Aptitude Test Quotes

I can’t answer either question. But the look she gives me reminds me of the look in the attack dog’s eyes in the aptitude test – a vicious, predatory stare. She wants to rip me to pieces. I can’t lie down in submission now. I have become an attack dog too.

In the words of a very famous dead person, 'A nation that does not know its history is doomed to do poorly on the Scholastic Aptitude Test.

I know I belong in Dauntless because everything I did in that aptitude test told me so. I'm loyal to my faction for that reason -- because there's nowhere else I could possibly be. But her? And you?" She shakes her head. "I have no idea who you're loyal to. And I'm not going to pretend like everything's okay.

And now she hates me and I can’t even leave Dauntless to join the factionless, like I was going to, because Eric’s eye is on her like it was on Amar last year, right before he turned up dead on the pavement near the railroad tracks. All the Divergent end up dead except me, because of my fluke aptitude test result, and if Eric is watching her, she’s probably one, too. My thoughts skip back to the night before, how touching her sent warmth into my hand and through the rest of me, though I was frozen with fear. I press my hands to my head, press the memory away. I can’t leave now. I like her too much. There, I said it. But I won’t say it again.

That's what humanity is: a series of successes and failures, a testing of one's own nature and aptitude. Neither the body nor the soul can sustain such a state. Eventually it consumes a person

I suppose I should get this out of the way. Harding-Pencroft is a five-year high school. We’re divided into four houses, based on the results of our aptitude tests. We call the academy HP for short. And, yes, we’ve heard all the Harry Potter jokes. Thanks anyway.

An aptitude test established architecture as an alternative [career]. But what decided the matter for [Teddy Cruz] was the sight of a fourth-year architecture student sitting at his desk at a window, drawing and nursing a cup of coffee as rain fell outside. 'I don't know, I just liked the idea of having this relationship to the paper and the adventure of imagining the spaces. That was the first image that captured me.

My high school guidance counselor, Mrs. Inverholl, once had me take an aptitude test to figure out my future. The number one job recommendation for my set of skills was an air traffic accident investigator, of which there are fewer than fifty in the world. The number two job was a museum curator for Chinese-American studies. The number three job was a circus clown.

In 1994, the College Board changed the test’s name from Scholastic Aptitude Test to the Scholastic Assessment Test. Now according to the College Board, the letters don’t stand for anything anymore. Perhaps that itself is symbolic.

Maybe careers aren’t something you can really plan for. They just sort of happen, like brown eyes or flat feet. I took one of those career aptitude tests last year, and it showed that I should be a flight attendant or a seamstress. Not a fashion designer or anything, mind you, but a sweatshop worker. Apparently stewardesses and sweatshop workers and I enjoy a lot of the same interests and activities.

You," she says,pointing at me. "I expected. All the trouble with your aptitude test results made me suspicious from the beginning.But you..." She shakes her had as she sifts her eyes to Tobias. "You, Tobias-or should I call you Four?-managed to elude me," she says quietly. "Everything about you checked out: test results, initiation simulations, everything. But here you are nonetheless." She folds her hands and sets her chin on top of them. "Perhaps you could explain to me how that is?" "You're the genius," he says coolly. "Why don't you tell me?" Her mouth curls into a smile. "My theory is that you really do belong in Abnegation. That your Divergence is weaker." She smiles wider. Like she's amused. I grit my teeth and consider lunging across the table and strangling her. If I didn't have a bullet in my shoulder, I might. "Your powers of deductive reasoning are stunning," spits Tobias. "Consider me awed." I look sideways at him. I had always forgotten about this side of him-the part that is more likely to explode than to lie down and die." "Now that your intelligence has been verified, you might want to get on with killing us." Tobias closes his eyes. "You have a lot of Abnegation leaders to murder, after all.

Just to clear the air, let's note first of all that whatever an intelligence test measures it is not quite the same thing as we usually mean by intelligence. It neglects such important things as leadership and creative imagination. It takes no account of social judgement or musical or artistic or other aptitudes, to say nothing of such personality matters as diligence and emotional balance.

In the educated class even social life is a series of aptitude tests; we all must perpetually perform in accordance with the shifting norms of propriety, ever advancing signals of cultivation.

suppose I should get this out of the way. Harding-Pencroft is a five-year high school. We’re divided into four houses, based on the results of our aptitude tests. We call the academy HP for short. And, yes, we’ve heard all the Harry Potter jokes. Thanks anyway.

have programs for the “gifted.” Elite universities often require that students take an intelligence test (such as the American Scholastic Aptitude

The use of standardized tests to measure aptitude and intelligence is one of the most effective racist policies ever devised to degrade Black minds and legally exclude Black bodies. We degrade Black minds every time we speak of an “academic-achievement gap” based on these numbers.

Twenty thousand years ago, the average Sapiens probably had higher intelligence and better toolmaking skills than the average Sapiens of today. Modern schools and employers may test our aptitudes from time to time but, no matter how badly we do, the welfare state always guarantees our basic needs. In the Stone Age natural selection tested you every single moment of every single day, and if you flunked any of its numerous tests you were pushing up the daisies in no time.

David Brooks, “Our Founding Yuppie,” Weekly Standard, Oct. 23, 2000, 31. The word “meritocracy” is an argument-starter, and I have employed it sparingly in this book. It is often used loosely to denote a vision of social mobility based on merit and diligence, like Franklin’s. The word was coined by British social thinker Michael Young (later to become, somewhat ironically, Lord Young of Darlington) in his 1958 book The Rise of the Meritocracy (New York: Viking Press) as a dismissive term to satirize a society that misguidedly created a new elite class based on the “narrow band of values” of IQ and educational credentials. The Harvard philosopher John Rawls, in A Theory of Justice (Cambridge: Harvard University Press, 1971), 106, used it more broadly to mean a “social order [that] follows the principle of careers open to talents.” The best description of the idea is in Nicholas Lemann’s The Big Test: The Secret History of the American Meritocracy (New York: Farrar, Straus & Giroux, 1999), a history of educational aptitude tests and their effect on American society. In Franklin’s time, Enlightenment thinkers (such as Jefferson in his proposals for creating the University of Virginia) advocated replacing the hereditary aristocracy with a “natural aristocracy,” whose members would be plucked from the masses at an early age based on “virtues and talents” and groomed for leadership. Franklin’s idea was more expansive. He believed in encouraging and providing opportunities for all people to succeed as best they could based on their diligence, hard work, virtue, and talent. As we shall see, his proposals for what became the University of Pennsylvania (in contrast to Jefferson’s for the University of Virginia) were aimed not at filtering a new elite but at encouraging and enriching all “aspiring” young men. Franklin was propounding a more egalitarian and democratic approach than Jefferson by proposing a system that would, as Rawls (p. 107) would later prescribe, assure that “resources for education are not to be allotted solely or necessarily mainly according to their return as estimated in productive trained abilities, but also according to their worth in enriching the personal and social life of citizens.” (Translation: He cared not simply about making society as a whole more productive, but also about making each individual more enriched.)

We got some stupid fuckers,” Kauzlarich said after the inflatable doll had been tossed into a burn barrel and set on fire, which created a thick column of oily black smoke that rose over the center of the FOB. “We got what we got,” Cummings said—and what he and Kauzlarich were wondering was whether these first cracks were just the effects of war, or also the effects of an army forced to take more and more stupid fuckers. It was something they had been dealing with since they began forming the battalion. For several years, in order to meet recruiting goals, the army had been accepting an ever-increasing number of recruits who needed some kind of waiver in order to become soldiers. Without the waivers, those recruits would not have been allowed into the army. Some of the waivers were for medical problems and others were for low scores on aptitude tests, but the greatest percentage were for criminal offenses ranging from misdemeanor drug use to felonies such as burglary, theft, aggravated assault, and even a few cases of involuntary manslaughter. In 2006, the year the 2-16 was getting most of its soldiers, 15 percent of the army’s recruits were given criminal waivers. Most were for misdemeanors, but nearly a thousand were for some type of felony conviction, which was more than double the number granted just three years before. This

The children were watched through a one-way mirror, and the film that shows their behavior during the waiting time always has the audience roaring in laughter. About half the children managed the feat of waiting for 15 minutes, mainly by keeping their attention away from the tempting reward. Ten or fifteen years later, a large gap had opened between those who had resisted temptation and those who had not. The resisters had higher measures of executive control in cognitive tasks, and especially the ability to reallocate their attention effectively. As young adults, they were less likely to take drugs. A significant difference in intellectual aptitude emerged: the children who had shown more self-control as four-year-olds had substantially higher scores on tests of intelligence.

For it is true historically that those who have shown the greatest subtlety with language have shown the greatest power to understand (this does not exclude Sophists, for Plato made the point that one must be able to see the truth accurately in order to judge one’s distance from it if he is practicing deception). To take a contemporary example which has statistical support: American universities have found that with few exceptions students who display the greatest mastery of words, as evidenced by vocabulary tests and exercises in writing, make the best scholastic records regardless of the department of study they enter. For physics, for chemistry, for engineering—it matters not how superficially unrelated to language the branch of study may be—command of language will prognosticate aptitude. Facility with words bespeaks a capacity to learn relations and grasp concepts; it is a means of access to the complex reality. Evidently

The process of election affords a moral certainty, that the office of President will never fall to the lot of any man who is not in an eminent degree endowed with the requisite qualifications. Talents for low intrigue, and the little arts of popularity, may alone suffice to elevate a man to the first honors in a single State; but it will require other talents, and a different kind of merit, to establish him in the esteem and confidence of the whole Union, or of so considerable a portion of it as would be necessary to make him a successful candidate for the distinguished office of President of the United States. It will not be too strong to say, that there will be a constant probability of seeing the station filled by characters pre-eminent for ability and virtue. And this will be thought no inconsiderable recommendation of the Constitution, by those who are able to estimate the share which the executive in every government must necessarily have in its good or ill administration. Though we cannot acquiesce in the political heresy of the poet who says: "For forms of government let fools contest—That which is best administered is best,"—yet we may safely pronounce, that the true test of a good government is its aptitude and tendency to produce a good administration.

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

In one of the most famous experiments in the history of psychology, Walter Mischel and his students exposed four-year-old children to a cruel dilemma. They were given a choice between a small reward (one Oreo), which they could have at any time, or a larger reward (two cookies) for which they had to wait 15 minutes under difficult conditions. They were to remain alone in a room, facing a desk with two objects: a single cookie and a bell that the child could ring at any time to call in the experimenter and receive the one cookie. As the experiment was described: “There were no toys, books, pictures, or other potentially distracting items in the room. The experimenter left the room and did not return until 15 min had passed or the child had rung the bell, eaten the rewards, stood up, or shown any signs of distress.” The children were watched through a one-way mirror, and the film that shows their behavior during the waiting time always has the audience roaring in laughter. About half the children managed the feat of waiting for 15 minutes, mainly by keeping their attention away from the tempting reward. Ten or fifteen years later, a large gap had opened between those who had resisted temptation and those who had not. The resisters had higher measures of executive control in cognitive tasks, and especially the ability to reallocate their attention effectively. As young adults, they were less likely to take drugs. A significant difference in intellectual aptitude emerged: the children who had shown more self-control as four-year-olds had substantially higher scores on tests of intelligence.

Starting in 1964, average scores on Scholastic Aptitude Tests went steadily down, and per student spending went steadily up.33

I stare into my own eyes for a moment. Today is the day of the aptitude test that will show me which of the five factions I belong in. And tomorrow, at the Choosing Ceremony, I will decide on a faction; I will decide the rest of my life; I will decide to stay with my family or abandon them.

that education is not a race. That busyness does not equal betterment. That a perfect transcript is not worth the cost of a lost childhood. And that no battery of tests can assess what most matters in life: Integrity. Determination. Empathy. Resourcefulness. Connectedness. A thirst for knowledge. Passion. Creativity. Adaptability. The aptitude to read not just books but also faces. Confidence and kindness. Respect. These are the qualities that adults who are truly prepared and engaged possess. They are beyond measure. And they are what we must actively cultivate in our children.

A good example of ill-conceived (and premature) training approaches is seen in the many calls I get to conduct training programs to help people become better managers. I put my callers through a standard set of questions: •Did you choose people for managerial roles because they were the type of people who could get their fulfillment and satisfaction out of helping other people shine rather than having the ego-need to shine themselves? (No!) •Did you select them because they had a prior history of being able to give a critique to someone in such a way that the other person responds: "Wow, that was really helpful, I'm glad you helped me see all that." (No!) •Do you reward these people for how well their group has done, or do you reward them for their own personal accomplishments in generating business and serving clients? (Both, but with an emphasis on their personal numbers!) People can detect immediately a lack of alignment between what they are being trained in and how they are being managed. When they do detect it, little of what has been discussed or "trained" ever gets implemented. "So, let's summarize;' I say. "You've chosen people who don't want to do the job, who haven't demonstrated any prior aptitude for the job, and you are rewarding them for things other than doing the job?" Thanks, but I'll pass on the wonderful privilege of training them! Here's a good test for the timing of training: If the training was entirely optional and elective, and only available in a remote village accessible only by a mule, but your people still came to the training because they were saying to themselves, "I have got to learn this-it's going to be critical for my future; then, and only then, you will know you have timed your training well. Anything less than that, and you are doing the training too soon.

There’s no such thing as Divergent magic, Mar,” says Lynn. “And if there is, we shouldn’t be consulting it,” says Shauna. It’s the first thing she’s said since we sat down. She doesn’t even look at me when she says it; she just scowls at her younger sister. “Shauna--” Zeke starts. “Don’t ‘Shauna’ me!” she says, focusing her scowl on him instead. “Don’t you think someone with the aptitude for multiple factions might have a loyalty problem? If she’s got aptitude for Erudite, how can we be sure she’s not working for Erudite?” “Don’t be ridiculous,” says Tobias, his voice low. “I am not being ridiculous.” She smacks the table. “I know I belong in Dauntless because everything I did in that aptitude test told me so. I’m loyal to my faction for that reason--because there’s nowhere else I could possibly be. But her? And you?” She shakes her head. “I have no idea who you’re loyal to. And I’m not going to pretend like everything’s okay.” She gets up, and when Zeke reaches for her, she throws his hand aside, marching toward one of the doors. I watch her until the door closes behind her and the black fabric that hands in front of it settles. I feel wound up, like I might scream, only Shauna isn’t here for me to scream at. “It’s not magic,” I say hotly. “You just have to ask yourself what the most logical response to a particular situation is.” I am greeted with blank stares. “Seriously,” I say. “If I were in this situation, staring at a group of Dauntless guards and Jack Kang, I probably wouldn’t resort to violence, right?” “Well, you might, if you had your own Dauntless guards. And then all it takes is one shot--bam, he’s dead, and Erudite’s better off,” says Zeke. “Whoever they send to talk to Jack Kang isn’t going to be some random Erudite kid; it’s going to be someone important,” I say. “It would be a stupid move to fire on Jack Kang and risk losing whoever they send as Jeanine’s representative.” “See? This is why we need you to analyze the situation,” Zeke says. “If it was me, I would kill him; it would be worth the risk.” I pinch the bridge of my nose. I already have a headache. “Fine.” I try to put myself in Jeanine Matthews’s place. I already know she won’t negotiate with Jack Kang. Why would she need to? He has nothing to offer her. She will use the situation to her advantage. “I think,” I say, “that Jeanine Matthews will manipulate him. And that he will do anything to protect his faction, even if it means sacrificing the Divergent.” I pause for a moment, remembering how he held his faction’s influence over our heads at the meeting. “Or sacrificing the Dauntless. So we need to hear what they say in that meeting.” Uriah and Zeke exchange a look. Lynn smiles, but it isn’t her usual smile. It doesn’t spread to her eyes, which look more like gold than ever, with that coldness in them. “So let’s listen in,” she says.

Over several decades, the most widely used aptitude measures have been the Modern Language Aptitude Test (MLAT) (Carroll and Sapon 1959) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur 1966). All the tests are based on the view that aptitude has several components, for example, the ability to identify and memorize new sounds, understand the function of particular words in sentences, figure out grammatical rules from language samples, and remember new words.

Robert DeKeyser (2000) carried out a replication of the Johnson and Newport study, working with Hungarian immigrants to the United States. He also found a strong relationship between age of immigration and performance on the judgement task. In addition, he asked participants to take language aptitude tests and found that, for participants who began learning English as adults, aptitude scores were correlated with success. However, there was no such correlation for those who learned English in childhood. These findings appear to confirm the hypothesis that adult learners may learn language in a way that is different from the way young children learn.

many cases of young adults who find foreign language learning exceedingly difficult. They identified several ways in which these students differ from successful learners. Most perform poorly on at least some of the measures that make up aptitude tests. Some have problems with certain kinds of verbal skills, even in their own language. What is perhaps most important about this research is that, with great effort and instructional support, some of these students are able to succeed in spite of their difficulties. The challenge is to find instructional approaches that meet the needs of learners with a variety of aptitude profiles.

memories are easier to make and last longer when acquired in teen years compared with adult years. This is a fact that should not be ignored! This is the time to identify strengths and invest in emerging talents. It’s also the time when you can get the best results from remediation, special help, for learning and emotional issues. We’ve all long thought that the IQ with which you were “branded” in grade school after taking one of those aptitude tests was the final word on your intellectual destiny. Not true. There is solid data to show that your IQ can change during your teen years, more

The use of standardized tests to measure aptitude and intelligence is one of the most effective racist policies ever devised to degrade Black minds and legally exclude Black bodies. We degrade Black minds every time we speak of an “academic-achievement gap” based on these numbers. The acceptance of an academic-achievement gap is just the latest method of reinforcing the oldest racist idea: Black intellectual inferiority. The idea of an achievement gap means there is a disparity in academic performance between groups of students; implicit in this idea is that academic achievement as measured by statistical instruments like test scores and dropout rates is the only form of academic “achievement.

Deke proposed a system which had been used in previous selections, and with minor modifications we agreed. It was a thirty-point system divided equally into three parts: academics, pilot performance, character and motivation. “Academics” was really a misnomer, as an examination of its components will reveal: IQ score—one point; academic degrees, honors, and other credentials—four points; results of NASA-administered aptitude tests—three points; and results of a technical interview—two points. Pilot performance broke down into: examination of flying records (total time, type of airplane, etc.)—three points; flying rating by test pilot school or other supervisors—one point; and results of technical interview—six points. Character and motivation was not subdivided, but the entire ten-point package was examined in the interview, and the victim’s personality was an important part of it. Hence, of the thirty points (the maximum a candidate could earn), eighteen could be awarded during the all-important interview. My recollection is that we spent an hour per man, using roughly forty-five minutes to quiz him and fifteen in a postmortem. We sat all day long in a stuffy room in the Rice Hotel, interviewing from early morning to early evening, for one solid week.

the true test of a good government is its aptitude and tendency to produce a good administration

Race-conscious schools are perfectly content to use objective tests of aptitude to judge Asians and whites, and even to rank black and Hispanic students within their own group. But if you suggest using objective standards to evaluate students on a common universal scale, those standards suddenly lose all their validity.

The correlation between black law students’ rock-bottom LSATs and their performance in law school and on the bar exam was overwhelming. Sander’s study demolished the two mainstays of the preferences regime: the argument that objective aptitude tests do not anticipate minorities’ academic performance, and the argument that admitting affirmative action beneficiaries to schools where their academic skills are below the norm is in their interest. Clearly, Sander’s work was a mortal threat and had to be treated as such. The article was “a piece of crap that never should have been published and has no merit of any sort,” Stanford law professor Michele Landis Dauber huffed.

many of them fail to take the necessary steps, the initiative, to make it happen. “I don’t know where to go to take the interest and aptitude tests.” “How do I study industry and organizational problems? No one wants to help me.” “I don’t have any idea how to make an effective presentation.” Many people wait for something to happen or someone to take care of them. But people who end up with the good jobs are the proactive ones who are solutions to problems, not problems themselves, who seize the initiative to do whatever is necessary, consistent with correct principles, to get the job done.

The use of standardized tests to measure aptitude and intelligence is one of the most effective racist policies ever devised to degrade Black minds and legally exclude Black bodies.

Everything on Trebor revolved around their caste system. Children were created in birth pods of thirty beings. Once gestated, you were trained and educated together until the age of ten annums. At ten, each child began a series of aptitude tests to determine his or her caste designation. Travelers were identified first, and then the remaining children were sorted into Helpers and Laborers. Membership in the higher groups, the Talented and Honored and The Keepers’ Representatives, could only be earned through ascension. Ascension was a gift bestowed on the obedient by their gods, The Keepers. And assemblies such as Glorious Session were just one of the many ways obedience was reinforced. Attending

For the kids at Chaff, the annual Career Day, held about two weeks before the summer break, was enough to make most of them at contemplate career suicide before they'd even taken an aptitude test or a written resume. Held outdoors on the schoolyard blacktop, the assemblage of coal miners, driving-range golf-ball retrievers, basket weavers, ditch diggers, book-binders, traumatized fire-fighters, and the world's last astronaut never does much to inspire.

Although you set your goal of getting a B, when your first exam score, worth 30% of your final grade is returned, you have received a D. It is now one week after you have learned about the D grade. What do you do?19 Hope made all the difference. The response by students with high levels of hope was to work harder and think of a range of things they might try that could bolster their final grade. Students with moderate levels of hope thought of several ways they might up their grade, but had far less determination to pursue them. And, understandably, students with low levels of hope gave up on both counts, demoralized. The question is not just theoretical, however. When C. R. Snyder, the University of Kansas psychologist who did this study, compared the actual academic achievement of freshman students high and low on hope, he discovered that hope was a better predictor of their first-semester grades than were their scores on the SAT, a test supposedly able to predict how students will fare in college (and highly correlated with IQ). Again, given roughly the same range of intellectual abilities, emotional aptitudes make the critical difference. Snyder's explanation: "Students with high hope set themselves higher goals and know how to work hard to attain them. When you compare students of equivalent intellectual aptitude on their academic achievements, what sets them apart is hope."20

A popular misconception is that decision analysis is unemotional, dehumanizing, and obsessive because it uses numbers and arithmetic in order to guide important life decisions. Isn’t this turning over important human decisions “to a machine,” sometimes literally a computer — which now picks our quarterbacks, our chief executive officers, and even our lovers? Aren’t the “mathematicizers” of life, who admittedly have done well in the basic sciences, moving into a context where such uses of numbers are irrelevant and irreverent? Don’t we suffer enough from the tyranny of numbers when our opportunities in life are controlled by numerical scores on aptitude tests and numbers entered on rating forms by interviewers and supervisors? In short, isn’t the human spirit better expressed by intuitive choices than by analytic number crunching? Our answer to all these concerns is an unqualified “no.” There is absolutely nothing in the von Neumann and Morgenstern theory — or in this book — that requires the adoption of “inhumanly” stable or easily accessed values. In fact, the whole idea of utility is that it provides a measure of what is truly personally important to individuals reaching decisions. As presented here, the aim of analyzing expected utility is to help us achieve what is really important to us. As James March (1978) points out, one goal in life may be to discover what our values are. That goal might require action that is playful, or even arbitrary. Does such action violate the dictates of either rationality or expected utility theory? No. Upon examination, an individual valuing such an approach will be found to have a utility associated with the existential experimentation that follows from it. All that the decision analyst does is help to make this value explicit so that the individual can understand it and incorporate it into action in a noncontradictory manner.

Men are shown ads for high-income jobs much more frequently than are women, and tutoring for what is known in the United States as the Scholastic Aptitude Test (SAT) is priced more highly for customers in neighborhoods with a higher density of Asian residents: “From retail to real estate, from employment to criminal justice, the use of data mining, scoring and predictive software … is proliferating … [And] when software makes decisions based on data, like a person’s zip code, it can reflect, or even amplify, the results of historical or institutional discrimination.

Wikipedia: Race Norming Race-norming, more formally called within-group score conversion and score adjustment strategy, is the practice of adjusting test scores to account for the race or ethnicity of the test-taker. In the United States, it was first implemented by the Federal Government in 1981 with little publicity, and was subsequently outlawed by the Civil Rights Act of 1991. Prior to being banned by the federal government, race-norming was practiced by 38 U.S. states' employment services. The aim of this practice is to counteract alleged racial bias in aptitude tests administered to job applicants, as well as in neuropsychological tests. The practice converted and compared the raw score of the test according to racial groups. The score of a black candidate is only compared to the scores of those who had the same ethnicity. If the candidate's score, which is reported within a percentile range, fell within a certain percentile when compared to white or all candidates, it would be much higher among other black candidates.

Multiple-choice aptitude tests which required ‘little nuance or context-specific problem solving’ focused instead on the kind of mathematical trivia that even then industry leaders were seeing as increasingly irrelevant to programming.

She’d blitzed the intelligence tests and the aptitude assessments. She’d charmed the three serving agents who’d grilled her at her main interview. She’d sailed through the background checks, which was understandable on account of her connections, and she’d been sent to the FBI Academy at Quantico. Then she’d really started to get serious. She was fit and strong, she learned to shoot, she murdered the leadership reaction course, she scored outstanding in the simulated shoot-outs in Hogan’s Alley.

In 2012, psychologists Richard West, Russell Meserve, and Keith Stanovich tested the blind-spot bias—an irrationality where people are better at recognizing biased reasoning in others but are blind to bias in themselves. Overall, their work supported, across a variety of cognitive biases, that, yes, we all have a blind spot about recognizing our biases. The surprise is that blind-spot bias is greater the smarter you are. The researchers tested subjects for seven cognitive biases and found that cognitive ability did not attenuate the blind spot. “Furthermore, people who were aware of their own biases were not better able to overcome them.” In fact, in six of the seven biases tested, “more cognitively sophisticated participants showed larger bias blind spots.” (Emphasis added.) They have since replicated this result. Dan Kahan’s work on motivated reasoning also indicates that smart people are not better equipped to combat bias—and may even be more susceptible. He and several colleagues looked at whether conclusions from objective data were driven by subjective pre-existing beliefs on a topic. When subjects were asked to analyze complex data on an experimental skin treatment (a “neutral” topic), their ability to interpret the data and reach a conclusion depended, as expected, on their numeracy (mathematical aptitude) rather than their opinions on skin cream (since they really had no opinions on the topic). More numerate subjects did a better job at figuring out whether the data showed that the skin treatment increased or decreased the incidence of rashes. (The data were made up, and for half the subjects, the results were reversed, so the correct or incorrect answer depended on using the data, not the actual effectiveness of a particular skin treatment.) When the researchers kept the data the same but substituted “concealed-weapons bans” for “skin treatment” and “crime” for “rashes,” now the subjects’ opinions on those topics drove how subjects analyzed the exact same data. Subjects who identified as “Democrat” or “liberal” interpreted the data in a way supporting their political belief (gun control reduces crime). The “Republican” or “conservative” subjects interpreted the same data to support their opposing belief (gun control increases crime). That generally fits what we understand about motivated reasoning. The surprise, though, was Kahan’s finding about subjects with differing math skills and the same political beliefs. He discovered that the more numerate people (whether pro- or anti-gun) made more mistakes interpreting the data on the emotionally charged topic than the less numerate subjects sharing those same beliefs. “This pattern of polarization . . . does not abate among high-Numeracy subjects. Indeed, it increases.” (Emphasis in original.) It turns out the better you are with numbers, the better you are at spinning those numbers to conform to and support your beliefs.

Politics by means of literary analysis. Were there aptitudes that tested for that, or was it something a Teixcalaanlitzlim would learn through intense exposure?

Over the years, I have frequently counseled people who wanted better jobs to show more initiative—to take interest and aptitude tests, to study the industry, even the specific problems the organizations they are interested in are facing, and then to develop an effective presentation showing how their abilities can help solve the organization’s problem. It’s called “solution selling,” and is a key paradigm in business success.

(Mother Teresa) said one must have great love to take up her cross every day and follow in faith her Beloved Jesus. Only such love can make the life possible. Attraction for the religious life is not sufficient. Any girl who comes “to seek peace” is to be carefully and seriously tested, as is one who “loves solitude”. Aptitude also was rated far below the supreme test of love and determination to strive for perfection. Aptitude, or general fitness for the life, is absolutely necessary, but aptitude without a personal love of Our Lord is not sufficient. … And she always added that a person who chooses marriage is not by any means barred from the life of Christian perfection, for there are many saints in the kitchens, factories and offices of the world. Not all the contemplatives are found in the cloister; among the priests and nuns engaged in the active apostolate, there are contemplatives and there are contemplatives in the world.

When both males and females were considered as a single group, the impact of having a roommate classified as a frequent or occasional precollege drinker was to reduce a student’s end-of-year GPA by more than a tenth of a point on a four-point scale. But the effect was dramatically larger for males than for females. Relative to males whose roommates were nondrinkers, those whose roommates were frequent precollege drinkers had end-of-year GPAs that were 0.28 lower; for those whose roommates were occasional drinkers, the corresponding deficit was almost as great, 0.26 lower. These effects are comparable to the effect of a student’s own high school GPA being lower by half a point, or to having scored fifty points lower on the Scholastic Aptitude Test.27 By far the most dramatic impact observed in this study was for males who were themselves frequent precollege drinkers and were randomly assigned to a roommate who was also a frequent precollege drinker. Relative to the overall sample GPA, these males had end-of-year GPAs that were almost a full point lower.28

Most of the Divergent get two results in the aptitude test. Some only get one. No one has ever gotten three, not because of aptitude, but simply because in order to get that result, you have to refuse to choose something,” he says, moving closer still. I tilt my head back to look at him, at all the metal gleaming in his face, at his empty eyes. “My superiors suspect that you got two, Tris,” he says. “They don’t think you’re that complex—just an even blend of Abnegation and Dauntless—selfless to the point of idiocy. Or is that brave to the point of idiocy?” I close my hand around the knife handle and squeeze. He leans closer. “Just between you and me . . . I think you might have gotten three, because you’re the kind of bullheaded person who would refuse to make a simple choice just because she was told to,” he says. “Care to enlighten me?

As justification for this discrimination, immigration-reform advocates cited the intelligence studies of Carl C. Brigham, a Princeton psychologist also credited with inventing the original Scholastic Aptitude Test (SAT), introduced in 1926. “At one extreme we have the distribution of the Nordic race group,” he wrote. “At the other extreme we have the American negro,” with Jews and Mediterranean peoples falling in between, though “closer to the negro.

I don’t understand why human society isn’t an absolute meritocracy.” Dorrik trailed after them, a pair of longswords with extended handles crossed on their back. “Clearly your people understand the concept. You’ve told me about this ‘aptitude test’ that you take upon reaching the age of majority. If you removed corruption from the process, your entire race would benefit.” “I would tend to agree, Dorrik,” Kat responded absently as her eyes scanned the nearby grass, looking for any abnormality that might indicate a hidden animal.

You’re a pirate?” Obviously. Still, hard to believe. He pressed forward, forcing on her a series of blows meant to test her strength and will. She parried and blocked his every move with an aptitude that amazed. “Aye. A pirate, and captain of the Sea Sprite,” she boasted, a wry smile upon her full lips. Indeed, she appeared very much a pirate in her men’s garb—a threadbare, brown suit with overly long sleeves she’d had to roll up. Her ebony hair had been pulled back in a queue and was half hidden beneath a rumpled tricorn. Also, like her men, was her look of desperation and the grim cast to her countenance that bespoke of a hard existence. “We offered you quarter,” she said as she evaded his thrust with ease. “Why didn’t you surrender? You had to know we outnumbered you.” He didn’t answer. In all honesty, he’d thought they could defeat the pirates, if not with cannon fire, then with skill. After hearing of all the pirate attacks of late, they’d hired on additional hands, men who could fight. If it hadn’t been for the damn illness… “It’s not too late. You can save what’s left of your crew. Surrender now, Captain Glanville, and we’ll see that your men are ransomed back.” A wicked gleam brightened her eyes as if victory would soon be hers. He should do as she asked. It would be the sensible thing, but pride kept him from saying the words. Not yet. He still had another opponent to defeat, and so far she hadn’t been an easy one to overcome. Despite his steady attack, she kept her muscles relaxed, her balance sure. Her attention followed his movements no matter how small, adjusting her stance, looking for weaknesses. “How do you know I’m Captain Glanville?” When work was at hand, he didn’t dress any differently than his men. “I know much about you.” Stepping clear of two men battling to their left, she blocked his sword with her own and lunged with her dagger. He jumped from the blade, avoiding injury by the barest inch. This one relied on speed and accuracy rather than power. Smart woman. “What do you want from us?” he asked, launching an attack of his own, this time with so much force and speed, she had no choice but to retreat until her back came up against the railing. “We only just left London four days ago. Our cargo is mainly iron and ale.” Her gaze sharpened even as her expression became strained. His assault was wearing her down. “I want the Ruby Cross.” How the hell did she know he had the cross? And did she believe he’d simply hand it over? Hand over a priceless antiquity of the Knights Templar? Absurd. He swung his sword all the harder. The clang of steel rang through the air. Her reactions slowed, and her arms trembled. He made a final cut, putting all his strength behind the blow, and knocked her sword from her hand. Triumph surged through his veins. She attempted to slash out with her dagger. He grabbed her arm before her blade could reach him and hauled her close, their faces nose to nose. “You’ll never take the cross from me,” he vowed as he towered over her, his grip strong. The point of a sword touched his back. Thomas tensed, he swore beneath his breath, self-disgust heavy in his chest. The distraction of this one woman had sealed his fate. Bloody hell.

The standardized Scholastic Aptitude Tests (SAT) for 2013 paint an equally grim picture. Only 43 percent of the 1.66 million students who took the test scored high enough to be classified as “college ready.” What is worse, this is the fifth year in a row that fewer than half of the young people who took the test scored above 1550, the threshold for demonstrating the capability to maintain a grade point average (GPA) of B-minus or better in a four-year degree college or university.10

I could tell him I’ve been worried for weeks about what the aptitude test will tell me—Abnegation, Candor, Erudite, Amity, or Dauntless?

THERE IS ONE mirror in my house. It is behind a sliding panel in the hallway upstairs. Our faction allows me to stand in front of it on the second day of every third month, the day my mother cuts my hair. I sit on the stool and my mother stands behind me with the scissors, trimming. The strands fall on the floor in a dull, blond ring. When she finishes, she pulls my hair away from my face and twists it into a knot. I note how calm she looks and how focused she is. She is well-practiced in the art of losing herself. I can’t say the same of myself. I sneak a look at my reflection when she isn’t paying attention—not for the sake of vanity, but out of curiosity. A lot can happen to a person’s appearance in three months. In my reflection, I see a narrow face, wide, round eyes, and a long, thin nose—I still look like a little girl, though sometime in the last few months I turned sixteen. The other factions celebrate birthdays, but we don’t. It would be self-indulgent. “There,” she says when she pins the knot in place. Her eyes catch mine in the mirror. It is too late to look away, but instead of scolding me, she smiles at our reflection. I frown a little. Why doesn’t she reprimand me for staring at myself? “So today is the day,” she says. “Yes,” I reply. “Are you nervous?” I stare into my own eyes for a moment. Today is the day of the aptitude test that will show me which of the five factions I belong in. And tomorrow, at the Choosing Ceremony, I will decide on a faction; I will decide the rest of my life; I will decide to stay with my family or abandon them. “No,” I say. “The tests don’t have to change our choices.” “Right.” She smiles. “Let’s go eat breakfast.” “Thank you. For cutting my hair.” She kisses my cheek and slides the panel over the mirror. I think my mother could be beautiful, in a different world.

Binet himself worried about the potential misuse of the tests he designed. He insisted they were not a measurement, properly speaking. He argued that intelligence comes in many different forms, only some of them testable by his or by any test. His understanding of different skills, aptitudes, or forms of intelligence was probably closer to that of educator Howard Gardner’s concept of “multiple intelligences” than to anything like a rigid, measurable standard reducible to a single numerical score.21 His words of caution fell on deaf ears. Less than a year after Binet’s death in 1911, the German psychologist William Stern argued that one could take the scores on Binet’s standardized tests, calculate them against the age of the child tested, and come up with one number that defined a person’s “intelligence quotient” (IQ).22 Adapted in 1916 by Lewis Terman of Stanford University and renamed the Stanford-Binet Intelligence Scale, this method, along with Binet’s test, became the gold standard for measuring not aptitude or progress but innate mental capacity, IQ. This was what Binet had feared. Yet his test and that metric continue to be used today, not descriptively as a relative gauge of academic potential, but as a purportedly scientific grading of innate intelligence.

If we were in your fear landscape…” I say. “Would I be in it?” “I’m not afraid of you.” “Of course you’re not. That’s not what I meant.” I meant not Are you afraid of me? but Am I important enough to you to feature in the landscape anyway? Probably not. She’s right, she hardly knows me. But still: Her heart is racing. I laugh, and the walls break as if my laugh shook them and broke them, and the air opens up around us. I swallow a deep breath of it, and we peel away from each other. She looks at me, suspicious. “Maybe you were cut out for Candor, because you’re a terrible liar,” I say. “I think my aptitude test ruled that one out pretty well.” “The aptitude test tells you nothing.” “What are you trying to tell me? Your test isn’t the reason you ended up Dauntless?” I shrug. “Not exactly, no.

I take her to the rocks that Zeke, Shauna, and I go to sometimes, late at night. Tris and I sit on a flat stone suspended over the water, and the spray soaks my shoes, but it’s not so cold that I mind. Like all initiates, she’s too focused on the aptitude test, and I’m struggling with talking to her about it. I thought that when I spilled one secret, the rest would come tumbling after, but openness is a habit you form over time, and not a switch you flip whenever you want to, I’m finding. “These are things I don’t tell people, you know. Not even my friends.” I watch the dark, murky water and the things it carries--pieces of trash, discarded clothing, floating bottles like small boats setting out on a journey. “My result was as expected. Abnegation.” “Oh.” She frowns. “But you chose Dauntless anyway?” “Out of necessity.” “Why did you have to leave?” I look away, not sure I can give voice to my reasons, because admitting them makes me a faction traitor, makes me feel like a coward. “You had to get away from your dad,” she says. “Is that why you don’t want to be a Dauntless leader? Because if you were, you might have to see him again?” I shrug. “That, and I’ve always felt that I don’t quite belong among the Dauntless. Not the way they are now, anyway.” It’s not quite the truth. I’m not sure this is the moment to tell her what I know about Max and Jeanine and the attack--selfishly, I want to keep this moment to myself, just for a little while. “But…you’re incredible,” she says. I raise my eyebrows at her. She seems embarrassed. “I mean, by Dauntless standards. Four fears is unheard of. How could you not belong here?

In 1960, about 40 percent of female teachers scored in the top quintile of IQ and other aptitude tests, with only 8 percent in the bottom. Twenty years later, fewer than half as many were in the top quintile, with more than twice as many in the bottom. It hardly helped that teachers’ wages were falling significantly in relation to those of other jobs. “The quality of teachers has been declining for decades,” the chancellor of New York City’s public schools declared in 2000, “and no one wants to talk about it.

Catch on? Catch on to what? That you wanted to prove to Eric how tough you are? That you’re sadistic, just like he is?” “I am not sadistic.” He doesn’t yell. I wish he would yell. It would scare me less. He leans his face close to mine, which reminds me of lying inches away from the attack dog’s fangs in the aptitude test, and says, “If I wanted to hurt you, don’t you think I would have already?

In 1960, about 40 percent of female teachers scored in the top quintile of IQ and other aptitude tests, with only 8 percent in the bottom. Twenty years later, fewer than half as many were in the top quintile, with more than twice as many in the bottom.

Ancestry is Garbage (The Sonnet) DNA test may reveal your ancestry, But there is no DNA test for character. IQ may reveal deficit in logical aptitude, There's no IQ test for excellence or genius. If bloodline dictated destiny, We'd still be dangling from trees. Not that we've done much better, But at least there is possibility. In the end we are all monkeys, We all come from the jungle. Question is, have we conquered the jungle that lurks in our heart, have we risen yet above the animal! Ancestry is garbage, IQ is useless, Living humans don't rely on such nonsense. Heart, brain, backbone, these make who we are, Everything else is mythology of the savages.

If she happened to pass this initial hurdle, the real test would begin. Her Asian girlfriends all knew this test. They called it the “SATs.” The Asian male would begin a not so covert interrogation focused on the Asian female’s social, academic, and talent aptitudes in order to determine whether she was possible “wife and bearer of my sons” material. This happened while the Asian male not so subtly flaunted his own SAT stats—how many generations his family had been in America; what kind of doctors his parents were; how many musical instruments he played; the number of tennis camps he went to; which Ivy League scholarships he turned down; what model BMW, Audi, or Lexus he drove; and the approximate number of years before he became (pick one) chief executive officer, chief financial officer, chief technology officer, chief law partner, or chief surgeon.

I was barely out of diapers when my parents decided they wanted me to become a doctor. But stethoscopes never ignited my imagination. I dreamed of true greatness. I wanted to become a scientist. But not just any scientist. A mad scientist.