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| 135135 |
You scored 135 on Tickle's IQ test. This means that
based on your answers, your IQ score is between
Most people's IQs are between 70 and 130.
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In fact, 95% of all people have IQs within
that range. 68% of people score between 80 and 120. The
following chart to your right, shows these percentages and
where your IQ score is on that scale.
Print your
Certificate of Intellectual Achievement.
There's more to intelligence than a single number, a
single score or a single label. Tickle uses four
distinguishable Intelligence Scales in the Ultimate IQ Test.
By analyzing your individual scores on those four scales, we
are able to look beyond the raw IQ score into how you process
information and thereby determine your Intellectual Type. |
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Because of the way you
process information, these are just some of the many
careers in which you could excel:
- Tech writer
- Astronomer
- Computer engineer
- Algebra teacher
- Copy editor
- Doctor
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You've got tons of
strengths. It wouldn't surprise us if you:
- Can process information quickly
- Can articulate knowledge clearly
- Are a thorough researcher; almost
detective-like
- Are the person friends want to
call for their "Who Wants To Be A Millionaire"
lifeline
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Now let's look at the factors
that contribute to you being a Facts Curator with a 135 IQ score.
Based on the results of your test, Tickle divided your
scores into four distinguishable dimensions — mathematical
intelligence, visual-spatial intelligence, linguistic intelligence
and logic intelligence.
Here's how each of your intelligence
scores break down:
Your mathematical intelligence score represents your
combined ability to reason and calculate. You scored relatively
high, which means you're probably the one your friends look to when
splitting the lunch bill or calculating your waitresses' tip. You
may or may not be known as a math whiz, but number crunching might
come a little easier to you than it does others.
This is the
kind of question that helped to determine your mathematical
intelligence score:
A boy is 4 years old and his sister is
three times as old as he is. When the boy is 12 years old, how old
will his sister be? 16, 20, 24, 28, 32.
answer:
20.
The sister is (3 )three times older than her (4)
four-year-old brother. Three times 4 is 12, in other words, when he
is four, she is 12. Twelve years old is 8 years older than 4 years
old, which makes her 8 years older than him. This never changes.
Therefore, when he is 12, she is still 8 years older, or
12+8=20.
Like anything, keeping or
improving your math talents requires practice. Here are some
everyday mental exercises that could be particularly helpful
to you:
- Balancing your checkbook
- Figuring out your monthly budget
- Predicting what the change will be the
next time you buy something
- Calculating your waitperson's tip in
your head
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The visual-spatial component of intelligence measures your
ability to extract a visual pattern and from that envision what
should come next in a sequence. Your score was relatively high, which could mean that you're the one
navigating the map when you're on an outing with friends. You have,
in some capacity, an ability to think in pictures. Maybe this
strength comes out in subtle ways, like how you play chess or form
metaphors.
Here's the type of question that contributed to
your visual-spatial intelligence score:
The answer lies in
recognizing not only the visual sequence of a square and then a
line, but in the recognizing the solidity of the line in the first
example and the broken quality of the line in the second
example.
Like anything, keeping or
improving visual-spatial talents requires some practice. Here
are some everyday mental exercises that will be particularly
helpful to you:
- Playing chess, or video games like
Tetris
- Studying maps and become the navigator
on your next trip
- Sculpting or photography
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Linguistic abilities include reading, writing and
communicating with words. Tickle's test measures knowledge of
vocabulary, ease in completing word analogies and the ability to
think critically about a statement based on its semantic structure.
Your score was relatively high, which could mean you know your way
around a bookstore and maybe like to bandy about the occasional
25-cent word to impress friends.
Here's the type of question
that contributed to your linguistic intelligence scale score:
Inept is the opposite of:
Answer: Skillful.
The answer is derived by prior knowledge that "inept" means
"unskillful" (Oxford Concise Dictionary).
Like anything, keeping or
improving linguistic talents requires some practice. Here are
some everyday mental exercises that will be particularly
helpful to you:
- Doing crossword puzzles
- Start reading just for fun
- Befriending your dictionary
- The next time something breaks, try
reading the instruction book first
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Tickle's logical intelligence questions assess your ability
to think things through. The questions determine the extent to which
you use reasoning and logic to determine the best solution to a
problem. Your logic score was relatively high, which could mean that
when the car breaks down, your friends look to you to help figure
out not only what's wrong, but how to fix it and how you're going to
get to the next gas station.
Here's the kind of question
that contributed to your logical intelligence score:
If some
Wicks are Slicks and some Slicks are Snicks, then some Wicks are
definitely Snicks.
Answer: False
The statement is
false because while some Wicks might be Slicks, there is no
conclusive proof that any of them might be Snicks.
Like anything, keeping or
improving logical talents requires some practice. Here are
some everyday mental exercises that will be particularly
helpful to you:
- Trying some brain teasers
- Throwing away the instructions and
relying on instinct to fix something
- Playing chess
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For each scale, Tickle
determined how many people received scores above and below
yours. Your "percentile" represents what percentage of people
scored lower than you. In other words, 90th percentile means
you scored higher than 80 to 90% of people did.
How
are the percentiles determined? These percentiles were
determined based on the one million users who have already
taken our test. We then adjusted these percentiles based on a
nationally representative IQ distribution to make sure that no
level of intelligence was over- or underrepresented in the
analysis. Thus, the percentiles we present reflect your score
compared with people in the United States in general.
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If your score isn't as high as you thought it would be,
remember that there are plenty of external factors that can affect
your performance on the test. If you were tired, hungry or
distracted, you might have scored lower than you expected because
you were less able to concentrate.
Your level of formal
education and your familiarity with taking these kinds of tests also
influence how well you do. That's part of the reason IQ tests aren't
a perfect measure of your intelligence. Your score would probably be
quite different if the IQ test was designed to take into account
your musical, artistic, emotional and social skills.
On
their own, IQ scores can't predict someone's ultimate success or
definitive potential for success. Many of the qualities that lead to
great achievements are learned through culture, experience and
schooling - not solely from doing well on an IQ test.
What
your IQ test can help explain, however, is how your brain works
best. By looking at the kinds of questions you answered correctly
and the kinds of questions you answered incorrectly, we can tell you
more about your intelligence type — the type that explains the kind
of information that makes sense to your brain. |
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Now that you know your IQ score, your
Intelligence Type and your rank along the four intelligence scales
(Mathematical, Visual-Spatial, Linguistic and Logical), we thought
you might want to go back and see how you answered various
questions. People often waver on at least a couple of questions, so
we've provided the full set of questions along with the answer key.
 = your answer
 = correct
answer
| 1. |
Which one of the five
choices makes the best comparison? LIVED is to DEVIL as 6323
is to: |
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2336 |
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6232 |
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3236 |
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3326 |
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6332 |
The most important thing to notice in
comparing the words in this problem is that "devil" is "lived"
spelled backwards. This is the pattern that you need to apply
to the number 6323 - solve the problem by finding which number
is 6323 "spelled" backwards. The answer is 3236, option
C. |
| 2. |
Which one of these five
is least like the other four? |
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Horse |
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Kangaroo |
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Cow |
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Deer |
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Donkey |
Try picturing each of the five animals in
the list and thinking of which characteristics 4 of them have
in common that is not found in the fifth.
You might
start by thinking that some have fur. If you picture all of
the animals on the list, you actually find that they all have
fur. Because all the animals on the list are included in the
group called "animals with fur," you know that this cannot be
the right answer - you need a categorization that excludes one
- and only one - animal from the group.
The right
answer is that the kangaroo is least like the other four,
option B. One reason for this is that a kangaroo can get
around on two legs, whereas all of the others are four-legged
animals. Another reason is that a kangaroo carries her young
around in a pouch, whereas none of the other animals have
evolved with pouches to carry their young. There are other
justifications as well - how many can you think of?
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| 3. |
Which number should come
next? 144 121 100 81 64 ? |
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17 |
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19 |
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36 |
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49 |
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50 |
The most important thing to notice in
comparing the words in this problem is that all of these
numbers are the product of a number multiplied by itself -
they are all squares. In addition, the pattern is a descending
list of sequential numbers, squared. Here is the
pattern:
144 = 12 x 12
121 = 11 x 11
100 = 10 x
10
81 = 9 x 9
64 = 8 x 8
The next number must be
the product of 7 x 7. Therefore, the correct answer is 49, or
option D. |
| 4. |
Even the most
___________ rose has thorns. |
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Ugly |
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Weathered |
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Elusive |
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Noxious |
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Tempting |
This incomplete sentence is focused on the
fact that roses have thorns. When thinking about this fact,
you may find that you have a negative reaction to the idea of
rose thorns. After all, while thorns may serve a positive
purpose for the rose itself, anyone who has grabbed a rose by
its thorns knows that this is a negative experience and will
view thorns with caution from then on.
The way this
sentence is constructed tells you that the word you need to
fill in the blank is something that contrasts with the
downside of roses - the fact that they have thorns. It is a
sentence that contrasts positive with negative: "Even the most
(positive thing) has (negative thing)." Therefore, we know we
are looking for a word that fits into the sentence that
describes a positive aspect of roses. In looking over the list
of 5 words, all are negative with the exception of the word
"tempting". This makes "tempting," answer option E, the best
choice to fill the blank. |
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| 5. |
HAND is to Glove as HEAD
is to |
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Hair |
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Hat |
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Neck |
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Earring |
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Hairpin |
When looking for two pairs of things that
act the same way, the best way to approach the problem is to
identify how the complete pair (hand and glove) relates the
two items. When considering the relationship of a hand to a
glove, you may characterize the relationship as a glove as a
garment that covers or surrounds a hand, or that a hand fits
into. After identifying this relationship, you can create a
simple question to test the relationships of other pairings to
see if the same relationship is present. For example, you may
construct a simple sentence such as "Does a head fit into a
___?" When testing each of the 5 answer options, you'll find
that option B - Hat - is the only one that shares the same
relationship as a hand to a glove. |
| 6. |
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When looking for two pairs of things that
act the same way, the best way to approach the problem is to
identify how the complete pair relates the two
items.
In this example, the first item in the complete
pair is an image of two triangles stacked vertically and the
second item is two circles lined up horizontally. The first
pair has two items that differ in two notable ways: (1) in
their shape (triangle vs. circle), and (2) in their physical
orientation (vertical vs. horizontal). The first image is the
"opposite" of the second image.
When looking for the
missing image that completes the second pairing, you should
keep in mind what you learned from the first pair (shape and
physical orientation). In looking at the first image in the
second pair, you'll notice that it contains circles that are
stacked vertically. Therefore, you should be looking for the
"opposite" of the first pair - triangles that are lined up
horizontally. The only answer option that fits this
description is D, therefore D is the correct answer.
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| 7. |
John likes 400 but not
300; he likes 100 but not 99; he likes 3600 but not 3700.
Which does he like: |
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900 |
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1000 |
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1100 |
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1200 |
John likes squares of whole numbers. The
consistent distinction between the pairs of numbers that John
likes or doesn't like is that the one that John likes is a
square of a whole number. Take a look:
John likes 400.
The square root of 400 is 20.
John doesn't like 300. The
square root of 300 is approximately 17.32; it is not a whole
number squared.
John likes 100. The square root of 100
is 10.
John doesn't like 99. The square root of 99 is
approximately 9.95; it is not a whole number squared.
John likes 3600. The square root of 3600 is
60.
John doesn't like 3700. The square root of 3700 is
approximately 60.83; it is not a whole number squared.
To answer the question, look through the list of 4
numbers to see which is a square of a whole number. The only
number in the list that is exactly equal to a whole number
multiplied by itself is 900. The square root of 900 is 30.
Therefore, the answer is "A". |
| 8. |
A fallacious argument
is: |
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Disturbing |
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Valid |
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False |
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Necessary |
This is a vocabulary question. The
definition of fallacious is "based on an incorrect or
misleading notion or information." The words "disturbing" and
"necessary" are conceptually unrelated to the word fallacious,
and the word "valid" is actually one of its antonyms
(opposites).Therefore, answer option C, "false," is the
closest match to the definition of fallacious
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| 9. |
If you rearrange the
letters "ANLDEGN," you would have the name of a(n): |
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Ocean |
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Country |
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State |
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City |
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Animal |
If you unscramble the letters of "ANLDEGN,"
you get the word "ENGLAND." England is a country, therefore
answer option B is correct. |
| 10. |
NASA received three
messages in a strange language from a distant planet. The
scientists studied the messages and found that "Necor Buldon
Slock" means "Danger Rocket Explosion" and "Edwan Mynor Necor"
means "Danger Spaceship Fire" and "Buldon Gimilzor Gondor"
means "Bad Gas Explosion". What does "Slock" mean? |
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Danger |
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Explosion |
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Nothing |
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Rocket |
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Gas |
To solve this problem, study the three
phrases and their translations to figure out the meanings of
the foreign words. The phrases "Necor Buldon Slock" and
"Buldon Gimilzor Gondor" both contain a word that translates
as "explosion"; also, the only word that these two foreign
phrases have in common is "buldon." Therefore, "buldon" must
mean "explosion". Following this same procedure with "necor,"
you will find that "necor" means "danger". By looking at the
first foreign phrase again - "Necor Buldon Slock" (which
translates as "Danger Rocket Explosion") you can deduce that
"slock" means "rocket" since you know the meanings for
"buldon" and "necor". Translating word for word, the phrase is
"Necor (Danger) Buldon (Explosion) Slock (Rocket)". As is
generally the case with foreign languages, the sentence syntax
differs in translation. Answer option D, or "Rocket," is the
correct answer. |
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| 11. |
If some Wicks are
Slicks, and some Slicks are Snicks, then some Wicks are
definitely Snicks. The statement is: |
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True |
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False |
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Neither |
Because the same Slicks that are also Wicks
may not be the same Slicks that are also Snicks, we can draw
no firm conclusions from the information given that there is a
direct relationship between Snicks and Wicks. It is possible
that some Wicks may also be Snicks, but you cannot correctly
make the statement "some Wicks are definitely Snicks."
Therefore, answer option "B," or False, is the right answer.
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| 12. |
Ann is taller than Jill,
and Kelly is shorter than Ann. Which of the following
statements would be most accurate? |
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Kelly is taller than Jill |
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Kelly is shorter than Jill |
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Kelly is as tall as Jill |
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It's impossible to tell |
The only information supplied in the
question is that Ann is taller than both Kelly and Jill. Since
there is no information in the question about the difference
in height between Kelly and Jill and there is no way to draw
conclusions from their shared relationship to Ann, it is
impossible to tell how much taller or shorter Kelly is from
Jill. Therefore, the correct answer is "D."
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| 13. |
A boy is 4 years old and
his sister is three times as old as he is. When the boy is 12
years old, how old will his sister be? |
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16 |
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20 |
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24 |
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28 |
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32 |
To solve this problem, try to relate
everything to the age of the boy by naming the boy's age an
unknown variable. For example:
Boy's age =
x
Sister's age = x + 8
We know this works because the
question has told us that when the boy was 4, his sister was
12 (3 times as old as he was when he was 4) and that is 8
years older than him. She won't always be 3 times as old as
him, but she will always be 8 years older than him, so x + 8
is the best representation for the sister's age in relation to
the boy's age. As the boy ages to 12 years old, we can replace
x with his current age and x + 8 becomes 12 + 8, which equals
20. Therefore the correct answer is "B," or 20.
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| 14. |
Assume that these two
statements are true: All brown-haired men have bad tempers.
Larry is a brown-haired man. The statement Larry has a bad
temper is: |
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True |
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False |
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Unable to determine |
If all brown-haired men have bad tempers and
Larry is a brown-haired man, then Larry has a bad temper. This
is true only if both of these statements are true. Since the
question tells us that the statements are to be assumed true,
then the fact that Larry has a bad temper must also be true.
Therefore, the correct answer is "A," or True.
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| 15. |
Two girls caught 25
frogs. Lisa caught four times as many as Jen did. How many
frogs did Jen catch? |
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4 |
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5 |
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8 |
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10 |
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15 |
Try setting up an equation to solve this
problem, with x=number of frogs that Jen caught. Since Lisa
caught four times as many frogs as Jen did, 4x=number of frogs
Lisa caught. The total frogs that the two girls caught is 25,
so the final equation looks something like this: x + 4x =
25
Solve for x:
x + 4x = 25
5x = 25 combine
like variables (x + 4x = 5x)
x = 5 divide both sides of the
equation by 5 (5x /5 = x; 25/5 = 5)
The solution to
this problem is 5, therefore the answer is "B".
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| 16. |
Inept is the opposite
of: |
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Healthy |
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Deep |
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Skillful |
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Sad |
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Happy |
The definition of inept is "generally
incompetent and ineffectual." Try reversing the definition of
inept to see if it could describe any of the five words given
as answer options. Remember, you are looking for the closest
match, not necessarily the best possible opposite (which may
not be present in the answer options). Since someone who is
competent and effectual could be called skillful, "skillful"
is the word that is closest to the opposite of "inept."
Therefore the answer is "C." |
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| 17. |
A car traveled 28 miles
in 30 minutes. How many miles per hour was it traveling? |
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28 |
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36 |
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56 |
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58 |
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62 |
A useful thing to know in figuring out this
problem is that Time travelled = Distance traveled/Rate of
travel, or, T=d/r. To see how this works, plug in some numbers
test it. For example, you know that if you are driving 60
miles per hour (rate), you can travel 120 mile (distance) in 2
hours (time). Plug this into the formula T=d/r to see if it's
true: 2 = 120/60 - it works out!
Now that you have a
formula that works, you can solve this problem by plugging in
the values that are known. 30 minutes is the time, 28 miles is
the distance, and the rate of travel (miles per hour) is
unknown. Since you will want to solve this problem in terms of
hours, you'll want the time to be expressed in terms of hours;
30 minutes is the same as 0.5 hours, which is the measurement
that you'll want to use in your equation.
Solve for
r:
0.5 = 28/r
0.5r = 28 multiply both sides by r
(0.5 x r = 0.5r; 28/r x r = 28)
r = 56 divide both sides by
0.5 (0.5r/0.5 = r; 28/0.5 = 56)
Since r (the rate of
travel) equals 56, the car was going 56 miles per hour and the
correct answer to this problem is "C."
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| 18. |
If all Zips are Zoodles,
and all Zoodles are Zonkers, then all Zips are definitely
Zonkers.
The above sentence is logically: |
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True |
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False |
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Neither |
To solve this problem, it may be helpful to
draw a diagram. The question is phrased in such a way that you
might be able to see a progression of inclusions, much like
Russian nesting dolls (which stack one inside the other) or
concentric circles. Try following this series of steps to
arrive at your answer:
- The innermost layer is the group called "Zips". Draw a
small circle in the middle of a piece of paper and write
"Zips" inside the circle.
- The next layer out is the group called "Zoodles". Since
we are told that all Zips are Zoodles, we know that the
circle that we draw to signify the group called "Zoodles"
will need to include the circle we drew to include the group
called "Zips". However - this is where it gets tricky - this
does not mean that all Zoodles are Zips, so we need to
account for cases in which a Zoodle is not a Zip, so the
circle we draw to signify the group called "Zoodles" must be
larger than the one we drew to signify "Zips". Draw another
circle on your paper, which both includes the circle you
drew to signify the group called "Zips" and is also slightly
larger than the Zips circle, then write "Zoodles" in the
space inside the larger circle and outside the smaller
circle. Your diagram should now look like two nested (or
concentric) circles, the smaller marked "Zips" and the
larger marked "Zoodles". What this diagram says is that "all
Zips are Zoodles, but not all Zoodles are Zips".
- Continue in this way, drawing the third circle layer and
identifying it as "Zonkers." Now the diagram reads "all Zips
are Zoodles, but not all Zoodles are Zips - and - all
Zoodles (and Zips) are Zonkers, but not all Zonkers are
Zoodles (or Zips)."
From looking at the completed
diagram, we can see that the group called "Zips" is wholly
included in the circle called "Zonkers," therefore, all Zips
are definitely Zonkers and answer option "A", True, is the
correct answer. |
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| 19. |
Sue is both the 50th
best and the 50th worst student at her school. How many
students attend her school? |
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50 |
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75 |
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99 |
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100 |
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101 |
If Sue is the 50th best student in her
class, that means she is ranked number 50. Since she is ranked
50th worst as well, this means that she must have performed
better than 49 of her lower-scoring classmates. Because her
position is 50 and there are 49 students who scored lower than
her, there must be 50 + 49=99 students total. The correct
answer option is "C". |
| 20. |
In a race from point X
to point Y and back, Jack averages 30 miles per hour to point
Y and 10 miles per hour back to point X. Sandy averages 20
miles per hour in both directions. If Jack and Sandy begin the
race at the same time, who will finish first? |
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Jack |
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Sandy |
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They tie |
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Neither |
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Impossible to tell |
To figure out this problem, the first thing
you might want to do is choose an arbitrary distance between
point X and point Y. In this example, 60 is an easy number to
work with so let's say the distance between point X and point
Y is 60 miles.
If Jack averaged 30 miles per hour from
point X to point Y, he would have arrived at point Y in two
hours (60 miles/30 mph = 2 hours). If he averaged 10 miles per
hour on the return trip, he would have arrived back at point X
after 6 hours (60 miles/10 mph = 6 hours). His total travel
time would have been 8 hours (two hours to get there, six
hours to return).
If Sandy averaged 20 miles per hour
from point X to point Y, she would have arrived at point Y in
three hours (60 miles/20 mph = 3 hours). If she averaged 20
miles per hour on the return trip, she would have arrived back
at point X after 3 hours (60 miles/20 mph = 3 hours). Her
total travel time would have been 6 hours (three hours to get
there, three hours to return).
Sandy finished traveling
first; the correct answer is "B." |
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| 21. |
Ten people can paint 60
houses in 120 days, so five people can paint 30 houses
in: |
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15 days |
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30 days |
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60 days |
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120 days |
To solve this problem, try simplifying. If
the ten people who had the task of painting 60 houses in 120
days decided that they all wanted to work alone, one person
painting one house at a time, how many houses would just one
person need to paint to have all 60 houses painted by the
deadline in 120 days? To figure this out, you would divide 10
into 60 to get 6. One person would need to paint 6 houses in
120 days to complete the goal. You can check your work by
multiplying it back out - if each of 10 people painted 6
houses in 120 days, how many hoses would be painted at the end
of the period? 10 multiplied by 6 is 60.
Since we now
know that 1 person paints 6 houses in 120 days, how many hoses
would be painted at the end of the period if each of 5 people
painted 6 houses in 120 days? 30 houses. The correct answer is
that 5 people can paint 30 houses in 120 days, or answer
option "D". |
| 22. |
The pure and simple
truth is rarely pure and never ________. |
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Complete |
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Accurate |
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Complex |
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Simple |
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Wise |
The pattern of this question is to assert a
claim (the truth is pure and simple) then refute it (the truth
is rarely pure and simple). The second word in this pattern is
missing and the solution to the problem is to see that pattern
and supply the missing word (simple). The correct answer is
option "D". |
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| 23. |
Which number should come
next? 64, 16, 4, 1, 1/4? |
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1/16 |
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1/12 |
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1/8 |
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1/2 |
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1 |
The pattern of this number sequence is to
divide the last number in sequence to arrive at the next
number in sequence.
64 divided by 4 is 16
16 divided
by 4 is 4
4 divided by 4 is 1
1 divided by 4 is
1/4
1/4 divided by 4 is 1/16
The correct answer is
1/16, answer option "A". |
| 24. |
What number is one half
of one quarter of one tenth of 800? |
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2 |
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5 |
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8 |
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10 |
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40 |
To solve this problem, break it down into a
mathematical equation and solve it in stages according to
mathematical laws. Here is the equation:
(1/2 (1/4
(800/10))) = ?
To solve the equation, start from the
innermost parentheses and work your way out, doing one
operation at a time. In this example, each step is executed,
updating the equation each time on the right side of the
equals sign:
1/2 (1/4 (800/10)) = 1/2 (1/4 (80)) or it
can also be written = 1/2 (80/4)
= 1/2 (20) or it can also
be written = 20/2
= 10
The correct answer is answer
option "D". |
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| 25. |
A cynic is one who knows
the price of everything and the ________ of nothing. |
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Emotion |
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Value |
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Meaning |
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Color |
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Quality |
This sentence will make the most sense if
you search for a word that is similar to the word "price". If
you think about price, it pertains to money or the cost of
something. By looking through the five words on the list of
answer options, you can see that only one of the words on the
list also pertains to money or the cost of something - Value.
The correct answer is "B" |
| 26. |
Two cars start off at
the same point on a straight highway facing opposite
directions. Each car drives for 6 miles, takes a left turn,
and drives for 8 miles. How far apart are the two cars? |
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2 miles |
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11 miles |
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14 miles |
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20 miles |
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26 miles |
To solve this problem, you may want to get a
piece of scratch paper. Draw a point on your paper that
indicates the starting location of both cars. From here, draw
a line that is 6 units long in opposite directions from the
starting point (you decide what a unit is; if you used ? inch
as your unit, the distance that on car goes would be 1 ?
inches). The line you end up with should be 12 units long and
straight. For the purposes of this example, let's say that
line runs East-West. From there, each car turns left and
drives 8 miles (units). In this case, one of the cars would
have driven due north and the other would have driven due
south. Your illustration should look kind of like a "Z". Now
you know the location of each car.
To find out how far
apart they are, use the Pythagorean Theorem, which says that
the square of the longest side (hypotenuse) of a right
triangle is equal to the sum of the squares of the other two
sides. In this case, the distance between the two points is
the hypotenuse of a right triangle. The distance the cars
drove away from each other in the East-West direction was 12
miles, so one side of the right triangle is 12 units long. The
distance the cars drove away from each other in the
North-South direction was 16 miles, so the other side of the
right triangle is 16 units long. Plugging these values into
the Pythagorean Theorem, you should get:
12^2 + 16^2 =
SQRT c
144 + 256 = SQRT c
400 = SQRT c
20 =
c
The cars are 20 miles apart, so answer option "D" is
the correct answer. |
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| 27. |
Which one of these five
things is least like the other four? |
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Plum |
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Grape |
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Apricot |
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Peach |
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Cherry |
Try thinking of which characteristics 4 of
the fruits have in common that are not found in the fifth -
you need a categorization that excludes one - and only one -
fruit from the group.
The right answer is that option
"B", grape, is least like the other four. The other 4 fruits
are in a category called "stone fruits" meaning that they have
an outer fleshy part which surrounds a shell (the pit or
stone) with a seed inside.
In addition, all 4 of the
other fruits are temperate fruits, where grapes are
Mediterranean fruits. Fruits of temperate climates are almost
universally borne on trees or woody shrubs or lianas. They
will not grow adequately in the tropics - they need a period
of cold (a chilling requirement) each year before they will
flower. Whereas Mediterranean fruits are not hardy to extreme
cold, as the preceding temperate fruits are, yet tolerate some
frost and may have a modest chilling
requirement.
Finally, all four of the other fruits grow
on a tree whereas grapes grow on a vine.
|
| 28. |
Wisdom is knowing what
to do next; __________ is doing it. |
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Virtue |
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Luck |
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Happiness |
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Sanity |
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Nostalgia |
You know that the word you are looking for
to fill the blank "is doing it," but you need to ask yourself
what "it" is. The sentence is structured such that "it" refers
to "what to do next" or, put another way, "the wise thing or
the right thing to do next". In order for this sentence to
make sense, the word that fits in the blank must mean "doing
the right thing". When reviewing each of the five answer
options, the only word that could mean "doing the right thing"
is answer option "A", or Virtue. |
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| 29. |
It is easier to
_______________ than to offer a helping hand. |
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Raise a flag |
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Be on the ball |
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Lay down |
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Point the finger |
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Sing praises |
The words "It's easier to... than to..."
identify this sentence as one which compares two things that
are opposites of one another. With this understanding, you
know that the word you are looking for to fill the blank is
the opposite of "offer a helping hand". Of the five answer
options, the only one that can be considered its opposite -
something that is diametrically opposed in concept - is answer
option "D", "point the finger," since placing blame is not
helpful. |
| 30. |
True knowledge exists in
knowing that you know ___________. |
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Everything |
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Nothing |
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The truth |
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The weather |
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The meaning of life |
The more you learn and the more wisdom you
amass, the more you come to realize that you really know very
little if not nothing. This is more of a philosophical
question that measures a type of intellectual maturity. The
answer to this question is "B", or "Nothing".
|
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| 31. |
Which word best
completes the analogy: Water is to glass as letter is
to... |
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mail |
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stamp |
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pen |
| |
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envelope |
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book |
To answer this question, you first need to
identify the relationship between "water" and "glass" - water
goes inside a glass. In reviewing the answer options, you
should be looking for something that a letter "goes inside".
The only answer option that fits this relationship is "D",
envelope. |
| 32. |
|
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 |
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 |
| |
|
 |
To answer this question, you first need to
identify the relationship between "hand" and "boxing glove" -
hand goes inside a boxing glove. In reviewing the answer
options, you should be looking for something that a foot "goes
inside". The only answer option that fits this relationship is
"D", ice skate. |
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| 33. |
Which one of the designs
is least like the other four?
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|
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Try thinking of which characteristics 4 of
the shapes have in common that is not found in the fifth - you
need a categorization that excludes one - and only one - shape
from the group.
The right answer is that the circle,
option B, is least like the other three. The circle is the
only shape that does not contain straight lines around its
perimeter. |
| 34. |
For the
picture sequence above, find the picture that follows
logically from one of the six below.
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To solve this problem, use a process of
elimination. For each piece of the pattern you identify (a
condition), look through the potential answer options to
eliminate those that do not fit the pattern. If you do this
for each element of the pattern separately, you should end up
with a single shape that fits all of the conditions.
First, notice that each square in the existing diagram
contains a division line that runs diagonally across it,
dividing the square into two halves that contain different
color patters. The first condition is that the diagonals of
the three existing shapes are placed such that they are
forming the perimeter of a diamond-type shape in the center of
the overall image. The square that fits in the lower-right
quadrant of this image must have a diagonal line that crosses
from its upper-right corner to its lower-left corner. The
answer options that fit this condition are "C", "D" and "F".
The rest of the answer options can now be
eliminated.
There are two more conditions present, both
of which only exist in answer option "C": " Compare the inner
halves of the squares that lie across the center point
diagonally from one another. The color pattern is inverse such
that the half circle of one is the color of the remaining
portion of the other. If you apply this condition to the
relationship between the blank space and the square diagonally
opposite from it, you'll find that the square that fits in the
lower-right quadrant of this image must have a green
triangle-like shape (half square) surrounded by pink in its
upper half. " Compare the outer halves of the squares that
next to each other horizontally. The color pattern is inverse
such that the half circle or square of one is the color of the
remaining portion of the other. If you apply this condition to
the relationship between the blank space and the square to its
left, you'll find that the square that fits in the lower-right
quadrant of this image must have a grey triangle-like shape
(half square) surrounded by tan in its lower half.
The
correct answer is "C" because it meets all three of these
conditions. |
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| 35. |
For the
picture sequence above, find the picture that follows
logically from one of the five below.
|
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To answer this question, try tracking the
movement of the shades squares. If you'd like to draw it out
on scratch paper, try numbering each square from left to
right, top to bottom. You would end up with a grid of squares
with numbers in each square:
1 2 3 4
5 6 7 8
9
10 11 12
13 14 15 16
Look at each of the three
illustrations that set the pattern and take note of the
movement:
- squares 6 and 11 are shaded in all three illustrations.
The fourth illustration should also have shaded squares 6
and 11.
- in the first illustration, square 4 is shaded. In the
second illustration, square 7 is shaded. In the third
illustration, square 10 is shaded. This indicates a diagonal
movement across the field of squares. The fourth
illustration should have a shaded square 13.
- in the first illustration, square 13 is shaded. In the
second illustration, square 9 is shaded. In the third
illustration, square 5 is shaded. This indicates a vertical
movement from the bottom to the top of the far left side of
the field of squares. The fourth illustration should have a
shaded square 1.
The only answer option that fits
these three conditions is answer option "B".
|
| 36. |
Fill in
the empty box above with the correct picture from below |
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 |
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|
 |
All of the information given about this
illustration indicate that it is symmetrical. Given that, the
only squares you need to examine to find the correct fill for
the empty box are the corner squares. Each of the corner
squares has a diagonal line across the square forming a visual
barrier - if the ends of each line were extended, they would
cross at right angles and form a diamond-type shape. Answer
option "B" completes this pattern. |
|
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| 37. |
Fill in
the white box above with the correct picture from below |
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 |
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|
 |
The first thing you should notice is that
there is a box in the pattern which is blocked out. Because it
is blocked out, you will need to guess what the image in that
space is based on what you know of the pattern.
The
middle row of this pattern indicates that the larger shapes in
any given row are the same, but vary in whether they shaded or
not. From this, you can deduce that the large shape in the
obscured box is an oval and the large shape in the white box
is a circle. This eliminates answer options A and C because
neither of them contains a large circle.
By looking at
the top and middle rows or the left and right columns, you
know that each row and column in the pattern contains at least
one non-shaded large shape. Because the bottom row currently
contains a large shaded circle in two of its boxes, you know
that the white box must contain a non-shaded large
circle.
To further confirm the pattern, look at the
small shapes on the diagonal that runs from left to right.
You'll notice that the small shapes are exactly the same along
this diagonal. Because the box that lies diagonally to the
upper left of the white box contains a small plus sign, you
know that the white box must also contain a small plus
sign.
The only image that fits the pattern in the space
of the white box is answer option D, which contains a large
non-shaded circle and a small plus sign.
|
| 38. |
|
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|
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The first step in answering this question is
to compare the first pair of illustrations. In doing so, note
that the squared edges of the first illustration become
rounded in the second and that the color combination is
inverted from the first illustration to the second. Applying
this information to the second pair, you know you are looking
for an illustration with rounded edges where the color
combination is inverted from the first illustration to the
second (light grey oval with dark grey circle). The correct
answer is option "A". |
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| 39. |
|
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 |
The first illustration is a square and the
second illustration is a vertical line. The first illustration
of the second pair is exactly the same as the first
illustration of the first pair, except that the lines that
describe the square are dashed instead of solid. This
information tells you that you are looking for a vertical line
(same as the second illustration of the first pair) drawn with
dashes (consistent with the relationship between the first
illustrations of each pair). The correct answer is option "B".
|
| 40. |
Which design does not
belong in this group? |
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 |
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|
 |
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|
 |
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|
 |
Try thinking of which characteristics 4 of
the illustrations have in common that is not found in the
fifth - you need a categorization that excludes one - and only
one - shape from the group.
The right answer is that
option "C" is least like the other four. Option "C" is the
only illustration that does not contain a large shape
connected to a small shape. Instead, option "C" illustrates
two small, connected shapes. |
= your answer
= correct
answer |
|
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|
The intelligence quotient (IQ) measures
the ratio of a person's intellectual age to his/her chronological
age. Most adult intelligence tests are designed for people who are
at least 16 years old. For this reason, if you are younger than 16,
your Tickle IQ score might be slightly lower than your "true" IQ.
One of the first scientific investigations into
the concept of intelligence, came from nineteenth-century British
scientist, Sir Francis Galton. Galton believed that mental traits,
like physical traits, could be inherited. He published his ideas on
hereditary intelligence in his book, Hereditary Genius.
Meanwhile in France, psychologist Alfred Binet was exploring
ways of measuring children's' intelligence. Like Galton, Binet was
passionate about testing and measuring human capabilities. Binet
worked with two groups of children - those who were average
students, and those who were less mentally capable. He discovered
that average students could complete certain tasks that less
mentally capable students could not. Based on those findings, Binet
calculated the "normal" abilities for students within different age
groups. From there he could estimate how many years above or below
the norm a student's mental age was.
Just before WWI, German
psychologist Wilhelm Stern came up with an alternative to mental age
for measuring people's intelligence. He suggested that a more
accurate method for assessing someone's intelligence was to measure
their capabilities given their chronological age. He proposed that
for a true estimate of someone's intelligence, researchers needed to
calculate a ratio between the subject's mental age and their
chronological age. Since the resulting numbers were represented by
decimals, scientists decided to multiply this "quotient" by 100 to
get rid of the decimal places. Thus, the formula for an IQ is: IQ =
Mental Age/Chronological Age x 100.
Based on the ratio that
Stern created, Lewis Terman, an American psychologist at Stanford
University, coined the term Intelligence Quotient for Stern's Binet
test scoring system.
IQ tests serve as a
useful tool for institutions such as public schools and the
military, where great numbers of people must be processed quickly
and efficiently, and placed in appropriated classes or positions.
In the United States, kindergarten-aged children are often
given IQ tests to evaluate whether they need special attention or
services. For example, children scoring 130 or over are often
considered "gifted" and placed in programs accordingly. However, in
most institutional uses of the test nowadays, the importance placed
on the actual IQ score has changed.
A
widely-cited example of possible cultural bias appeared in the
Scholastic Aptitude Test in the early 90s:
Runner: marathon
A) Envoy: embassy
B) Martyr:
massacre
C) Oarsman: regatta
D) Referee: tournament
E) Horse: stable.
(Herrnstein and Murray, 1994)
According to many, the answer, C), is more likely to be
answered correctly by upper class children (predominantly
white) because they are more inclined to know the definition
of regatta. |
The military tends to use
IQ test results to assess which field a recruit might be best suited
to. Instead of relying solely on the intelligence rating, the IQ
score, the military will now look at the kinds of questions a
recruit answered correctly. Once they know that, they have a better
idea of what innate skills the recruit can bring to specific
assignments and duties.
And as far as the business world
goes, uses of such tests for employment purposes was declared
illegal — except in rare circumstances — by the Supreme Court in
1971.
In social life, the IQ test is only really applicable
if you're specifically joining an organization based on IQ scores
like Mensa, a society founded in 1964 for people who score in the
top 2% of the IQ test. But, in general, there are still some
misconceptions about the importance of test results. Chances are,
people you know are more likely to be judgmental about a high or low
score than most institutions are. Luckily, this is usually just a
case of misinformation and is easily remedied.
| Robert Jordan, an
applicant to the New Haven, CT police force sued the
department in 1997 after he was refused entry on grounds that
his IQ test score was "too high." A spokesperson for the
police department was quoted as saying people with too high of
an IQ "tire of police work and leave not long after undergoing
costly academy training." |
Much
debate circulates around the different IQ tests that are
administered throughout the country. Many researchers claim that the
tests measure cultural knowledge and understanding, not innate
intelligence. Critics suggest that both IQ and standardized tests
are racially and culturally biased.
According to a 1996
report by the American Psychological Association, "Intelligence
scores partially predict individual differences in school
achievement, such as grade point average and number of years of
education that individuals complete.
Nevertheless,
population levels of school achievement are not determined solely or
even primarily by intelligence or any other individual-difference
variable. Many differences can be attributed primarily to
differences in culture and schooling rather than in abilities
measured by intelligence tests."
Outside factors, such as
where you grow up, what kind of school you attend, and how much
school you attend contribute substantially to the development of
intelligences. However, it is not yet clearly understood what those
factors are, or how they work. It is widely agreed that standardized
tests, like an IQ test, do not accurately reflect all forms of
intelligence.
Obviously, cultural knowledge, creativity,
wisdom, common sense and social sensitivity are not measured in IQ
tests, but they certainly contribute to a person's intelligence.
Still, there are some people who feel strongly that IQ tests
are the best way to predict future performance at work and in
school. They feel that IQ tests are better predictors of future
success than even trained personnel experts.
Experts have
numerous theories when it comes to explaining, defining and
predicting intelligence. Some claim that intelligence is innate and
fixed and can be measured with clearly defined statistical methods.
Others claim that experience and environment affect intelligence -
that intelligence is the composite of many different talents and
abilities which continue to improve over time.
Three
researchers have made significant advances in this field in recent
years:
1. Robert Sternberg - Has proposed three
sub-theories of intelligence: context, experience, and the cognitive
components of information processing. In short, intelligence
involves either adapting to your environment, moving to another more
appropriate environment or changing your environment. Your level of
experience with the activities or knowledge being tested gets
reduced to intelligence, but intelligence is best measured out of
context — when you perform unfamiliar tasks.
2. Howard
Gardner - Has proposed his "Theory of Multiple Intelligences"
where there are seven independent but related intelligences:
logical-mathematical, linguistic, musical, spatial,
bodily-kinesthetic, interpersonal and intrapersonal. Gardner is one
of the biggest proponents for developing new methods for testing
intelligence. He speculates that intelligence is culturally and
experientially based. One's experience will influence how much each
of these can be expressed.
3. John Horn - Horn had
proposed that there are two factors to intelligence: fluid
intelligence and crystallized intelligence. Fluid intelligence is
one's ability to reason and solve problems in novel or unfamiliar
situations. Crystallized intelligence is the extent to which an
individual has attained knowledge of her culture.
In
general, recent research has focused on intelligence as something
that can be changed — not as something that is fixed in childhood
and as something culturally and experientially based. Most current
researchers agree that there are multiple forms of intelligence,
although there is no consensus on how many. |
|
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|
Over the last two years,
Tickle's psychologists developed this IQ test using proven,
high-quality IQ test questions such as those in the Mensa Workout
tests and the Shipley Institute of Living Scale — an intelligence
test that focuses on both vocabulary and verbal abstract reasoning.
Those are the skills that are associated with problem-solving
ability and social comprehension/judgement.
Once we
built the Tickle IQ test, Tickle performed a large-scale study to
compare the results of people who had taken both the Tickle IQ test
and the established Shipley Institute of Living Scale (by Walter C.
Shipley). The Shipley test has been used for more than 50 years to
assess facets of intelligence. We did this to ensure that the way we
constructed our test would yield reliable and valid IQ results.
We used scores calculated by the Shipley test as a basis for
calibrating Tickle's IQ test. That ensured a high association
between the two tests and, because of that, the validity of our IQ
scores. In fact, the Tickle IQ test is highly reliable—the
Chronbach's alpha is .81. In other words, the questions on Tickle's
IQ test are internally consistent and they all measure intelligence
accurately.
In the past, researchers who
have constructed IQ tests have discovered additional patterns that
relate to the categories of questions a particular test-taker
answered correctly — categories such as mathematical, visual, verbal
and logical. When these researchers analyzed peoples' results, they
found that, for instance, a test-taker might have answered the
math-oriented and verbal questions correctly, yet tended to answer
the logical questions incorrectly. From such patterns, experts were
able to define some internal scales of intelligence to the overall
IQ test. Thus, using those internal scales, they could offer an
actual IQ score, such as 105, as well as a measurement of how well
the test-taker did within each question category.
After 1
million people took the Tickle IQ test, we ran what is called a
"factor analysis" on the answers those people gave. This statistical
analysis identified the similarity between groups of questions in
our test. The analysis demonstrated that this particular IQ test
accurately measured four underlying dimensions of intelligence:
mathematical, visual-spatial, linguistic and logical.
Each
of the questions in the Tickle IQ test relates to one dimension of
intelligence. How reliable are these dimensions? Well, for the
scientists and statisticians out there, their reliability
coefficients were .85, .84, .81 and .50, respectively. The gist of
all of that is that Tickle's scales of intelligence are highly valid
and we can accurately tell you how high you scored on each of those
scales relative to the other test-takers—thus yielding an accurate
intellectual type. |
|
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|
Over 30 million people have
taken Tickle's Classic IQ Test. Here's a look at the average Tickle
IQ scores, broken out by state.
| State |
Average
Tickle IQ Score |
|
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|
|
|
Armstrong, T. (1993). 7 Kinds of
Smart: Identifying and Developing Your Many Intelligences. NY: Plume
(The Penguin Group).
Bonthous, J. (1995). "Understanding
intelligence across cultures." Competitive Intelligence Review,
Summer/Fall: 12-19.
Gardner, H. (1993). Frames of Mind: The
Theory of Multiple Intelligences (10th Anniversary Edition). NY:
Basic Books.
Gardner, H. (1992). Multiple Intelligences: The
Theory in Practice. NY: Basic Books.
Gardner, H.. (1985).
The Mind's New Science. NY: Basic Books.
Gardner, H. and
Hatch, T. (1989). "Multiple Intelligences Go to School: Educational
Implications of the Theory of Multiple Intelligences." Educational
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