By: Dr. Fabiano de Abreu Agrela Rodrigues, post-PhD in Neuroscience, president of the ISI Society and coordinator of Intertel Brazil
The definition of giftedness and the relevance of intelligence quotient (IQ) as a central measure of cognitive abilities have been the subject of scientific and educational debates. While Howard Gardner’s theory of multiple intelligences brought a new perspective on different human abilities, IQ remains the most robust and objectively validated metric for identifying high intellectual abilities.
The theory of multiple intelligences argues that there are different types of intelligence, such as linguistic, logical-mathematical, spatial, among others (GARDNER, 1983). However, this approach, although popular in the educational field, lacks rigorous scientific validation (WILLINGHAM, 2004). Recent studies indicate that IQ acts as a precursor in the development of these different skills, with the efficient connection between specific brain regions allowing specialization in certain areas (HAIER et al., 2009).
Brain plasticity is a determining factor in this process. Through decision-making and logical reasoning, functions associated with the prefrontal cortex, the brain develops specific skills (JOHNSON et al., 2014). Thus, IQ can be understood not only as an isolated measure, but as the basis for the development of specific intelligences, reinforcing the idea that intelligence is a unique construct with different practical manifestations.
The definition of giftedness based on an IQ of 130 or higher has solid statistical foundations. IQ tests follow a normal distribution, where the mean is 100 and the standard deviation is 15. A score of 130 represents two standard deviations above the mean, placing the individual in the 98th percentile of the population (MACKINTOSH, 2011). This criterion was established to provide an objective metric for identifying individuals with high intellectual abilities, unlike holistic approaches that can be influenced by subjective variables, such as behaviors and personality traits.
It is crucial to highlight that behaviors that seem to suggest giftedness may, in fact, be due to cultural, educational factors or even personality traits (RINDERMAN et al., 2020). Subjectivity in behavioral assessment can lead to misdiagnoses, either by overestimating cognitive abilities in non-gifted individuals or by underestimating them in individuals with abilities that are not easily observable. For this reason, the application of standardized IQ tests remains the most reliable method for assessing giftedness.
Another important issue is the difference between IQ scores, such as 135 and 145, and the impact of these variations on behavior and cognitive abilities. Research suggests that individuals with higher scores tend to have a greater capacity for processing complex information, greater ease in solving abstract problems, and a higher speed in acquiring new knowledge (DEARY et al., 2010). These differences are not merely quantitative, but reflect qualitative variations in the way these individuals perceive and interact with the world.
In short, although the theory of multiple intelligences has contributed to a broader view of human abilities, scientific evidence indicates that IQ plays a central role as a precursor in the development of these abilities. Defining giftedness based on a numerical criterion, such as an IQ of 130, offers an objective and standardized approach, essential to avoid biases and ensure the appropriate recognition of individuals with high intellectual abilities.
References
DEARY, IJ; PENKE, L.; JOHNSON, W. The neuroscience of human intelligence differences. Nature Reviews Neuroscience, vol. 11, no. 3, p. 201-211, 2010.
GARDNER, H. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.
HAIER, RJ; REX, JE; SIEGEL, BV; MACLACHLAN, A.; SODERLING, E.; LOTTE, C.; BUCHSBAUM, MS Cortical glucose metabolic rate correlates of abstract reasoning and attention studied with positron emission tomography. Intelligence, vol. 37, no. 2, p. 136-142, 2009.
JOHNSON, M.H.; JONES, E.J.; GLIGA, T. Brain adaptation and alternative developmental trajectories. Development and Psychopathology, vol. 27, no. 2, p. 425-442, 2014.
MACKINTOSH, NJ IQ and Human Intelligence. 2nd ed. Oxford: Oxford University Press, 2011.
RINDERMAN, H.; BECKER, D.; CEBOLLERO, A. Intelligence, personality, and interests: Relationships within and between these domains. Personality and Individual Differences, vol. 160, p. 109926, 2020.
WILLINGHAM, DT Reframing the mind. Education Next, vol. 4, no. 3, p. 19-24, 2004.