Page 1 of 1 [ 8 posts ]
05 Dec 2016, 10:33 pm
05 Dec 2016, 10:36 pm
06 Dec 2016, 7:30 am
Yes. I have seen it myself, not just with IQ tests, but with any theoretical knowledge. As soon as I try to apply my theoretical knowledge of a subject in a practical application, I forget how to do it.
_________________
31st of July, 2013
Diagnosed: Autism Spectrum Disorder, Auditory-Verbal Processing Speed Disorder, and Visual-Motor Processing Speed Disorder.
Weak Emerging Social Communicator (The Social Thinking-Social Communication Profile by Michelle Garcia Winner, Pamela Crooke and Stephanie Madrigal)
"I am silently correcting your grammar."
06 Dec 2016, 9:45 am
06 Dec 2016, 4:22 pm
Anxiety I guess....online test for example you're doing it on your own time and with little consequence for errors...while in reality you might only have one chance with lifelong consequences.... 
06 Dec 2016, 7:44 pm
07 Dec 2016, 10:07 am
Campin_Cat
Veteran
Joined: 6 May 2014
Age: 63
Gender: Female
Posts: 25,953
Location: Baltimore, Maryland, U.S.A.
07 Dec 2016, 11:56 am
neurotypicalET wrote:
Anxiety I guess....online test for example you're doing it on your own time and with little consequence for errors...while in reality you might only have one chance with lifelong consequences....
firemonkey wrote:
^ I certainly think being put on the spot doesn't help.
For my first IQ test, EVER, I had a BRILLIANT psychologist administer it----we were just sitting / having a conversation; then, while we were having the conversation, he threw-in questions on the test. I saw him writing-down stuff, but I figured it was just observations of my character / personality / behavior / whatever. When the session was up, he told me my score----I said: "How did you come to THAT conclusion?", then he told me what he'd done. I wanted to kiss his FEET!! LOL (I must add that I had already taken all the other elements of the test, and this part [the questions] was all that was left----so, he just added everything together, right there.)
In regard to the OP: I have long-since known there was a difference between "intelligent", and "smart" (or, "practical intelligence", if-you-will). As a former teacher, I have met SEVERAL intelligent teachers that MANY have complained that they were "stupid" (as in, "boring", "didn't explain things well", "didn't explain things in a logical order", "had too much expectation / assumption that everybody was knowledgeable at the same level", etc.); so, IMO, they weren't very "smart", because it, IMO, takes great consideration in figuring-out how to present the materials, so that they can be understood by a variety of thinkers / learners.
In my life-long quest to be smarter (I had already been told I was intelligent----but, as I said, I didn't feel that was enough)----and, because I knew how differently *I* learned / retained information----I put alot of thought / planning into how I would present what I was teaching; and, if students' thanks and good grades are any indication (I believe grades are a "measure" of how the TEACHER is doing, as well), I'd say I've met my standard of what I feel is a successful teacher (NOT that I still can't learn, MORE / better ways to teach).
