Brain Science: How the Mind Falsifies IQ, Fluid & Crystalized Intelligence  

Guest Post by David Stephen
Fluid intelligence (Gf) is defined “as reasoning ability, and the ability to generate, transform, and manipulate different types of novel information in real time”. Crystalized intelligence (Gc) is described as “the knowledge of the culture that is incorporated by individuals through a process of acculturation. It is typically described as a person’s breadth and depth of acquired knowledge of the language, information and concepts.” The intelligence quotient (IQ) is defined “as a comparison between what is normal for a certain age and what is observed in a specific child.”

Brain Science: How the Mind Falsifies IQ, Fluid & Crystalized Intelligence

Intelligence w.r.t Education

What seems obvious about these measures of human intelligence is mostly how relative they are to an education. Those without an education or those who did not go through the academic path seem excluded. Aside from the measure, IQ is also thrown around outcomes. There are people who outperform others or excel in certain things that are tagged high IQ, even when their scores are not known.

There are lots of extrapolations around heritable intelligence, reasoning ability, giftedness, determinations at conception, smart fraction theory of intelligence and so forth. The first question that no one seems to ask is where does intelligence come from? The simple answer is the brain, but where in the brain? The brain as a biological organ or something else?

Intelligence comes from the mind. The mind is within the brain. Now, what is the structure of the human mind and how does it function? What components of it represent intelligence? Establishing what intelligence is, without understanding the mind, as the source, is flawed.

The same way it is not possible to measure trauma, anxiety, depression or other states of mind, is the same way that at a basic level, it is not possible to measure intelligence. The mind does not work out whatever is known separately from what is felt, it subsumes everything it does around a similar mechanism—for uniformity.

Not knowing the mind or its process but asserting intelligence is like getting data on automobiles by the roads they travel on or in what weather, which may give some clue, but will not reveal the principal mechanism that makes the automobile possible. Or, more naturally, to say the sun and other planets rotate around the earth, because we are on earth, rather than to seek out the mechanism of gravitation.

So, IQ, Gf, Gc and whatever other theory or assumptions of intelligence are inaccurate. They measure a restricted subset assuming it to be totalized, misleading many, without noticing what should be obvious: intelligence is the mind and there is no way to measure it, without calibrating the mind—directly. Tests as the standard to pass or fail subjects—or for narrow purposes are fine, but tests to measure intelligence, without knowing how the mind works, are false.

There are several comparisons of intelligence to athletic abilities, like being good at basketball requires height, or being excellent at sprint, because it is genetic.

Not really. Though the mind controls motor skills, dexterity does not work the way “intelligence” works. Also, excellence at basketball or athletics is to the competitive standard, not to any relative standard. If the elevation of the hoop was adjusted for people of certain heights, or the shape of the track were adjusted, what it means to be good at those would also be different.

There are also too many situational and additional matches that make those who emerge as the best do, rather than simply for natural ability. Slight adjustments in their journey could have resulted in a totally different outcome.

In general, most of what is described as “intelligence” is related to what is known or produced from what is known. Whatever is known is the memory. The memory is a fragment of mind. So how does the memory work in the mind, or how does the mind work to determine what becomes of memory at any moment?

The Memory

The memory does not function as the labels of long-term, short-term or working. Short-term or working memory, for example, is valid, if the information is not bad news. If a short sentence—of bad news—is delivered to someone, in the same dimension as what should be working memory, it may instead become lingering memory.

Long-term memory is not guaranteed. It is subject to determinations of the mind, in that moment. There are factors that may affect its availability, even for regular stuff for an individual. Something may remain in the memory or be unavailable, but not because it is simply long-term, but that the components of the mind [including sequences], make that determination.

The memory is organized within the mind. The same way the mind decides for everything else, is the way it does for memory. Though most of the function of the mind aligns with what is known—internally or externally, the mind exceeds memory.

In neuroscience, it is established that sensory inputs are processed or integrated at the thalamus and the olfactory bulb—for smell, before they are relayed to the cerebral cortex for interpretation. It is theorized that sensory processing or integration is into a uniform unit, identity or quantity, which is thought or in the form of thought. This is what becomes the version of senses. It is at here that the brain generates the mind, or how consciousness begins its interaction with objects.

It is this quantity or thought that goes on for interpretation—or knowing, feeling and reaction, as the triage of properties. Cells and molecules of the brain build, structure or construct quantities and properties for the mind. Serotonin is the brain, mood is the mind.

Conceptually, the mind is composed of quantities and properties. Quantities relay to acquire properties—at destinations, to determine experiences in any moment. For example, anything hurtful in the past [or memory] could be recalled, but if it does not acquire the trauma property, it does not become traumatic in that moment. The memory is a property, trauma is an additional property. This also applies to delight, depression, anxiety, hate, love, courage, interest, fascination, surprise and so forth. They are all properties across destinations on the mind.

There are natural properties on the mind and there are nurture equivalents—or those made by quantities. Mostly, memory is quantities making properties [plasticity], then acquiring those properties subsequently.

Quantities have splits or go-before to acquire properties, in expectation or anticipation of what might follow, exceeding what predictive coding and processing defines. If what follows matches, then it is fine, if it does not, what follows acquires the right properties, not what is called prediction error.

Quantities also have old and new sequences as well as prioritization and pre-prioritization. Most quantities are pre-prioritized. Just one quantity is prioritized at any instance. There are often fast and numerous interchanges between both. Prioritized gets all the access, though pre-prioritized goes around usefully also.

Most automatic processes are pre-prioritized. Most controlled processes are prioritized, though there are inverses as well. From infancy, pre-prioritized and prioritized quantities are mostly focused on making properties, while prioritized acquires the few natural available ones, like tears, appetite and so forth. All quantities at that stage are mostly automatic, while control takes shapes with time.

The Mind

The human mind is theorized to be composed of planes and dots, with dots as quantities [relaying] and planes as properties [mostly stationed]. The planes are positioned differently. They are of different thicknesses, types and features. There is a principal spot for properties, where just one can occupy, dominating others in that moment.

To be good at anything could be a natural property or a nurture equivalent, determined by the mind. The plane for what becomes numeric excellence could be thick for some, curved or positioned in a way that allows for quantities to acquire it faster. There are planes for what it means to be great at physics, philosophy, chemistry, economics or others. There are those that enable certain motor skills like handedness, or higher-precision dexterity. There are also those that enable speed in certain other activities. There could also be proximity of certain properties or planes that makes for easier acquisition, resulting in being great at things.

There are additional properties that may shape or qualify those properties—or ability, like courage, persistence, perseverance and so forth. The same way that fear [as a property] can impair some memory [or property], or how pleasure [a property] can ignore risks or consequence [a property] so can other qualities or properties shape what becomes of an ability.

Some of these are natural, but the nurture equivalent could give the advantage. This working of the mind for memory is how intelligence is made.


Properties also span the range of human experiences, which are acquired to qualify anything, including insistence, patience, calm, aggression and pleasure, noticing things and so forth. It is generally known that most things can be learned from childhood, especially education, what may hold power is group deviation, or properties laced with education.

For some groups or some people, education follows new sequences, or the adventure or exploration property, to do more with it. There are others that adapt the education for what is important within that group. Education in this sense is not necessarily formal, but what may determine the outcome for the so-called intelligence for any group is aligned with collective property. Just like it is possible to have people do the same things at the same time in a formation, that is how properties that make educational outcomes different—result from necessities within groups.

This clearly means that the assumptions that excelling at subjects is low for one group or high for others is flawed. There are things that matter globally or highly rewarded. There are those that matter within a group or are highly rewarded there as well. The last few centuries have allowed what seemed to matter in one place to become transplanted to mean that it matters in another place, then rating the people there based on what matters elsewhere.

This is not how the human mind works. All books, theories, assumptions, data on intelligence without explaining the structure and the function of the mind, or how it works regardless of situation or designed assessment are false.

There are inferences about the mind that have been useful for applications, but they have always been flawed. The so-called intelligence without the architecture of how the mind works, is no different from psychopharmacology, with medications that are useful against psychiatric disorders, but have crushing side effects. The molecules are for the brain, involved in multiple roles in the mind. Inducing or inhibiting some may work against some symptoms [properties in the mind], but then affect others [in the mind] because their roles are affected.

If intelligence is measurable, then fear should be, as well as trauma, anxiety and the rest. It is not just possible to put measures to intelligence, regardless of the assessment, for a process that is dependent on the mind, and say that it is right, while leaving others as immeasurable or unquantifiable.

There is a lot that many have attached to being intelligent, smart or better than others, as their meaning or identity, which makes them defend it, but first how does the human mind work?

David Stephen does research in theoretical neuroscience. He was a visiting scholar in medical entomology at the University of Illinois, Urbana-Champaign, UIUC. He did research in computer vision at Universitat Rovira i Virgili, URV, Tarragona. He blogs on conscious experiences at

See more new stories here.