الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 120 |  |  |
| | | from | 120 | | |
Abstract
Interest in intelligence dates back thousands of years where the trials to reach to a suitable measure were numerously introduced as Stanford-Binet test and Wechsler’s scale.
As these tests are complicated, multistaged, and should be used by well-trained persons. An easy simple test was presented which was the ”Draw a Person test”.
Our study was carried out on one thousand of apparently healthy primary school children aging from 6-12 years old (rural and urban) in Tanta district El-Gharbia governorate.
The study aimed to test the IQ level among a sample of one thousand primary school children, whose ages ranged from 6 to 12 years, in Tanta district El-Gharbia governorate using a simple, feasible test.
Each child was subjected to ”Draw a Person test”, Personal data including residency, socioeconomic standard and school achievement were collected.
The results showed that: First; children with superior intelligence (3%), those with average intelligence (95.9%), and those with borderline intellectual function (1.1%). Second; children who lived in rural area had higher IQ levels in comparison with those lived in urban, this is supported by (Breslau et al., 2001) who suggested a decline in IQ levels between ages 6 and 11 years in urban children but not in suburban using WISC-R in a study conducted on two socioeconomically disparate, geographically defined communities in Detroit. This may be explained by absence of pollution and other Factors which may influence the cognitive functions that include socio-economic status, parental education level, influence of television, low birth weight and birth order etc. This disagrees with a study conducted by
(Colom et al., 2007) who found that Brazilian urban children are much more
intelligent than rural children along the intelligence distribution curve using
progressive matrices test.
Third; a strong positive correlation was found between
socioeconomic standard and IQ levels, those with higher SES had higher IQ
scores in comparison with those with average and low SES. This agrees with
(Von Stumm and Plomin 2014) who found that children from lower SES
backgrounds tend to perform on average worse on intelligence tests than
children from more privileged homes as early as the age of 2 years.
Also (Hackman and Farah 2009) have found SES to be an important
predictor of neurocognitive performance, particularly of language and
executive function and that finding may be a nucleus for other researchers to
investigate other specific factors that may be related to SES such as lack of
family resources and parental support which may cause low IQ levels.
The fourth finding was the positive correlation between IQ levels and
school achievement; children with higher school achievement ”excellent”
had the highest IQ scores among the whole studied sample and vice-versa,
Intelligence does not necessarily cause achievement; it is simply correlated
with it. Although students with high IQs typically perform well in school,
we cannot say conclusively that their high achievement is actually the result
of their intelligence. Intelligence probably does play an important role in
school achievement, but many other factors like motivation, quality of
instructions, peer group expectations, and so on are also involved.
(Davidson and Sternberg 2003).
Males had higher IQ levels than females which may be explained by
the larger absolute cerebral volume in boys.