Intelligence tests were originally created with the practical goal of identifying students in need of alternative education (Binet & Simon, 1916). Because intelligence tests were originally devised to predict school grades, the items were intentionally designed to measure a general ability to profit from explicit instruction, concentrate on a task, and engage in intellectual material. Indeed, r...

Intelligence tests are widely assumed to measure maximal intellectual performance, and predictive associations between intelligence quotient (IQ) scores and later-life outcomes are typically interpreted as unbiased estimates of the effect of intellectual ability on academic, professional, and social life outcomes. The current investigation critically examines these assumptions and finds evidenc...

There is no more central topic in psychology than intelligence and intelligence testing. With a history as long as psychology itself, intelligence is the most studied and likely the best understood construct in psychology, albeit still with many “unknowns.” The psychometric sophistication employed in creating intelligence tests is at the highest level. The authors provide an overview of the his...

This article considers the concept of emotional intelligence and how it can be used in the recruitment and development of nursing students. The links between emotional intelligence and the qualities of compassion and caring are examined. The ethical difficulties surrounding the use of emotional intelligence tests are explored and the value of using a variety of recruitment methods is emphasised...

The notion of a universal intelligence test has been recently advocated as a means to assess humans, non-human animals and machines in an integrated, uniform way. While the main motivation has been the development of machine intelligence tests, the mere concept of a universal test has many implications in the way human intelligence tests are understood, and their relation to other tests in comp...

Many decades of research have shown that creativity and intelligence are modestly related. Some studies, however, have found that creativity and intelligence are essentially unrelated. The best example may be Wallach and Kogan's (1965) landmark study of 151 children. In that study, 10 measures of creativity didn't correlate with 10 measures of intelligence and academic achievement (average r = ...

Article history: Received 29 September 2011 Received in revised form 3 November 2011 Accepted 22 December 2011 Available online xxxx Complex, but specific, tasks—such as chess or Jeopardy!—are popularly seen as milestones for artificial intelligence (AI). However, they are not appropriate for evaluating the intelligence of machines or measuring the progress in AI. Aware of this delusion, Detter...