⚡️ What is Intelligence?

Intelligence is defined as the overall capacity of individuals to act rationally, achieve goals, understand complex ideas, and interact and adapt effectively to their environment. It involves solving problems of various kinds—such as abstract reasoning and figural problems—and is considered one of the most important predictors of current and future learning ability, including academic success (Neisser et al., 1996; Barrera, 2002; Wechsler, 2017).

Based on this definition, intelligence assessment maintains a leading role in the educational, clinical, forensic, and organizational diagnostic processes developed by mental health specialists.

🧩 Classification of Intelligence: A Hierarchical System

Scientific literature agrees on studying intelligence from three clearly defined hierarchical systems to better understand this complex construct:

  1. 🧠 G Factor (General Intelligence): Refers to the general mental capacity underlying all specific cognitive abilities.

  2. 🌊 Fluid Intelligence: This relates to the ability to solve novel problems. It allows us to create concepts, infer, classify, generate hypotheses, and manipulate information to adapt it to new contexts. It is more instinctive and is associated with our genetic predisposition and neurological integrity.

  3. 💎 Crystallized Intelligence: This corresponds to the wealth of knowledge acquired through experience and culture (language, academic skills, general knowledge). Unlike fluid intelligence, this develops and consolidates throughout the entire life cycle.

🧐 The Intelligence Quotient (IQ) Today

For evaluation purposes, we use the Intelligence Quotient (IQ) as a reliable measure of overall cognitive functioning.

A key fact: Contrary to what was thought decades ago, today we recognize that IQ is not only the result of genetics; it is strongly influenced by educational, family, and environmental factors.

This means that, with appropriate stimulation , it is possible to enhance cognitive abilities. The degree of benefit will depend on the individual's neuropsychological profile, medical history, and the quality of the interventions.

The Relationship with Other Cognitive Functions

From a neuropsychological perspective, intelligence interacts with systems such as attention, memory, language, and executive functions. Therefore, at Neuropsyedu , we believe that an assessment should not be limited to an IQ score, but rather integrate all these domains to rule out or confirm neuropsychological disorders, dysfunctions, or immaturity.

🤯 Intelligence vs. Executive Functions

Although they may seem like similar concepts, there are crucial differences:

  • Origin: Intelligence stems from traditional psychometrics; executive functions, from cognitive neuroscience.

  • Correspondence: Authors such as Ardila (2018) point out that general intelligence is related to metacognitive executive functions (planning, reasoning), but not necessarily to emotional ones (impulse control, affective regulation).

🎒 The Importance in the Educational Context

Knowing a student's cognitive profile—their strengths and weaknesses—is essential to providing appropriate educational support, especially in cases of educational needs or intellectual disability.

Below, I present the four main tests we use at the Comprehensive Center for Educational Neuropsychology (Neuropsyedu) for a rigorous assessment:

✅ 1. WPPSI-IV (Wechsler Preschool and Primary Scale of Intelligence)

  • Age: 2 years 6 months to 7 years 7 months.

  • What it assesses: Verbal comprehension, visuospatial skills, fluid reasoning, working memory, and processing speed.

  • Usefulness: Ideal for the early detection of neurodevelopmental difficulties, language delays or high abilities, allowing interventions adapted to the family to begin as soon as possible.

✅ 2. WISC-V (Wechsler Intelligence Scale for Children - V)

  • Age: 6 years 0 months to 16 years 11 months.

  • Update: This is the latest and most complete version (replaces WISC-IV).

  • Main Indexes: Offers in-depth insights through 5 primary indexes:

    1. Verbal Comprehension.

    2. Visuospatial.

    3. Fluid Reasoning.

    4. Working Memory.

    5. Processing Speed.

  • Benefits: It allows the detection of Intellectual Disability , High Abilities (Giftedness) , and cognitive profiles associated with ADHD or Specific Learning Disorders , facilitating the creation of precise curricular adaptations.

✅ 3. WAIS-IV (Wechsler Adult Intelligence Scale)

  • Age: 16 years to 90 years 11 months.

  • Recommended cases:

    • History of untreated developmental disorders in childhood.

    • Vocational Guidance: For young people and adults seeking to define their academic future.

    • Acquired Injuries: Post-traumatic or cerebrovascular accident evaluation.

    • Cognitive Impairment: Assessment of mental maturity in older adults or neurodegenerative processes.

    • Chronic Diseases: Assessment of the cognitive impact in diseases such as diabetes, hypothyroidism or oncological processes.

✅ 4. TONI-4 (Non-Verbal Intelligence Test)

  • Age: 6 to 79 years.

  • Focus: Evaluates abstract reasoning and figurative problem-solving free from the influence of language .

  • Usefulness: It is the perfect complement to the WISC-V or WAIS-IV. It is the test of choice for people with language difficulties, nonverbal autism, cultural barriers, or patients who experience fatigue during extensive verbal tests.

👉🏼 Conclusion

An intelligence assessment is not a label, it's a roadmap. At Neuropsyedu , we accompany these results with practical recommendations for home and school.

If you need a professional evaluation in Panama, we are here to serve you.

📍 Contact Neuropsyedu Panama

 

References

  • 📚 ✅ Ardila, A. (2018). Is intelligence equivalent to executive functions? Psychothema, 30(2), 159-164.
  • ✅ Barrera Valencia, Mauricio. (2002). The Concept of Intelligence from a Neuropsychological Perspective.
  • ✅ Bauzela, E. (2006). The Wechsler intelligence scales in neuropsychological assessment of children. Journal of Psychopathology and Mental Health of Children and Adolescents, 7, 85-90.
  • ✅ Brown, K., Sherbenou, RJ and Johsen, SK (2019). TONI-4. Test of Non-Verbal Intelligence – 4 (B. Ruiz – Fernández, adapter). Madrid: TEA Ediciones.
  • ✅ Wechsler, D. (2007). WISC-IV: Wechsler Intelligence Scale for Children-IV: Technical Manual. Mexico City: El Manual Moderno.
  • ✅ Ramírez-Benítez, Y., Torres-Diaz, R., and Amor-Diaz, V. (2016). Unique contribution of fluid and crystallized intelligence to academic performance. Chilean Journal of Neuropsychology, 11(2), 1-5.
  • ✅ Torres-González, C., Salvador, J., and Ricardo-Garcell, J. (2016). General intelligence in children born prematurely. Cuadernos De Neuropsicología, 10(2), 142-164.