The Complete Book of Intelligence Tests
Page 6
The contrasting right- and left-hemisphere functions, sometimes referred to as ‘laterality’, can be summarised as follows:
The meaning of the word ‘lateral’ is of or relating to the side, away from the median axis. The term ‘laterality’ — or ‘sidedness’ — is used to refer to any one of a number of preferences for one side of the body to another. Probably the most common example of this, and one to which we can all relate, is whether a person is left- or right-handed. In recent years the term ‘laterality’ has come to be used very much to characterise the asymmetry of the hemispheres of the brain with regard to specific cognitive functions, as demonstrated by the list above.
While some individuals may be heavily weighted towards a particular hemisphere, this does not mean they are predominant in every one of that particular hemisphere’s skills, since no-one is entirely left- or right-brained, e.g. while some individuals may have a strong overall bias towards left-side brain dominance, it may be that they still under-perform on, for instance numerical tests, and therefore need to work at that particular skill.
There is also always going to be an overlap between certain brain functions of opposing hemispheres, e.g. functions using logical processes and lateral thinking processes, where one is a predominantly right-brain function and the other is a predominantly left-brain function. However, when logical processes are being used, the right brain does not switch off and vice versa. On the contrary, both of these brain processes work much more effectively when both sides of the brain are working together.
The importance to each of us of accessing both hemispheres of the brain is considerable. In order to support the whole brain function, logic and intuition, to give just two examples, are equally important. Before the subconscious of the right-hand hemisphere can function, it needs the fuel, or data, that has been fed into, collated and processed by the left-hand hemisphere. One danger is the overburdening of the left-hand hemisphere with too much data, and too quickly, to the extent that the creative side of the brain is unable to function to its full potential. On the other hand, lack of data fed into the left-hand hemisphere could result in the creative side, or right hemisphere, ‘drying up’. It is therefore desirable to strike the right balance between right and left hemispheres in order for the brain to work to its full potential.
Because it is under-used, much creative talent in many people remains untapped throughout life. Until we try, most of us never know what we can actually achieve. We all have a creative side to our brain, therefore we should all have the potential to be creative. However, because of the pressures of modern living and the need for specialisation in order to develop a successful career, many of us never have the time or opportunity, or indeed are never given the encouragement, to explore our latent talents, even though most of us have sufficient ammunition to realise this potential in the form of data which has been fed into, collated and processed by the brain during our lifetime.
Like many other tasks, or pleasures, we never know what we can achieve until we try. Having then tried, we instinctively know whether we find it enjoyable or whether we have a talent or flair for it. Then, if these signs are positive, we must persevere. By cultivating new leisure activities and pursuing new pastimes, it is possible for each of us to explore the potential and often vastly under-used parts of the human brain.
Test 4.0 Creativity personality test
In each of the following, choose from a scale of 1 — 5 which of these statements you most agree with or is most applicable to yourself. Choose just one of the numbers 1 — 5 in each of the 25 statements. Choose 5 for most agree=most applicable option, down to 1 for least agree=least applicable:
Imagination is more important than knowledge. For while knowledge defines all we currently know and understand, imagination points to all we might discover and create.
Albert Einstein
Imagination is the process of recombining memories of past experiences and images into novel constructions. Thus, imagination is both creative and constructive, it can be either wishful or realistic, involve future plans, or be merely a mental review of the past.
Imagination, perception and memory are essentially similar mental processes and can each be defined as follows:Imagination — the conscious mental process of invoking ideas or images of objects and events.
Perception — the conscious integration of sensory impressions of external objects and events, including how we perceive others and how others perceive us. It also envelopes how we perceive the world as a whole — the big picture — and how we perceive different scenarios and situations that appear within the big picture.
Memory (the ‘ninth intelligence’) — the mental evocation of past experiences.
One important aspect of perception is the ability to see more than one point of view. If, for example, you look at the two drawings below, at first glance what you see appears to be quite unambiguous:
However, if you continue to stare at each figure in turn, and keep your attention on it focused, then the orientation suddenly shifts and you find yourself looking at a quite different figure from what you first imagined.
These two figures, therefore, illustrate the importance of perception. Two different viewpoints appear — yet they are both correct. If anything, this teaches us that we should endeavour to see both viewpoints, and both sides of an argument.
Now look at the figure below. What do you see?
Most people will say that the figure is the letter E. If, however, they look closely they will see that there is no letter E, just three sets of lines. It is because our mind is conditioned to what it believes it wants to see, i.e. the image of the most common letter of the alphabet, which it has seen many thousands of times, that it completes the object for you and makes you come to the conclusion that you perceive something that in reality does not exist.
Now read the following paragraph: Again, our mind has taken over. It knows from past experience what it wants to see, and as a result the task of reading what, at first, appears be a load of mumbo-jumbo is surprisingly easy.
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. The phaonmneal pweor of the hmuan mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, The olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.
The following tests are all designed to test your powers of imagination and creativity.
Test 4.1 Imaginative shapes
In each of the following, use your imagination to create an original sketch or drawing of something recognisable incorporating the lines already provided:
You have 30 minutes in which to complete the nine drawings.
Test 4.2 Wild imagination
The object of this test is to interpret each of the 20 drawings in the wildest and most imaginative way you can. You may also try playing the game with other people. The wilder someone’s suggestion is, the better it is and the more creative they are. Let your imagination run riot and see what you can come up with.
This test is not timed or marked as it is simply an exercise in creative thinking.
Test 4.3 Creative logic
These questions require some logic, together with a high degree of spatial awareness and creative thinking, and flexibility of mind in adapting to different types of questions.
You have 30 minutes in which to complete the 10 questions.
1. Which is the odd one out?
2.
To which hexagon below can a dot be added so that it then meets the same conditions as in the hexagon above?
3.
Which is missing?
4.
What comes next?
5.
Which is the missing tile?
6.
Which circle should replace the question mark?
/> 7. Which is the odd one out?
8. Which is the odd one out?
9.
Which square should replace the question mark?
10. Which is the odd one out?
Test 4.4 The bucket test
The following test is based on Gestalt and Jackson’s test of divergent ability, which requires the subject to name as many new uses as possible for an object such as a comb or a paper clip.
In this test you are required to name as many uses as possible for a bucket.
Allow yourself 6 minutes to write up to 10 suggestions.
Section II — Lateral thinking
The term ‘lateral thinking’ was originated by its creator and pioneer, Dr Edward de Bono, and is a systematic way of approaching creative thinking.
The word ‘lateral’ means of or relating to either side, away from the median axis. Lateral thinking is a method of seeking to solve problems by unique and different ways, by attempting to look at that problem from many angles rather than searching for a direct head-on solution.
It therefore involves the need to think outside the box and develop a degree of creative, innovative thinking, which seeks to change our natural and traditional perceptions, concepts and ideas. By developing this type of thinking, we greatly increase our ability to solve problems facing us that we could not otherwise solve.
To solve all the questions that appear in this section, it is necessary to think laterally and creatively and to look for solutions that may not seem apparent on first inspection.
Test 4.5 Lateral thinking test
This test consists of 10 puzzles, all designed to exercise powers of lateral thinking and encourage creative thought in seeking out sometimes unexpected solutions.
For those readers wishing to assess their performance against the clock, there is a time limit of 90 minutes allowed for completing all 10 questions.
If, however, you prefer simply to dip into these questions at random and attempt which ever one takes your fancy at the time, it is suggested that, if you do not find a solution immediately, you do not rush to look up the answer but instead return to the question sometime later, as a puzzle that may baffle you at first may become soluble when you take a fresh look. It is possible that your mind has been subconsciously working on the problem and that the answer which previously eluded you may suddenly become apparent.
1.
What letters should replace the question marks?
2. onerously, honeymoon, pioneered, wagonetteWhat word below continues the above sequence? prisoners, aborigine, cautioned, erroneous, astronomy (Hint: page 80)
3.
What numbers should replace the question marks?
4.
What letter should replace the question mark?
5.
What number should replace the question mark?
6.
How many circles appear above?
7.
What letter should replace the question mark?
8.
What number should replace the question mark?
9.
What letter should replace the question mark?
10. WAVE = 13 TAXI = 8 HALT = 10 FAIL = ? LINK = 9What value is FAIL?
Test 4.6 Lateral thinking exercises
The puzzles in this test are not timed and an assessment is not provided. They are included purely and simply in order to exercise powers of lateral thinking and encourage creative thought.
It is suggested that should you not find a solution immediately, you do not rush to look up the answer but instead return to the question some time later. It may be that your mind has been subconsciously working on the problem and that an answer which previously may have eluded you may suddenly become apparent.
1.
Join all nine dots with four straight lines without taking your pencil off the paper.
2. ENEI = 78 URON = 41 NESE = 97 ???? = 86 (Hint: page 80)
3.
Which windows in the third figure should be blacked out? (Hint: page 80)
4. What is it that when you remove the whole you still have some left?
5.
Which is the odd one out? (Hint: page 80)
6.
Reposition two only (no more, no less) of the sticks, so that you end up with four squares of equal size and no sticks left over.
7.
Add three sticks to form three squares without disturbing any of the other sticks. (Hint: page 80)
8. A man is working on the edge of the roof perimeter at the very top of the Empire State Building in New York. He slips and falls off the ledge he is working on and falls onto the concrete below. He only suffers very mild concussion and a sprained wrist. Why?
9.
What comes next?
10. sunflower, among, statuette, Sweden, enthusiasm, befriend, ?What completes the above list? abbreviated, Denmark, hopelessness, insatiable, criminal (Hint: page 80)
Section III — Problem solving
In psychology, a ‘problem’ is defined as a situation in which some of the components are already known and additional components must then be ascertained or determined, and ‘problem solving’ is broadly all the processes involved in the solution of that problem.
There are several problem-solving techniques which have been put into practice over the years, such as brainstorming, critical path analysis and SWOT (strengths, weaknesses, opportunities, threats), which in their own way have often proved successful.
In brainstorming techniques, for example, the object is for groups or individuals to break away from conventional and habitual ways of thinking and to generate fresh ideas, which can then be evaluated and the most effective ways selected. Brainstorming is therefore a method of searching for, and developing, creative solutions to a problem by focusing on the problem and deliberately encouraging the participants to come up with as many unusual and creative solutions as possible.
The French mathematicians Poincaré and Hadamard defined the following four stages of creativity:1. Preparation: The attempt to solve a problem by normal means.
2. Incubation: When you feel frustrated that the above methods have not worked and as a result you move away to other things.
3. Illumination: Eureka!! The answer suddenly comes to you in a flash via your subconscious.
4. Verification: Your reasoning powers take over as you analyse the answer which has come to you and assess its feasibility.
Of course, there are other problems which can be solved by using what is often referred to as ‘common sense’. Common sense is the almost forgotten tenth type of intelligence, and can hold the key to solving many real-life problems. Take, for instance, the following scenario:A motorist encounters a shepherd and his dog with a flock of sheep travelling in the same direction on a narrow lane, and finds there is no room to drive through. The shepherd regards the motorist as a nuisance and wants rid of him, as the dog is barking and the sheep are disturbed, and the motorist regards the sheep as a nuisance because he cannot continue his journey. How is the situation resolved amicably to the satisfaction of both the motorist and the shepherd?
You may be forgiven for thinking there appears to be no easy way of solving this problem. However, this need not be the case with the application of a degree of common sense. Consider, therefore, the following solution which was reached to the entire satisfaction of both parties and with the very minimum of inconvenience:The car stops and the shepherd and his dog drive the sheep back along the lane for a few yards past the car. When all the sheep and the dog are to the rear of the car, the way is then clear for the motorist to continue his journey, and the shepherd is also free to continue his journey unhindered.
Test 4.7 Problem-solving exercises
The puzzles in this section are not timed and an assessment is not provided. They are included purely as problem-solving exercises in finding creative solutions.
As in the case of similar tests in this book, it is suggested that, should you not find a solution immed
iately, you do not rush to look up the answer but instead return to the question some time later; perhaps even on several occasions.
1.
How do you accurately weigh a small puppy with just a standard household step-on weigh scale if the puppy is extremely lively and will not keep still?
2. Many hundreds of years ago a thief was charged with treason against a Roman emperor and sentenced to death. The emperor, feeling slightly merciful, asked the man how he would like to die. Which way would you choose to die if you found yourself in the same situation?
3.
Move the position of four sticks only to produce three equilateral triangles.
4. Today Amy celebrates her birthday. Two days later her twin brother Matthew celebrates his birthday. How can this be so?
5.
How many triangles appear above? What is the best strategy to adopt when tackling this and similar, but more complicated, triangle-counting puzzles?