Special education: The definition of children's intelligence is constantly developing.

The traditional definition of intelligence abnormality is based on the general intelligence measured by personal intelligence tests (usually Stanford-Binet.Alfred Scale and Wexler Child Intelligence Scale (revised version)). In other words, according to traditional practice, all children who have achieved specific results in the above two intelligence tests are considered to be children with extraordinary intelligence. This definition of high IQ has been used in many research projects of supernormal intelligence. However, in recent years, professionals have gradually realized that it is not enough to take IQ as the most important criterion when defining intelligence supernormal. This is because everyone saw the limitations of IQ test, re-recognized the nature of intelligence, and made new research and thinking on the nature of intelligence supernormal.

? Limitations of intelligence test

? Intelligence tests can only test children's performance within a limited sampling range. Even though these performances or abilities are very important and can clearly predict the future development of the subjects according to statistics, a person may have some unmeasurable abilities, which may be of great significance to the definition of supernormal intelligence. In addition, it has been pointed out that intelligence tests (especially standard personal intelligence tests) are biased, which is beneficial to white children of middle-class families and unfavorable to children of ethnic minorities or ethnic groups. They believe that because of the differences in language and cultural values, non-white and non-middle-class children with extraordinary intelligence can't get the same high scores in intelligence tests even if their intelligence is equivalent to that of white children from middle-class families. Re-understanding of intelligence

? Stanford-Binet.Alfred Scale is the first universal intelligence test method to predict whether children may fail in school. All kinds of intelligence test methods developed later are basically for the same purpose; In order to test the reliability of these testing methods, professionals compared them with Stanford-Binet.Alfred Scale. Most of the items included in these test methods need to be sampled to test speech ability (common sense, understanding, vocabulary). In 1950s, guildford began to expand the sampling range to include various abilities that constitute intelligence, and elaborated these abilities in detail. His description of 100 aspects of intelligence aroused the interest of professionals in designing new intelligence tests. In his works, he described the so-called "divergent thinking" aspect of creativity (as opposed to "convergent thinking"), which especially aroused people's interest in creativity. The general intelligence test only evaluates the deductive thinking ability, and only requires the subjects to answer questions with "yes" or "no". Guildford's works inspire people to test their creativity, especially to evaluate whether the subjects can conduct inductive thinking and put forward a variety of potential answers. His new views on many aspects of human intelligence have made people feel dissatisfied with the previous concepts of "general intelligence" or "basic intelligence".