An EHU study has shown that there is an objective way for detecting high intellectual abilities without gender bias
Leire Aperribai’s research tested an effective, reliable tool to better detect individuals with high intellectual abilities. The study demonstrated that a half-hour intelligence test on computer can significantly increase the current low level of detection. Moreover, unlike other methods, this test does not differentiate between genders, the conclusion being that it is suitable for general screening purposes.
About 10% of the population have high intellectual abilities, but on average fewer than 1 % have been identified. What is more, most of them, 70 %, are boys. So few are detected and the gender bias is significant.
In view of this, the EHU researcher Leire Aperribai, together with researchers from the University of La Laguna, tested an effective tool to expand the level of detection and objectivity: “It’s very important to carry out the detection properly. Without it, the individuals concerned don’t get an appropriate educational response, which could result in those with high intellectual abilities becoming demotivated, having low self-esteem or ending up as school failures, among other things. To prevent that, there needs to be an effective detection tool that can be easily applied in the educational environment, and we have demonstrated that there is an intelligence test that guarantees that rigorous initial screening is conducted,” said Aperribai.
That conclusion was drawn from a study conducted with 1,261 secondary school students. The students were asked to do a standardised intelligence test, and 9.21% were found to have high intellectual abilities; very close to the theoretical prevalence rate and multiplying the current level of detection. “The results confirm that the test is effective. And we concluded that it may be appropriate for the initial screening, because of the high detection level it offers and because it can be carried out easily and rapidly. It is true that afterwards a deeper evaluation and further tests would be needed to assess high intellectual abilities, but it offers a good starting point,” explained the researcher at the EHU-University of the Basque Country.
Tool for more effective, faster and more objective screening processes
The intelligence test analysed is the Matrices-TAI, which calculates the intelligence quotient. To do so, it uses graphical matrices to assess the ability to solve new, complex problems, in other words, fluid intelligence. As it uses graphics instead of words, it is accessible to those with language difficulties. It is a test to be done on computer and takes 30 minutes on average. “All this means it can be used with students universally. Besides offering a high detection level, it can shorten the identification process considerably. Indeed, it gives the results instantly, so the students can start to receive an adapted educational response the very next day, while the full evaluation process is taking place. Other types of identification systems take years, and high intellectual ability students failing to get a response comes at a cost,” said Aperribai.
Furthermore, the test being analysed guarantees objectivity. This was shown by the data relating to the gender perspective revealed by the research. Indeed, the percentages of girls and boys are similar among the participants rated as being of high intellectual ability according to the intelligence test. So there is no bias. The researchers stressed that demonstrating this is a significant step forward in reducing the gender gap occurring in detection, and in increasing equality.
Alternative for implementing new procedures
Having demonstrated that the Matrices-Tai detection tool is reliable, fast, easy and without gender bias, the researchers pointed out that it could be an alternative to overcoming the obstacles of the screening systems that are generally used today.
“Even though each autonomous community [region] has its own procedure, most of them leave the initial screening up to families and teachers. A task that is also complex for professionals ends up the responsibility of non-experts in the field. What is more, the detection tools they have to use do not help. Indeed, in the first phase, questionnaires on the children’s characteristics are used instead of objective intelligence tests. What happens is that the teachers have many students, they cannot know the children in depth and cannot provide detailed responses to the questions in the questionnaire. As a result, in the initial screening many high intellectual ability children are not detected and objective intelligence tests usually given only during the identification phase are not given to them," said Aperribai.
Furthermore, the research revealed that in procedures of this type the answers and decisions of the teachers are usually conditioned. That is because an influence is brought to bear by prejudice, stereotypes, gender socialization, and other subjective factors. Given the less rigorous detection that this can lead to, they propose that, as a first step in the screening procedures, objective intelligence tests such as the one analysed at the EHU should be used and applied to all students.