Language, culture, and education have a great impact on popular intelligence tests as they reflect the level of critical thinking and decision-making of a person. Psychological capacity is not a system of simple storage. Every individual has a unique picture of the world based on his cultural values and principles. Education shapes these principles and views and structures them. So a psychologist can make predictions of intelligence and abstract behavior of a person based on his education and language. The most popular intelligence tests are the Binet-Simon intelligence scale, the Stanford-Binet intelligence scale, the Wechsler Adult Intelligence Scale and the Wechsler Intelligence Scale for Children. a verbal IQ and a performance IQ *Kaplan and Seccuzzo 2005).
The main problem is that these measures provide only general directions for intelligence measurements paying no attention to language and education differences. For instance, a person from low class can interpret differently the word money and labor that a person from high social class who received good education. The main problem in any discussion of the measures of intelligence lies in the rooted human affinity to get entangled in the mind-body interaction (Hawkins and Blaceslee 2004). People, as they grow in language environment, struggle with newly perceived problems of structure and function, of object and concept in a language and culture. A person from aisan sees the world differently from an American or European. Permeating the organization is a system of values that transforms from one condition to another and is not the same for every individual.
The main challenges and controversies of the current measures are based on language differences and different understanding of IQ and intelligent scores. In many cases, persona; behavior is difficult to measure by tests, mainly under conditions of recuperation from a major process. In summing up such information, it is not enough to request what is the effect upon general intelligence, if that can be ascertained; psychologists ask what kind of intelligence is influenced, as between concrete and abstract. There can be no such thing as inherited manners in the natural sense. If similar cultural functions lead to similar behavior, it is not enough to speak of the intelligence. So, the main reasons for controversies are social and cultural differences between people and linguistic variations in conceits and notions (Hawkins and Blaceslee 2004).
Surely all the acts and circumstances may be positioned as dependent upon change, but no one is likely to find a method leading from the inequality in intelligence tests to equal assessment measures. It is impossible because different cultures and nations have different way of thinking, so it is more desirable to develop measures of intelligence for every language group (Hawkins and Blaceslee 2004). The psychologists need to know a language and the way of thinking, but they need not know the categories into which cultural problems have been expressed. These stages of discourse have something in general at certain issues, and those issues are found in culture and language differences. The researcher is baffled, and infrequently in error, if he persists in ignoring the cultural system. At some stage in his measures researcher is likely to make suppositions that are meaningless or wrong in view of the development. Every psychologist should pay a careful attention to intelligence tests and measures as they can influence the life of a person and his future. Personal differences can manifest in different views and perceptions of the concepts, but some deviations should not be regarded as mental retardation and considered as low intelligence scores.
References
Hawkins, J., Blaceslee, S. (2004). On Intelligence. Times Books; Adapted edition.
Kaplan, R. and Seccuzzo, D (2005) Psychological Testing: Principles, Application, and Issues, Belmont, CA. Wadsworth.