I�m been thinking, on and off for some time, about what constitutes intelligence. A recent Wired article points out that IQ test scores have been increasing since World War II, in spite of the supposed “dumbing down” of America. Researchers attribute this increase in intelligence to environmental factors, but can�t pin down the exact cause. One hypothesizes that the prevalence of iconographic interfaces in our society, such as those found on cellular phones or in videogames, has boosted the reasoning skills that IQ tests measure.
I personally buy into this, to a certain degree. IQ tests typically require you to pick out the next in a series of changing shapes. They do this in order to minimize or eliminate language or cultural bias. But on the other hand, they�re also only testing this sort of visual reasoning skill.
On the one hand, I’m inclined to say that any intelligence test for which you can study and improve your score is not a very good measure of intelligence. On the other hand, I certainly feel like I’ve gotten smarter as I’ve gotten older, but perhaps this is just a corollary of my education. It has gotten easier for me to learn as I�ve gotten older, which again may just be a function of motivation rather than any real increase.
This leads us back to my central question of what constitutes intelligence. Think about how you typically gauge someone�s intelligence, especially when you first meet someone new. You base your judgment on the way that person talks. Big words and complex sentences equals smart; monosyllabic speech filled with “like” and “uh” equals not so smart.
Language provides a handy metaphor for analyzing intelligence. A smart person can readily understand words with complex and nuanced meanings, and she can put them together in complicated, sometimes novel patterns. Similarly, she can see the relationships between complex concepts and sometimes see connections where no one has seen one before.
There are two components to this model. One is the ability to reason, to see connections and relationships. In a visual sense, this is what gets commonly tested by intelligence tests and what is taught by videogames. Unfortunately, visual intelligence doesn�t get you very far in the real world. The second component is knowledge. Really, this is the first component, because in order to see connections between concepts, you first must understand those concepts.
The author of the article, Steven Johnson, also wrote a book called Everything Bad Is Good for You: How Today's Popular Culture Is Actually Making Us Smarter. In this article, he goes so far as to postulate a dramatic jump in IQ scores is right around the corner, when kids who grew up on videogames, the Internet, and Pokemon start taking intelligence tests. Their visual reasoning skills have been honed since before they can remember to excel in the areas that IQ tests measure.
Dr. Flynn, the researcher who hypothesizes that videogames are driving up test scores, gets a little closer to reality. He notes that we�re not seeing improvements in other areas, such as math tests. He reasons �that society has priorities. Let's say we're too cheap to hire good high school math teachers. So while we may want to improve arithmetical reasoning skills, we just don't.�
Videogames improve visual reasoning skills, and IQ tests measure visual reasoning skills. So playing more videogames will give you a better IQ score, but it does not make you smarter. Make sure that this is clear. IQ scores do not necessarily reflect intelligence. There’s a correlation, probably, just like there’s a correlation between someone�s spoken language and their intelligence. But I’ve known people who sound like blathering idiots yet turn out to actually be very intelligent. Beating up hookers in Grand Theft Auto may not make you dumber, but it’s not going to make you a math whiz either. That requires, as Dr. Flynn says, good math teachers.