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Abilities that are relevant for all cognitive tasks are for example to quickly learn, store, and process a maximal amount of information and quickly run through different hypotheses without losing track of things. This enables one to better find a solution or path to any given goal or solution to a problem. | Abilities that are relevant for all cognitive tasks are for example to quickly learn, store, and process a maximal amount of information and quickly run through different hypotheses without losing track of things. This enables one to better find a solution or path to any given goal or solution to a problem. | ||
Even real-life cognitive tasks like school, work and social performance (but only declarative knowledge about social events, not so much gossipy socializing<ref>https://psychology.stackexchange.com/questions/9746/does-high-iq-correlate-with-good-social-skills</ref>) are just as much correlated with general intelligence as other IQ tests. | Even real-life cognitive tasks like school, work and social performance (but only declarative knowledge about social events, not so much gossipy socializing<ref>https://psychology.stackexchange.com/questions/9746/does-high-iq-correlate-with-good-social-skills</ref>) are just as much correlated with general intelligence as other IQ tests. | ||
IQ tests are an imperfect measure, but it allows to very reliably decide about extremes, e.g. a person with IQ less than 90 is very likely to fail in an academic math course. An entire battery of at least three tests is necessary to assess general intelligence accurately.<ref>https://www.telegraph.co.uk/news/science/science-news/9755929/IQ-tests-do-not-reflect-intelligence.html</ref> | |||
Colloquially, "IQ" is used synonymously with general intelligence. | Colloquially, "IQ" is used synonymously with general intelligence. | ||