British IQ Research Articles

A study of the performance of Egyptian college students on the Advanced Progressive Matrices

Results are reported for intelligence assessed with the Advanced Progressive Matrices of a sample of students at Ain-Shams University in Cairo (N=2147). The Egyptian raw scores were transformed to British IQ equivalents using the published 1992 British norms for the APM, on which the sample obtained a British IQ of 89.5. Science students obtained a significantly higher average mean score than arts students by 7.5 IQ points. Male students obtained a non-significantly higher average IQ than female students 1.2 IQ points. Male students had greater variability than the female students.

A study of the IQ in Palestine

The Coloured Progressive Matrices (CPM) was standardized in Palestine in 2011 on a sample of 257 children aged 6.0 to 11.5years, tested individually. The sample obtained a British IQ of 85.

The Canadian IQ calculated from the standardization of the WAIS IV

The Canadian standardization sample of the WAIS IV obtained a Full Scale IQ 104.5 in relation to 100 for the American standardization sample, giving Canada a British (Greenwich) IQ of 102.5.

A study of the intelligence of Kazakhs, Russians and Uzbeks in Kazakhstan

Data are reported for intelligence measured by the Standard Progressive Matrices Plus of school students in Kazakhstan. Ethnic Kazakhs obtained a mean British IQ of 82.2, ethnic Russians obtained a mean British IQ of 103.2, and ethnic Uzbeks obtained a mean British IQ of 86.0. The IQ of Kazakhstan is estimated at 87.3.Factor analysis showed three factors identified as Gestalt Continuation, Verbal-Analytic Reasoning and Visuospatial Ability, replicating the analysis by Lynn, Allik, and Irwing (2004). The Russians performed significantly better than the Kazakhs in all age groups on Factor g and Factor 1 (Visuospatial Ability). There was no significant ethnic difference for Factor 2 (Gestalt Continuation) for ages 11, 12 and 13, although Russians performed significantly better than Kazakhs for age 10. The Russians scored significantly higher Factor 3 (Verbal-Analytical Reasoning) at ages 11, 12 and 13.

Intelligence in Jordan: Norms for the Standard Progressive Matrices

The Standard Progressive Matrices (SPM) was standardized in Jordan in 1972 on a sample of 960 children aged 8 to 14 years. The sample obtained a British IQ of 75.65.

Intelligence and Reproductive Success of Bosniaks, Serbs and Roma in Serbia

The British IQ of a sample of the Bosniaks (Serbian Muslims) and Serbs in Serbia is estimated at 94, and the British IQ of a sample of Roma at 60. Intelligence was not related to reproductive success among the Bosniaks and Serbs, but among the Roma intelligence was significantly negatively correlated with reproductive success as measured by numbers of surviving grandchildren. Intelligence was significantly negatively correlated with child mortality among the Bosniaks and Roma.

A Study of Intelligence in Cambodia

A recent study of intelligence in Cambodian and German students gives the Cambodian students an IQ of 84 in relation to a German and British IQ of 100. In both samples males obtained higher mean IQs than females.

A Study of the Intelligence of University Students in Egypt

Results are reported for intelligence assessed with the Standard Progressive Matrices of a sample of students at Ain- Shams University in Cairo ( N = 2147). The sample obtained a British IQ of 81. Men students obtained a higher average IQ than women students 0.87 IQ points. Science students obtained a higher mean score than arts students by 11.5 IQ points. Men students had greater variability than the women students..

NORMATIVE DATA FOR IQ, HEIGHT AND HEAD CIRCUMFERENCE FOR CHILDREN IN SAUDI ARABIA

Normative data are reported for intelligence, height and head circumference for a sample of 1553 6- to 15-year-olds in Saudi Arabia, and for the correlations between these variables. Intelligence was tested with the Standard Progressive Matrices, on which the Saudi sample obtained a British IQ of 76.2. There were no significant differences in means between boys and girls and differences in variability were inconsistent. The heights of the Saudi sample were generally lower than those of the American norms. The differences in head circumferences between the Saudi children and the American norms were inconsistent. Correlations between IQ and height were weaker than those found in other studies but correlations between IQ and head circumference were positive.

A standardisation of the Standard Progressive Matrices for adults in Libya

Twenty-one studies of intelligence in North Africa are summarised showing a median British IQ of 84. Data are reported for a standardisation of the Standard Progressive Matrices on a sample of 600 adults in Libya giving a median British IQ of 81. Results are reported for the urban–rural, gender and education levels in means and variance. Confirmatory factor analysis provided evidence of four first-order factors and one general factor accounting for 58.7% of the reliable variance.

Vocabulary IQs of Russian and British Children

Vocabulary IQs of British and Russian children are compared to samples of British children aged two to ten years. It is estimated that the Russian sample had a British IQ of 97.6.

Norms and Sex Differences for Intelligence in Saudi Arabia assessed by the Standard Progressive Matrices

Results are reported for a standardization of the Standard Progressive Matrices in Saudi Arabia on a sample of 2935 males and 1724 females aged 8-24 years. The mean IQ of the sample in relation to a British IQ of 100 is estimated at 78.25.

Normative Data for Raven's Coloured Progressive Matrices Scale in Yemen

Results are reported for a standardization sample of 986 6- to 1-yr.-olds for the Coloured Progressive Matrices in Yemen. Younger children performed better than older children relative to British norms, and there was no significant sex difference in means or variability. In relation to a British IQ of 100 (SD=15), the sample obtained an average IQ of approximately 81.

Norms for the Progressive Matrices for Libya and Tunisia

Results are reported for intelligence in Tunisia based on a standardization sample of adults on the Standard Progressive Matrices and in Libya for a standardization sample of 6- to 11-year-olds on the Colored Progressive Matrices. In relation to a British IQ of 100, the mean IQ of the Tunisian sample is 84, and the mean IQ of the Libyan sample is 86.5. In the Libyan sample younger children performed better than older children. There was no difference between girls and boys in either means or variability. Key Words: Intelligence; Progressive Matrices; Tunisia; Libya; Sex differences; Variability. Not much is known about the intelligence of Nordi Africans. In a compilation of the intelligence of die populations of 113 nations, Lynn & Vanhanen (2002, 2006) were only able to give an IQ for Egypt (81) among the Nordi African nations. They assigned in addition an IQ of 85 to Morocco, but tiiis was based on immigrants in the Netiierlands who are not necessarily representative of the population. In order to fill diis gap in existing knowledge, we present here some data for population intelligence in Tunisia and Libya. The data for intelligence in Tunisia come from a standardization of Raven's Standard Progressive Matrices (RPM, Raven et al., 2000) on adults carried out in 2001. The results are summarized by Abdel-Khalek & Raven (2006). The sample size was 509 and a score of 47 is given for die 50th percentile of 20year-olds, togedier widi a score of 54 for British 20-year-olds obtained in die 1992 standardization. The raw score difference of 7 is approximately equivalent to 14 IQ points, giving the Tunisian sample an IQ of 86. If a Flynn effect adjustment is made for an increase in the British IQ of 2 IQ points per decade, the British IQ will have increased by 2 IQ points from 1992 to 2001, and hence the difference between Britain and Tunisia will become 16 IQ points, reducing the Tunisian mean to 84, in relation to a British IQ of 100. A further calculation of the IQ in Tunisia has recently been made by Rindermann (2007) . He adopts scores obtained in the 2003 PISA study of mathematics in 15-year-old school students as a measure of intelligence. In this study the mean score in 29 OECD economically developed countries was 489 (sd=104), and the mean score in Tunisia was 359 (sd=82). The difference between the economically developed countries and the Tunisians is 1.40 sd units, equivalent to an IQ difference of 21 IQ points. This calculation confirms earlier studies reviewed in Lynn & Vanhanen (2002, 2006) showing that the use of mathematics tests as proxies for intelligence tends to magnify the differences obtained from IQ tests. Nevertheless, the results from the Standard Progressive Matrices and from the mathematics test are broadly consistent, giving IQs of 84 and 79, respectively. The CPM test in Libya The Colored Progressive Matrices test (CPM, Raven et al., 1995) was standardized in Libya during the months of January and February 2006. A representative sample of 100 children from each of the six age groups 6.0 through 11.6 years old were tested. The sampling procedure comprised a multi-stage random sampling method (cluster sampling). The CPM was administered to pupils in first to sixth grades who where randomly selected from 7 elementary schools in the large city of El-Beida, 4 elementary schools in the small city of Shahat, and from 9 villages, selecting one school in each village. Children in Libya begin school at the age of 6.0 years and boys and girls are educated together. This ensures that the boys and girls are matched for educational experience and family background. The results are summarized in Table 1. This gives the mean scores obtained by boys and girls of each age (age 6 = 6.5 years, age 7 = 7.5 years, etc), the standard deviations, the variance ratios (variance of the boys divided by variance of the girls) , and the percentile equivalents of the means of the boys and girls combined on the British norms for the Standard Progressive Matrices collected in 1979 given in Raven (1981). …

A Study of Intelligence in the United Arab Emirates

Results are reported from a large standardization sample of 6- 11 year olds for the Colored Progressive Matrices in the United Arab Emirates. Girls performed slightly better than boys, and younger children performed better than older children relative to British norms. There was no sex difference in variability. In relation to a British IQ of 100, the sample obtained an average IQ of 83.

Norms for Intelligence Assessed by the Standard Progressive Matrices in Oman

Results are reported for a standardization of the Standard Progressive Matrices in Oman. The sample consisted of 5,139 school students aged 9-18 years and an additional sample of 92 university students. The school students obtained a British IQ of 85 and the university students a British IQ of 93.7.

Score gains on g-loaded tests: No g

IQ scores provide the best general predictor of success in education, job training, and work. However, there are many ways in which IQ scores can be increased, for instance by means of retesting or participation in learning potential training programs. What is the nature of these score gains? Jensen [Jensen, A.R. (1998a). The g factor: The science of mental ability. London: Praeger] argued that the effects of cognitive interventions on abilities can be explained in terms of Carroll's three-stratum hierarchical factor model. We tested his hypothesis using test–retest data from various Dutch, British, and American IQ test batteries combined into a meta-analysis and learning potential data from South Africa using Raven's Progressive Matrices. The meta-analysis of 64 test–retest studies using IQ batteries (total N = 26,990) yielded a correlation between g loadings and score gains of − 1.00, meaning there is no g saturation in score gains. The learning potential study showed that: (1) the correlation between score gains and the g loadedness of item scores is − .39, (2) the g loadedness of item scores decreases after a mediated intervention training, and (3) low- g participants increased their scores more than high- g participants. So, our results support Jensen's hypothesis. The generalizability of test scores resides predominantly in the g component, while the test-specific ability component and the narrow ability component are virtually non-generalizable. As the score gains are not related to g, the generalizable g component decreases and, as it is not unlikely that the training itself is not g-loaded, it is easy to understand why the score gains did not generalize to scores on other cognitive tests and to g-loaded external criteria.