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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 to any given problem and a path to any given goal. | 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 to any given problem and a path to any given goal. | ||
Even real-life cognitive tasks like school, | Even real-life cognitive tasks like achievement in school and at work, even social skills (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 IQ tests. Even though IQ is an imperfect measure, it allows to very reliably decide for example that a person with IQ less than 90 is very likely to fail in an academic math course and that 115 is a minimum for achieving a graduate degree with satisfying grades.<ref>https://academia.stackexchange.com/a/78677</ref> | ||
It has been suggested a battery of at least three tests is necessary to assess general intelligence accurately (short-term memory, reasoning and verbal skills).<ref>https://www.telegraph.co.uk/news/science/science-news/9755929/IQ-tests-do-not-reflect-intelligence.html</ref> | It has been suggested a battery of at least three tests is necessary to assess general intelligence accurately (short-term memory, reasoning and verbal skills).<ref>https://www.telegraph.co.uk/news/science/science-news/9755929/IQ-tests-do-not-reflect-intelligence.html</ref> | ||