(June 13, 2016 at 10:27 am)RozKek Wrote: As some of you may have noticed I've had other threads talking about intelligence, the malleability of it etc because I am geniunely interested in it, I'd prefer not have any comments about how I shouldn't worry about this, how I should think less about this and do my best etc. This thread is not because I want to compare myself. I'm simply interested in how brains work differently, what are the signs, in what way they are different etc.
Now to the question; are there any members here with an or any members who know someone with a higher IQ of >120? If so:
1) How did you fare academically?
2) How fast did you learn a new concept?
3) Did you have to study much outside of school?
4) What was difficult for you to learn and what wasn't?
5) How did it feel being around people that had it a bit more difficult to learn new concepts, remember things, solve problems etc
6) When you solve a problem in let's say mathematics (you can use another example) what is your approach and thought process when solving it?
7) How was your experience when learning a new language? Did it come to you easily?
Personally I believe someone with a higher IQ has a much better and much more efficient thought process combined with a more powerful subconscious (pattern recognition, memory and such is very important too).
Mine was once measured at 147. However, looking back, it must have been an older-style test. They asked math questions that required basic math knowledge (actually, I missed one on triangle lengths because I hadn't yet encountered the Pythagorean theorem, which was a little unfair). The also asked, "Who wrote the Rise and Fall of the Roman Empire?" That I knew at age 13 that it was Edward Gibbon was more a function of nerdiness and my family's lack of cable TV than real intelligence in my opinion.
1) I got high 90s or 100% on almost all tests, but often failed to do homework assignments, especially if they were about things that seemed easy and would take too much time.
2) I learned concepts about as fast as teachers explained them in class. Most of my teachers were decent, and exlained things well enough.
3) I never, ever had to study except for things like history tests, where I would spend a couple hours remembering names and dates, or biology, where I might be required to remember a few dozen names of different bones or whatever.
4) The difficult things for me were things requiring organization and participation. For example, I was constantly screwing up chemistry experiments because I was distracted trying to find out what would burn, explode, or otherwise do something interesting, and I never took careful enough measurements to get good results.
5) I never looked down on my classmates. However, I can say that being in a slow class was very boring, and this led to some very serious consequences in high school-- ditching classes, even some minor criminal behaviors, just because life was SO FUCKING BORING.
6) The process depends very much on the question. In general, I'd try to look under or behind the question: what's the POINT of the question? What knowledge is the teacher really trying to get at with this question? This was important, especially in math, because I could sometimes get the question just by intuition or by a non-standard method-- but I knew that unless I could spit things out the WAY the teacher was looking for, I could get a poor grade. "Show your work," right?
7) When I started learning Chinese, it was VERY hard for me. I did a 1-year course in a couple months in a special summer class, thinking I was such a smart guy and I could do it. I literally studied more than 12 hours per day, and ended up with a B+. It was probably the proudest grade I ever got, but wow!
As an aside, I've learned that I have what I'd call learning disabilities. In particular, in reading comprehension where you have to understand what the "author means," I can never understand what they fucking mean. If a writer says, "The volcano exploded," then maybe the teacher wants me to answer, "The writer was indicating danger." But I'm thinking that's too obvious-- maybe the writer is secretly expressing a metaphor about fatherhood or something. To me, everything might have a million different meanings, but to the simpleton who wrote the test, the literal meaning is almost always "it."
