do males and females differ in the frequency with which they exhibit such traits?
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Here it should be pointed out that IQ tests have no scientific value whatever, they do not measure intelligence, what they measure is really information, no more, no less.
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Remember that the material that goes into a so-called intelligence test will, to a certain significant extent, be environmental background, past and during the testing itself, health, psychological state, language, and understanding, all of which will influence at any time what is meant by intelligence. It should be emphasized that IQ tests do not measure intelligence, but rather offer an utterly distorted statement of reaction to tests that invariably fail to take into account the schooling and socioeconomic experience, not to mention the life history, of the individual. In a long history of critical studies of this subject, the most recent and most devastating is Elaine and Harry Mensh's The IQ Mythology: Class, Race and Inequality .
4 I have also addressed these issues in the sixth edition of my own, Man's Most Dangerous Myth: The Fallacy of Race (1998). 5
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IQ tests not only do not measure intelligence, but rather serve to falsify and obscure what should really be understood by intelligence. Whatever intelligence is, if it can be called by a single term, it is much more complex and extensive than a single concept that can be measured and described in a so-called quotient. Hence, comparisons of the differences between the sexes in IQ tests are invalid and should not in any way be trusted. A refreshing challenge to traditional conceptions of intelligence is the work of Howard Gardner of Harvard's Graduate School of Education. His research has led him to conclude that there are at least seven areas of intelligence competence. These multiple intelligences are relatively independent of one another. They are (1) linguistic sensitivity to the meaning and order of words; (2) logicalmathematicalability to handle chains of reasoning and recognize patterns of order; (3) musicalsensitivity to pitch, melody, rhythm, and tone; (4) bodily-kinestheticability to use the body skillfully and handle objects adroitly: athlete, dancer, surgeon; (5) spatial ability to perceive the world accurately and recreate or transform aspects of that world: sculptor, architect, painter, surveyor; (6) interpersonalability to understand people and relationships: politician, salesman, religious leader; (7) intrapersonalaccess
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