# What does my IQ say

One often speaks of an intellectual giftedness if the IQ value is at least 130 or more.

BUT CAUTION: The value of 130 is an arbitrary value!

One could also choose a value of 127, 128 or 129 as the limit value for giftedness.

There are not a natural criterionthe IQ value from which one is dealing with giftedness. There is also no natural criterion as to when a person is exceptionally tall, from 1.90 m, 2.00 m or more? Or when is his shoe size unusually large, from 48, 49 or 50?

Why was the limit of 130 chosen?

For research on giftedness, criteria that are as objective and clear as possible are important, e.g. to form groups and compare them with one another. With a value of 130, you can safely assume that you have above-average intelligence. To simplify matters, "smooth" values ​​are often used as the limit value. The background is a statistical criterion, not a content one: 130 is twice the difference between the upper limit of the average range (IQ 115) and the mean value (IQ 100) (see graphic).

Limit values ​​are also aids for selection criteria, e.g. when it comes to offering funding programs for which there are more applicants than places.

Since the limit of 130 was set arbitrarily, there are no major differences or significant jumps in performance compared to a person with an IQ of 128 or 129. The transitions are fluid and gradual.

In highly gifted people, however, psychologists and coaches have observed distinctive characteristics that we have listed in the Brainspotting chapter. These can sometimes be observed from an IQ of 120, which indicates an above-average intelligence.

So it makes no sense to stick to the limit of 130 to decide whether you have a high level of intellectual aptitude, because this can also occur at lower values. Rather, it is important, e.g. in the context of giftedness diagnostics, to find out more precisely the individual strengths and potentials of people, e.g. to determine the appropriate support needs for children or to support young people in choosing the right career.

IQ tests produce relative rather than absolute values

There is currently no intelligence test that can be used to measure a person's absolute intelligence.

Intelligence is made up of many different parameters that cannot all be measured objectively, such as weight or height with the help of calibrated scales and centimeters.

The development of intelligence tests had a completely different goal, namely that To determine the distribution of intelligence in the population.

The results are therefore relative values ​​and not absolute values, which means:

The test result of a person is compared with the existing test results of as many test persons as possible in the same age group. A certain IQ value results from the comparison of the results. So you are always intelligent only in comparison to a group of the same age group.

What does it mean to be gifted?

This is one of the key questions that arises after a positive test result. It is not enough just to know how high the IQ value is, that it is obviously outside the norm and that there is far above-average performance potential.

The following questions are often much more serious:

• What effects does giftedness have on one's own life, on important life decisions, what attitude does it create?
• What consequences does giftedness have in everyday life, at work, in dealing with other people?
• How does my social environment react to this?
• What challenges and difficulties can arise from being gifted?

We address these questions at various points on our information portal.

Talents can wither, but the structure of a gifted person lasts a lifetime, regardless of whether you accept or reject it, know about it or not, live according to it or not. One cannot escape from it and therefore it would be wise to come to terms with it.

It is important that the person concerned finds one or more tasks in which he can contribute his skills and through which he is satisfied.

It's all in the right mix!

Giftedness alone is not a guarantee of success. Success not only includes talent or a high IQ, but also certain character traits such as perseverance, determination, hard work, self-discipline, self-confidence, the ability to self-motivate, and emotional intelligence (EQ).

The special skills must also be trained. A talented athlete cannot achieve top Olympic performances without a professional trainer and intensive training.

A talented musician cannot become a virtuoso without a good teacher and intensive practice.

The idea that intellectually gifted children do not need guidance and support and that their potential will unfold and transform into performance on their own still persists. The opposite is the case.

Even a clever mind needs the right teachers and supporters, appropriate instructions and learning techniques, some of which can differ considerably from learning techniques for the average gifted. He needs challenges and a lot of practice to become productive, otherwise gifts and talents can only develop insufficiently.

Literature:
Finding and promoting gifted children - a guide for parents, educators and teachers.
Editor: Federal Ministry of Education and Research (BMBF)
The brochure can be obtained from the BMBF free of charge as a print version or as a PDF file.