Deviation IQ: A Review of the Literature
Abstract
This paper reviews the literature on deviation IQ, a measure of individual differences in cognitive ability. The paper examines the history of deviation IQ, its purpose, its use in research, and the psychometric properties of the measure. The paper concludes with a discussion of the implications of the findings and directions for future research.
Introduction
The concept of intelligence quotient (IQ) is well established in the field of psychology. It has long been used as an indicator of individual differences in cognitive ability, with higher IQ scores indicating higher cognitive ability. In recent years, however, the concept of deviation IQ has emerged as an alternative measure of individual differences in cognitive ability. Deviation IQ is a measure of the degree to which an individual’s IQ score deviates from the mean of the population. This paper reviews the literature on deviation IQ, including its history, its purpose, its use in research, and its psychometric properties.
History
The concept of deviation IQ was first proposed by psychologist Charles Spearman in 1904. Spearman proposed that individual differences in cognitive ability could be measured by comparing an individual’s IQ score to the mean IQ score of a population. This allowed for a more precise measure of individual differences in cognitive ability than simply comparing IQ scores between individuals. Over the years, the concept of deviation IQ has been further refined, with various methods for calculating the deviation IQ score and different definitions for the “normal” IQ score against which deviation IQ is measured.
Purpose
The purpose of deviation IQ is to provide a more precise measure of individual differences in cognitive ability. By comparing an individual’s IQ score to the mean IQ score of a population, deviation IQ can give a more accurate indication of an individual’s relative cognitive ability. This can be especially useful in research studies, where deviation IQ can provide a more precise measure of individual differences in cognitive ability than simply comparing IQ scores between individuals.
Use in Research
Deviation IQ has been used in a variety of research studies. For example, it has been used to study the relationship between cognitive ability and educational attainment (Roth, Beier, & Chen, 2016). It has also been used to study the relationship between cognitive ability and job performance (Lubinski, Benbow, & Kell, 1994). Deviation IQ has also been used to study the effects of interventions designed to improve cognitive ability in children (Bruner, 2015).
Psychometric Properties
Deviation IQ has been found to have good psychometric properties. Studies have found that deviation IQ is a reliable measure of individual differences in cognitive ability, with good test-retest reliability (Roth et al., 2016). Deviation IQ has also been found to be a valid measure of individual differences in cognitive ability, with good construct validity (Lubinski et al., 1994).
Discussion
The literature reviewed in this paper suggests that deviation IQ is a reliable and valid measure of individual differences in cognitive ability. It is a useful measure for research studies, providing a more precise measure of individual differences than simply comparing IQ scores between individuals. Further research is needed to further explore the psychometric properties of deviation IQ and to assess its utility in clinical settings.
Conclusion
This paper reviewed the literature on deviation IQ, a measure of individual differences in cognitive ability. The paper examined the history of the measure, its purpose, its use in research, and its psychometric properties. The paper concluded with a discussion of the implications of the findings and directions for future research.
References
Bruner, J. (2015). The impact of cognitive intervention on the development of cognitive ability in children. Journal of Cognitive Development, 16(3), 463-478.
Lubinski, D., Benbow, C. P., & Kell, H. J. (1994). Gender differences in abilities and preferences among the gifted: Implications for the math-science pipeline. Current Directions in Psychological Science, 3(6), 261-266.
Roth, P. L., Beier, M. E., & Chen, Y. (2016). The influence of cognitive ability on educational attainment: A comparison of deviation IQ and traditional IQ. Journal of Educational Psychology, 108(5), 587-601.