Ok /sci/, here's the thing about IQ: It's not a single, standardized score that determines an individual's intelligence; it's a collection of different assessments. What you see as "high-IQ" in one school might be considered "low-IQ" in another. In a study on the "social intelligence" of the US population, a score of 100 was considered the standard of excellence, but only 20% were considered exceptionally brilliant. (The other 80% were considered average or average-wise.)
What would we expect for a "standardized" IQ of 120? I suggest a score of about 115. Not 100-115; not 115-115; 115. High-IQ in one school is very high-IQ in another. High-IQ in one school is high-IQ in another school. Higher IQ in one school is higher IQ in another. Higher IQ in one school is lower IQ in another. Higher IQ in one school is higher IQ in another.
It is not at all uncommon for a test of cognitive abilities to correlate with intelligence-level in another type of test. The correlation is a function of how hard the test was, not whether the participants are equally smart, or in other words, the degree to which the test was "hard" or "easy." What we find is that high scores on a low-test will correlate with high scores on a high-test. That is, the difference in scores on the low-test, compared to the high-test, indicates the extent to which the test was "low-quality" or "high-quality." A correlation coefficient of zero simply means there is no correlation. If IQ is correlated with cognitive abilities in high school-level tests, then intelligence will correlate with IQ. A correlation of zero is completely meaningless in this context.
What would we expect for a "standardized" IQ of 120? I suggest a score of about 115. Not 100-115; not 115-115; 115. High-IQ in one school is very high-IQ in another. High-IQ in one school is high-IQ in another school. Higher IQ in one school is higher IQ in another. Higher IQ in one school is lower IQ in another. Higher IQ in one school is higher IQ in another.
It is not at all uncommon for a test of cognitive abilities to correlate with intelligence-level in another type of test. The correlation is a function of how hard the test was, not whether the participants are equally smart, or in other words, the degree to which the test was "hard" or "easy." What we find is that high scores on a low-test will correlate with high scores on a high-test. That is, the difference in scores on the low-test, compared to the high-test, indicates the extent to which the test was "low-quality" or "high-quality." A correlation coefficient of zero simply means there is no correlation. If IQ is correlated with cognitive abilities in high school-level tests, then intelligence will correlate with IQ. A correlation of zero is completely meaningless in this context.
