe a person's overall intelligence.
IQ scores initially calculated by comparing the mental age (Mental Age) with chronological age (Chronological Age). When an individual's ability to solve problems presented in a test of intelligence (mental age) is similar to that ability should be present in individuals her age at the time (chronological age), it will be obtained a score of 1. This score is then multiplied by 100 and used as the basis of IQ. But then I have problems because once the brain reaches maturity, the development does not happen again, even at a certain point would a decline in ability.
Measurement of Intelligence
In 1904, Alfred Binet and Theodor Simon, 2 French psychologist to design an evaluation tool that can be used to identify students who require special classes (children are less intelligent). Assay was called Binet-Simon test. The test was then revised in 1911.
1916, Lewis Terman, a psychologist from the United States held a lot of improvement from the Binet-Simon test. Its main contribution is to assign a numerical index which express intelligence as the ratio (comparison) between Mental Age and Chronological Age. The result of this improvement is called Test Stanford_Binet. Indices such as this actually has been introduced by a German psychologist named William Stern, who became known as Intelligence Quotient or IQ. Stanford-Binet test is widely used to measure the intelligence of children up to age 13 years.
One reaction to the Binet-Simon test or the Stanford-Binet test is that the test was too general. A leader in this field, Charles Sperrman argued that intelligence does not only consist of one common factor alone (general factor), but also consists of the factors more specific. This theory is called the Theory of factor (Factor Theory of Intelligence). Assay that was developed according to the theory this factor is the WAIS (Wechsler Adult Intelligence Scale) for adults, and WISC (Wechsler Intelligence Scale for Children) for children.
In addition to the means test above, many assays developed with more specific purposes, in accordance with the objectives and culture in which the assays were made.
Intelligence and Talent
Intelligence is a concept of general ability of the individual in adapting to their environment. In general abilities, there are abilities that very specific. Specific abilities which gives the individual a condition that enables the achievement of knowledge, skills, or specific skills after going through a workout. This is called talent or Aptitude. Because of an intelligence test is not designed to uncover these special abilities, the talent can not be immediately known by intelligence tests.
The tools used to unveil this special ability or aptitude test called aptitude test. Aptitude tests designed to reveal the learning achievement in a particular field is called the Scholastic Aptitude Test and is used in the field of employment is the Vocational Aptitude Test and the Interest Inventory. Examples of the Scholastic Aptitude Test is a test of Academic Potential (TPA) and Graduate Record Examination (GRE). While examples of Vocational Aptitude Test or the Interest Inventory is a Differential Aptitude Test (DAT) and the Kuder Occupational Interest Survey.
Intelligence and Creativity
Creativity is one of the characteristics of intelligent behavior because creativity is also a manifestation of a cognitive process. However, the relationship between creativity and intelligence do not always show satisfactory evidence. Although it was thought that creativity has a relationship that is linear with the intelligence curve, but the evidence obtained from various studies do not support it. Low IQ score was followed by a low level of creativity as well. However, the higher the IQ scores, are not always followed by a high level of creativity as well. Up to a certain IQ score, there is still a significant correlation. But even higher, did not find any relationship between IQ with a level of creativity.
Experts have tried to figure out why this happened. J. P. Guilford explains that creativity is a process that is divergent thinking, the ability to provide various alternative answers based on information provided. In contrast, only intelligence tests designed to measure the thought processes that are convergent, namely the ability to provide a single answer or a logical conclusion based on the information provided. This is a result of the traditional education pattern that is less attention to the development of divergent thinking process even though this ability proved very influential in a variety of progress made by science.