The Complete Book of Intelligence Tests: 500 Exercises to Improve, Upgrade and Enhance Your Mind Strength

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Lie Algebras of Finite and Affine Type Carter R. W., Fulton W. (Ed) Year: 2005 Language: english File: DJVU, 2.65 MB

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Minds and Computers: The Philosophy of Artificial Intelligence Edinburgh University Press Matt Carter Year: 2007 Language: english File: PDF, 1.05 MB

The IQ Workout Series

THE COMPLETE
BOOK OF
INTELLIGENCE
TESTS
Philip Carter

The IQ Workout Series

THE COMPLETE
BOOK OF
INTELLIGENCE
TESTS
Philip Carter

Copyright # 2005 by Philip Carter
Published by John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex
PO19 8SQ, England
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Contents

1 Introduction
Aspects of intelligence
Intelligence quotient (IQ)
Test 1.1 IQ test

1
3
7
11

2 Specific aptitude tests
Section I ^ Verbal aptitude
Test 2.1 Synonym test A
Test 2.2 Synonym test B
Test 2.3 Antonym test A
Test 2.4 Antonym test B
Test 2.5 Analogy test A
Test 2.6 Analogy test B
Test 2.7 Classification test
Test 2.8 Comprehension
Test 2.9 Advanced verbal test A ^ multi-discipline
Test 2.10 Advanced verbal test B ^ anagrams
Section II ^ Numerical aptitude
Test 2.11 Numerical sequence test
Test 2.12 Mental arithmetic
Test 2.13 Working with numbers
Test 2.14 Advanced numerical aptitude test
Section III ^ Technical aptitude
Test 2.15 Technical aptitude test

25
28
28
30
31
33
34
36
38
40
41
46
49
49
51
53
56
60
60

iii

The Complete Book of Intelligence Tests

3 Logical reasoning
Test 3.1 Pure logic
Test 3.2 Progressive matrices test
Test 3.3 Advanced logic test

67
67
70
79

4 Creativity
Test 4.0 Creativity personality test
Section I ^ Imagination
Test 4.1 Imaginative shapes
Test 4.2 Wild imagination
Test 4.3 Creative logic
Test 4.4 The bucket test
Section II ^ Lateral thinking
Test 4.5 Lateral thinking test
Test 4.6 Lateral thinking exercises
Section III ^ Problem solving
Test 4.7 Problem-solving exercises

84
88
91
93
94
95
101
102
102
105
108
110

5 Emotional intelligence
Test 5.1 Anxious or relaxed
Test 5.2 Extrovert or introvert
Test 5.3 Optimist or pessimist
Test 5.4 Self-confidence
Test 5.5 Tough or tender

114
116
120
127
131
138

6 Memory
Test 6.1
Test 6.2
Test 6.3

144
145
145

Test 6.4
Test 6.5
Test 6.6
Test 6.7
Test 6.8

Pattern recognition A
Word association
Verbal dexterity and memory test ^
anagrams
Number=shape recognition
Pattern recognition B
Instructions
Pattern recognition C
Shopping list
iv

146
147
147
148
148
148

Contents

Test 6.9 Attention to detail
Test 6.10 Memorising an address

149
149

7 Answers, explanations and assessments

150

8 Hints

205

v

1

Introduction

Intelligence may be narrowly defined as the capacity to acquire
knowledge and understanding, and use it in different novel situations.
It is this ability, or capacity, which enables the individual to deal with
real situations and profit intellectually from sensory experience.
A test of intelligence is designed to formally study, under test
conditions, the success of an individual in adapting to a specific
situation.
There are a number of different methods which purport to measure
intelligence, the most famous of which is the IQ, or intelligence
quotient test. In the formation of such tests many psychologists treat
intelligence as a general ability operating as a common factor in a wide
variety of aptitudes.
Whilst many IQ tests measure a variety of different types of ability
such as verbal, mathematical, spatial and reasoning skills, there is now
a second school of thought in which it is believed that the earlier
definitions of intelligence may be too simplistic.
It is now becoming increasingly recognised that there are many
different types of intelligence and that a high measured IQ, although
desirable, is not the only key to success in life. Other characteristics,
such as outstanding artistic, creative or practical prowess, especially
if combined with personal characteristics such as ambition, good
temperament and compassion, could result in an outstanding level of
success despite a low measured IQ. It is because of this that in recent
years CQ (creative quotient) and EQ (emotional quotient), to name
just two examples, have come to be regarded as equally important as,
or even more important than, IQ measurement.
1

The Complete Book of Intelligence Tests

It should also be pointed out that having a high IQ does not mean
that one has a good memory. A good memory is yet another type of
intelligence, and could result in high academic success despite a low
measured IQ test score.
The object of this book is to identify different types of intelligence
and bring together tests for different aspects of intelligence into one
book, and provide an objective assessment of abilities in a number of
different disciplines.
This will, therefore, give readers the opportunity to identify their
own strengths and weaknesses and thus enable readers to build on
their strengths and work at improving their performance in areas of
weakness.
As well as the identifying of such strengths and weaknesses, the
tests and exercises in this book perform another important function,
that of using and exercising the brain.
Despite the enormous capacity of the brain, we only use on average
2% of our potential brainpower. There is, therefore, the potential for
each of us to expand our brainpower considerably.
It is important that we continually use our brain, for example, the
more we practise at tests of verbal aptitude, the more we increase our
ability to understand the meaning of words and use them effectively;
the more we practise at mathematics, the more confident we become
when working with numbers; and the more we practise our ability to
move our fingers and manipulate small objects, the more dextrous we
become at operations involving this type of aptitude.
Our brain is undoubtedly our greatest asset, yet, for most of us, it
is the part of the body we most take for granted.
Our brain needs exercise and care in the same way as other parts
of the body. We eat the right foods to keep our heart healthy, we
moisturise our skin to keep it from drying out and, just as gymnasts
strive to increase their performance at whatever level they are
competing, by means of punishing training schedules and refinement
of technique, there are exercises, or mental gymnastics, we can do
to increase the performance of our brain and enhance quickness of
thought.
2

Introduction

Many people still have the outdated belief that there is little they
can do to improve the brain they are born with and that brain cells
continually degenerate with age, but in fact our brain cells continually
develop new and stronger connections and adult brains can grow new
cells, irrespective of age.
We should all be aware that we have the capacity to put our brain
to even more use and unleash many hitherto untapped creative talents
by continually exploring new avenues, experiences and learning
adventures. By continually exploiting our enormous brain potential,
we all have the ability to make more and stronger connections
between our nerve cells, with the result that not only our mental but
also our physical long-term well-being will improve.
Whilst the aim of the tests and exercises is therefore two-fold,
that of identifying individual strengths and weaknesses and that of
exercising the brain, they are at the same time, and equally importantly,
designed to provide fun and entertainment to those who take them.

Aspects of intelligence
Although it is difficult to define intelligence, indeed it appears to have
no formal definition, there is, nevertheless, at least one particularly
apposite definition: the capacity to learn and understand.
Scores from standardised intelligence tests (IQ scores) are often
used to define one’s intelligence level. It is, however, becoming
increasingly accepted that they do not reveal the complete picture and
only provide a snapshot of a person’s ability in the area under
examination, so that, for example, someone who has scored highly on
a verbal test can only be said to have a high verbal IQ and someone
who has scored highly on a mathematical test can only be said to have
a high numerical IQ. Obviously, therefore, the more different types
of disciplines that are tested and examined, the more accurately the
intelligence level of the individual can be assessed.
Whilst IQ testing is broadly based on the principle of a measurable
and genetically inherited intelligence that is cast in stone for every
individual and does not increase throughout adulthood, there is
3

The Complete Book of Intelligence Tests

now another school of thought which believes there are many more
different types of intelligences, some of which could be as a result of
our upbringing and development and some of which could be the
result of a natural talent with which we are born.
The concept of general intelligence, or g, was devised in the early
twentieth century by the English psychologist Charles Spearman, who
established g as a measure of performance in a variety of tests.
Spearman’s research led him to the conclusion that the same people
who performed well in a variety of mental tasks tended to use a part of
the brain that he termed g. The g factor, therefore, laid the foundation
for the concept of a single intelligence, and the belief that this single,
and measurable, intelligence enables us to perform tasks of mental
ability.
Recent studies have to a certain extent reinforced Spearman’s theory,
and research has found that the lateral prefrontal cortex is the only area
of the brain where an increase in blood flow takes place when volunteers
tackle complicated puzzles.
Despite this, Spearman’s concept remains highly controversial and
is becoming increasingly challenged by those who claim that the concept
of a single overall intelligence is too simplistic.
At the same time, there is a body of research whose findings suggest
that our mental ability is not determined by biological inheritance, but
as the result of social factors such as education and upbringing.
Whilst IQ tests are, and will remain, helpful in predicting future
performance or potential in many areas, they do not provide us
with other information, such as the ability to connect with other
people emotionally or perform creative tasks that involve the use of
imagination.
Although most IQ testing only assesses what is termed ‘general
ability’ in three categories of intelligence, numerical, verbal and spatial
(abstract) reasoning, there are several other equally important and
valuable intelligences that need to be recognised and developed.
The theory of multiple intelligence (MI) advocates that the traditional
view of a single general intelligence, g, is too narrow and that humans
have multiple intelligences. By expanding our definition of intelligence
4

Introduction

to include multiple intelligences, we can identify, appreciate and
nurture more of our strengths.
This is important, as it would be as rare for any one individual to
be endowed in all the different intelligences as it would for any one
individual not to possess some kind of talent. We all tend to be aware
of some of our abilities and limitations, for instance, some of us may
be great musicians but completely hopeless when it comes to fixing a
problem with our car; others may be championship-class chess players
but would never be able to smash a tennis ball into the opposing
player’s court; and others may possess great linguistic and mathematical
skills but feel completely at a loss trying to make small talk at social
gatherings. The fact is that no-one is talented in every domain and noone is completely incapable in every domain.
The originator of the theory of multiple intelligences, Howard
Gardner, a professor of education at Harvard University, defines
intelligence as the potential ability to process a certain sort of information. The different types of intelligence are for the most part
independent of one another, and no type is more important than the
other.
In all, Gardner identifies seven different types of intelligence.
These can be summarized as follows:
1. Verbal=linguistic, e.g. lexical skills, formal speech, verbal debate,
creative writing.
2. Body=kinesthetic (movement), e.g. body language, physical gestures,
creative dance, physical exercise, drama.
3. Musical=rhythmic, e.g. music performance, singing, musical
composition, rhythmic patterns.
4. Logic=mathematic, e.g. numerical aptitude, problem solving,
deciphering codes, abstract symbols and formulae.
5. Visual=spatial, e.g. patterns and designs, painting, drawing, active
imagination, sculpture, colour schemes.
6. Interpersonal (relationships with others), e.g. person-to-person
communication, empathy practices, group projects, collaboration
skills, receiving and giving feedback.
5

The Complete Book of Intelligence Tests

7. Intrapersonal (self-understanding and insight), e.g. thinking strategies,
emotional processing, knowing yourself, higher order reasoning,
focusing=concentration.
Although aspects of it are included in several of the above categories;
in addition to the above seven basic types of intelligence can be
added creativity, which has sometimes been referred to as ‘the eighth
intelligence’.
Additionally, if creativity is the eighth intelligence, then memory
must be the ninth, and both creativity and memory are explored and
tested in detail in Chapters 4 and 6, respectively.
Whilst Spearman concluded that people who performed well at
varying tasks tended to use the same part of the brain, g, Gardner
asserts that each of the above intelligences is located in one or more
particular areas of the brain. Some of the evidence for this belief is
provided by the study of people who have suffered brain damage,
either from strokes or other causes, and who may, for example, still be
able to sing words despite having lost the ability to use expressive
speech.
Although the jury may still be out on the debate as to whether the
g factor, as gauged by IQ tests, is just one single general intelligence,
or whether there are, as Gardner and others suggest, a set of
independent mental domains, it would appear to be coming increasingly
apparent that, as we learn more about the human brain and how
different parts of the brain appear to generate different intelligences,
the more compelling Gardner’s theory becomes.
The main lesson to be learned from this is that people can be
intelligent in many different ways. It is completely wrong to write off
or even put down someone who has scored badly in an IQ test which,
after all, has only provided us with one type of information about that
individual. All of us have the potential for achievement in some kind
of intelligence and we also possess the potential for improvement in
many other areas.
Although there are types of intelligence that cannot be tested in a
book, for example, aptitude at performing physical tasks or playing a
6

Introduction

musical instrument, in the chapters that follow as many different
types of intelligence will be tested and explored as is feasible to do.

Intelligence quotient (IQ)
Intelligence quotient (IQ) is an age-related measure of intelligence
level and is described as 100 times the mental age. The word ‘quotient’
means the result of dividing one quantity by another, and a definition
of intelligence is mental ability or quickness of mind.
Such tests are based on the belief that every person possesses a single
general ability of mind. It is this which determines how efficiently each
of us deals with situations as they arise, and how we profit intellectually
from our experiences. This ability of mind varies in amount from person
to person, and is what intelligence (IQ tests) attempt to measure.
Generally such tests consist of a graded series of tasks, each of
which has been standardised with a large representative population of
individuals. Such a procedure establishes the average IQ as 100.
IQ tests are part of what is generally referred to as ‘psychometric
testing’. Such test content may be addressed to almost any aspect of
our intellectual or emotional make-up, including personality, attitude
and intelligence.
Psychometric tests are basically tools used for measuring the mind;
the word ‘metric’ means measure and the word ‘psycho’ means mind.
There are two types of psychometric test, which are usually used in
tandem. These are aptitude tests, which assess your abilities, and personality
questionnaires, which assess your character and personality.
In contrast to specific proficiencies, intelligence tests are standard
examinations devised to measure human intelligence as distinct from
attainments. There are several different types of intelligence test, for
example, Cattell, Stanford^Binet and Wechsler, each having its own
different scale of intelligence.
The Stanford^Binet is heavily weighted with questions involving
verbal abilities and is widely used in the United States of America, and
the Weschler scales consist of two separate verbal and performance
sub-scales, each with its own IQ rating.
7

The Complete Book of Intelligence Tests

% of population

It is generally agreed by advocates of IQ testing that an
individual’s IQ rating is mainly hereditary and remains constant in
development to about the age of 13, after which it is shown to slow
down, and beyond the age of 18 little or no improvement is found. It
is further agreed that the most marked increase in a person’s IQ takes
place in early childhood, and theories are continually put forward
about different contributory factors, for example, it has been claimed
recently, following research in Japan, that the playing of computer
games by children, which involve a high degree of skill and agility of
mind, have resulted in higher IQ measurement.
IQ Tests are standardised after being given to many thousands of
people and an average IQ (100) established, a score above or below
this norm being used to establish the subject’s actual IQ rating.
25

0

100
IQ score

170

Because beyond the age of 18 little or no improvement in a person’s
IQ rating is found, the method of calculating the IQ of a child is
different to the method used for an adult.
When measuring the IQ of a child, the subject will attempt an IQ
test which has been standardized with an average score recorded for
each age group. Thus, a child aged 10 years who scored the results
expected of a child of 12 would have an IQ of 120, calculated as
follows:
mental age (12)
chronological age (10)


 100 ¼ 120 IQ

However, adults have to be judged on an IQ test whose average
score is 100 and their results graded above and below this norm
according to known scores. A properly validated test would have to
8

Introduction

be given to some 20,000 people and the results correlated before it
would reveal an accurate measurement of a person’s IQ.
Like most distributions found in nature, the distribution of IQ
takes the form of a fairly regular bell-curve (see diagram above). On
the Stanford^Binet scale, half the population fall between 90 and 110
IQ, half of them above 100 and half of them below; 25% score above
110; 11% above 120; 3% above 130 and 0.6% above 140. At the other
end of the scale the same kind of proportion occurs.
The earliest known attempts to rank people in terms of intelligence
date back to the Chinese Mandarin system, circa 500 B.C., when studying
the works of Confucius enabled successful candidates to enter the public
service. The top 1% of candidates were successful in progressing to the
next stage, where they would again be run off against each other, and
the procedure repeated yet again through a final layer of selection.
Thus, the chosen candidates were in the top 1% of the top 1% of the
top 1%.
The first attempt to measure scientifically the difference between
the mental abilities of individuals was made by Sir Francis Galton in
the nineteenth century, when he tried to show that the human mind
could be systematically mapped into different dimensions.
The first modern intelligence test was devised in 1905 by the
French psychologists Alfred Binet and Theodore Simon after they
were commissioned by the French government to construct tests that
would ensure no child be denied admittance to the Paris school system
without formal examination. The pair developed a 30-item test, which
included a wide range of different types of problems.
In 1916, the American psychologist Lewis Terman revised the
Binet^Simon scale to provide comparison standards for Americans
from age 3 to adulthood and the concept of the ratio of the mental age
to chronological age, multiplied by 100, was added. Terman devised the
term ‘intelligence quotient’ and developed the Stanford^Binet intelligence
test to measure IQ after joining the faculty of Stanford University as
professor of education. The Stanford^Binet test was further revised in
1937 and 1960 and remains today one of the most widely used of all
intelligence tests.
9

The Complete Book of Intelligence Tests

In the mid-nineteenth century psychologists used informationloaded tests to assess the intelligence of their clients. Later, psychologists
introduced the concept of mental speed when assessing performance.
Around 1930, Furneaux demonstrated that a relationship did exist
between power, meaning the absolute difficulty of a problem, and
speed, meaning the time a person required to solve it. By increasing
the difficulty by 30%, you double the time required to solve it, but a
60% increase will lengthen the time five-fold.
The first IQ testing on a mass scale was carried out by the US
army during the First World War. Personality tests or character tests
soon followed, but in the 1920s and 1930s studies began to define
more closely the general concept of intelligence. What emerged was
recognition of fluid and crystallised intelligence. Fluid intelligence was
measured by references to spatial items, such as diagrams, drawings or
pegs, and crystallised intelligence was measured through language and
number.
There are many different types of intelligence tests; however, a
typical IQ test might consist of three sections, each testing a different
ability, usually comprising verbal reasoning, numerical ability and
diagrammatic, or spatial, reasoning. In order to assess your overall
general ability, the questions in the test that follows are multi-discipline
and include a mix of verbal, numerical and diagrammatic questions,
as well as additional questions involving logical thought processes
together with a degree of lateral thinking.
While it is accepted that IQ is hereditary and remains constant
throughout life and, therefore, it is not possible to improve your
actual IQ, one weakness of this type of testing is that it is possible
to improve your performance on IQ tests by practising the many
different types of question, and learning to recognise the recurring
themes.
In subsequent chapters of this book, readers will have ample
opportunity to test themselves in different areas of brain activity and
to identify their strengths and weakness in specific areas of intelligence.
It must be emphasised that a person who is good at IQ tests is not
necessarily capable of excelling at academic tests, regardless of how
10

Introduction

logical and quick-witted he=she is. Often motivation and dedication
are more important than a high measured IQ rating. To score highly
on an academic test requires the ability to concentrate on a single
subject, obtain an understanding of it, and revise solidly in order to
memorise facts prior to an examination. Often it is difficult for
someone with a high IQ to do this because of an overactive and
enquiring mind, which cannot direct itself on one subject for very
long and forever wishes to diversify. Such a person would have to
apply a high level of self-discipline in order to succeed at academic
tests but, if able to apply this self-discipline, would be likely to obtain
a high pass mark.
Because the test that follows has been newly compiled for this
book, it has not been standardised, so an actual IQ assessment cannot
be given. Nevertheless, a guide to assessing your performance is
provided in the Answers section.
A time limit of 90 minutes is allowed for completing all 40
questions. The correct answers are given at the end of the test, and
you should award yourself one point for each completely correct
answer. You should not exceed the time limit, otherwise your score
will be invalidated.
Where preferred, the use of a calculator is permitted on numerical
questions, except where indicated.
Test 1.1

IQ test

1 The white dot moves two places anti-clockwise at each stage and
the black dot moves one place clockwise at each stage. After how
many stages will they be together in the same corner?

11

The Complete Book of Intelligence Tests

2
and
and
therefore

72496
62134
85316
28439

is to
is to
is to
is to

1315
97
167
?

3 Put the following words into alphabetical order:
arthropod, artificer, arteriole, artichoke, arthritis, articular,
artillery, arthritic
4 Which two words are most opposite in meaning?
imaginary, realistic, illegible, impracticable, radical, embellished
5 What numbers should replace the question marks?
2

6

3

7

?

6

3

6

3

?

3

6

3

6

?

5

2

6

3

?

6 Which group of letters is the odd one out?

CEFH
HJKN

LNOQ
PRSU

UWXZ
DFGI

7 Identify two words (one from each set of brackets) that form a
connection (analogy) when paired with the words in capitals.
RESTRAIN (suppress, deny, conceal)
WITHHOLD (curb, reserve, conceal)

12

Introduction

8

?
Which figure should replace the question mark?

A

B

C

D

9 Spell out a 12-letter word by moving from letter to adjacent
letter, horizontally and vertically (but not diagonally). You must
find the starting point and provide the missing letters.
C

A

I

C

L

O

D

N

E

E

10 What numbers should replace the question marks?
100, 95, ?, 79, 68, ?, 40, 23
11 Associate is to colleague as accomplice is to:
consort, friend, accessory, comrade, follower
12 Which is the odd one out?
famous, illustrious, acclaimed, fabulous, noteworthy
13 What number should replace the question mark?
7
9

3
2

5
6

4

2
1
13

13
6

19

?
5

11

The Complete Book of Intelligence Tests

14 Which is the odd one out?

A

B

C

D

E

15 GAINED VOTE is an anagram of which two words that are
similar in meaning?
16 What number should replace the question mark?
49

615

62

85

177

29

53

?

74

14

Introduction

17 Which word in brackets is most opposite in meaning to the word
in capitals?
MITIGATE (augment, palliate, appreciate, trust, destroy)

18

Which shape below is identical to the shape above?

A

C

B

D

E

19 Which two words are closest in meaning?
educated, clear, literal, enervated, wordy, verbatim
15

The Complete Book of Intelligence Tests

20 What number should replace the question mark?
19

9

17

23

12

25

13

?

31

is to

21

as

is to

A

B

D

C

E

F
16

Introduction

22 What letter is three to the right of the letter immediately to the
left of the letter which is four to the left of the letter G?

A

B

C

D

E

F

G

H

23 Which word in brackets is closest in meaning to the word in
capitals?
HABITUATED (constant, accustomed, colonized,
commonplace, energetic)

24

Which is the missing tile?

A

B

C

D

E

F

25 When full, a barrel of water contains 85 litres. How many litres
remain after 40% has been used? (the use of a calculator is not
permitted in this question).

26 DECISIVE LARK is an anagram of which two words that are
opposite in meaning?
17

The Complete Book of Intelligence Tests

is to

27

as

is to

A

B

C

D

E

28 What number should replace the question mark?
0, 19, 38, 57, ?, 95

18

Introduction

29

What comes next?

A

B

C

D

E

F

30 What number should replace the question mark?
2
?

7
7
9

1

8
5

1

4

6

4

9
3

2

3

1
5
7

7

8
6

2
4

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The Complete Book of Intelligence Tests

31 Switch A turns lights 1 and 2 on=off or off=on.
Switch B turns lights 2 and 4 on=off or off=on.
Switch C turns lights 1 and 3 on=off or off=on.

 ON

 OFF

Switches A, C and B are thrown in turn, with the result that
Figure 1 turns into Figure 2. Which of the switches A, B or C
must, therefore, be faulty?
1

1

2

2

3

3

4

4

Fig. 1

Fig. 2

20

Introduction

32 Which is the odd one out?

B

A

C

D
E

33 What number should replace the question mark?

3.5

7.5

5

11

1.5

3.5

4.5

2

7.5

8.5

3

?

21

The Complete Book of Intelligence Tests

34

Which is the missing tile?

A

B

C

D

E

F

35 Start at one of the four corner letters and spiral clockwise round
the perimeter, finishing at the centre letter to spell out a
nine-letter word. You must provide the missing letters.
N

A

R

N
O

T
22

C

Introduction

36 What number should replace the question mark?
10, 21, 33, 46, 60, 75, ?
37

When the above is folded to form a cube, which is the only one
of the following that can be produced?

A

B

C

D

E

38 Joe has one and a half times as many as Mo, and Mo has one and
a half times as many as Flo. Altogether they have 76. How many
has each?
23

The Complete Book of Intelligence Tests

39 Which one of the following sentences is correct?
*

*

*

*

*

*

*

The Gardener’s Association debated whether to hold it’s
bi-annual flower show at the beginning of April and
September, or at the end of April and September each year.
The Gardeners’ Association debated whether to hold its
biennial flower show at the beginning of April and September,
or at the end of April and September each year.
The Gardeners’ Association debated whether to hold it’s
bi-annual flower show at the beginning of April and
September, or at the end of April and September each year.
The Gardeners’ Association debated whether to hold its
bi-annual flower show at the beginning of April and
September, or at the end of April and September each year.
The Gardener’s Association debated whether to hold its
biennial flower show at the beginning of April and September,
or at the end of April and September each year.
The Gardeners’ Association debated whether to hold it’s
bi-annual flower show at the beginning of April and
September, or at the end of April and September each year.
The Gardener’s Association debated whether to hold it’s
biennial flower show at the beginning of April and September,
or at the end of April and September each year.

40 What number should replace the question mark?
1

3

7

4

6

10 16

9

11 15 21

16 18 22

24

13

?

2

Specific aptitude
tests

In the somewhat complex area of psychometric testing, the
terminology and procedures involved are sometimes misunderstood
or misinterpreted.
The word ‘aptitude’ is often misused to mean ability or achievement,
and in the context of psychometric testing aptitude may be regarded
as just another way of referring to specific ability. There is, however,
a subtle technical difference between the three words ‘achievement’,
‘ability’ and ‘aptitude’, which can be distinguished as follows:
Achievement ^ what you have accomplished in the past.
Ability ^ what you are able to demonstrate in the present.
Aptitude ^ how quickly or easily you will be able to learn in the
future.
Psychometric tests can be broadly divided into two main categories:
1. Tests of maximum performance, such as ability or aptitude.
2. Tests of typical performance, such as personality or interest.
An ability test is designed to measure maximum performance and
potential in a number of areas. These abilities can be measured
separately, or combined to give an assessment of overall general
ability. Often tests are constructed so that they relate to a specific
job or skill and assess things such as perceptual speed or mechanical
reasoning.
Examples of ability tests are; general intelligence tests (IQ tests),
knowledge-based attainment tests and aptitude tests, which test the
ability to use knowledge.
25

The Complete Book of Intelligence Tests

Ability is a very general term which can be applied to many
different types of specific ability. There are, in fact, over 50 different
human abilities, although these fall within the following four main
categories:
1. Cognitive reasoning ^ verbal, numerical, abstract, perceptual, spatial,
mechanical. A very broad and general definition of the word
‘cognition’ is: knowing, perceiving and thinking. It is studied by
psychologists because it reveals the extent of a person’s ability to
think.
2. Psychomotor ^ eye and hand coordination.
3. Sensory ^ hearing, touch, sense, smell, sight.
4. Physical ^ stamina and strength.
There are nine different types of aptitude, which may be summarised
as follows:
1. General learning ^ learn and understand, reason and make judgements,
e.g. how well we achieve at school.
2. Verbal aptitude ^ general lexical skills; understanding words and
using them effectively.
3. Numerical aptitude ^ general mathematical skills; working with
numbers quickly and accurately.
4. Spatial aptitude ^ understanding geometric forms; the understanding
and identification of patterns and their meaning, e.g. understanding
how to construct a flat-pack piece of furniture from a set of
instructions.
5. Form perception ^ studying and perceiving details in objects and=or
graphic material. Making visual comparisons between shapes, e.g.
inspecting an object under a microscope in a laboratory; quality
inspection of goods in a factory.
6. Clerical perception ^ reading, analysing and obtaining details from
written data or tabulated material, e.g. proof reading, analysing
reports.
7. Motor coordination ^ eye and hand coordination. Making rapid
movement response quickly and accurately, e.g. actually being
26

Specific aptitude tests

able to assemble the flat pack piece of furniture once you have
understood how it should be done; being able to operate a
keyboard quickly and accurately; sporting skills.
8. Finger dexterity ^ manipulating small objects quickly and accurately,
e.g. playing a piano, sewing.
9. Manual dexterity ^ the skill of being able to work with your hands,
e.g. painting and decorating, building things, operating machinery.
In the case of most aptitude tests there is usually a set time limit
which must be strictly adhered to in order for the test to be valid, and
there is usually an average score which has been standardised in
comparison with a group of people who have taken the same test.
When taken under these conditions there may be up to five levels
of test performance expressed in percentage terms in comparison with
the average score established:
1. Top 10% of population ^ extremely high degree of aptitude.
2. Top one-third (excluding top 10%) ^ high degree of aptitude.
3. A score obtained by one-third of the population ^ average degree of
aptitude.
4. Lowest one-third ^ below average.
5. Lowest 10% ^ minimal aptitude.
The tests that follow are divided into three main sections: verbal
aptitude, numerical aptitude and technical aptitude. Several spatial
aptitude tests are included in subsequent chapters, specifically Chapter 3
(Logical reasoning) and Chapter 4 (Creativity).
Because they have been newly compiled for this book, the tests
have not been standardised in comparison to scores obtained by other
groups. Nevertheless there is a guide to assessing your performance at
the end of each test, and because the tests relate to specific aptitudes,
the results will give you the opportunity to identify your own particular
strengths and weaknesses.
Unless stated otherwise, you should award yourself one point for
each completely correct answer.
27

The Complete Book of Intelligence Tests

Section I ^ Verbal aptitude
Mastery of words is seen by many as having in one’s possession the
ability to produce order out of chaos and because of this it is argued
that command of vocabulary is seen as a true measure of intelligence,
with the result that verbal tests are widely used in IQ testing.
Verbal reasoning tests are designed to measure basic verbal ability
(the ability to understand and use words), and typically include
spelling, grammar, word meanings, completing sentences, synonyms
and antonyms.
The exercises that follow test basic verbal aptitude in a number of
separate areas including synonyms, antonyms, analogy, odd one out
and verbal comprehension. There are also two advanced tests, one of
which is multi-discipline and one which is anagram-based.
For each test a performance assessment is provided. There is also a
time limit specified for completing each test, which should not be
exceeded otherwise your score will be invalidated.
Test 2.1 Synonym test A
A synonym is a word having the same, or very similar, meaning to
another of the same language. Examples of synonyms are: select and
choose, easy and elementary, inquire and probe.
Test A is a series of 20 questions designed to test your knowledge
of language and your ability to quickly identify words that have the
same or very similar meanings. In each case choose just one word from
the five words inside the brackets that is closest in meaning to the
word in capitals.
You have 20 minutes in which to solve the 20 questions.
1 GLUTINOUS (churlish, adhesive, hungry, bright, desolate)
2 ILLUMINATING (real, authentic, informative, rational,
coherent)
3 ESPOUSAL (avoidance, outburst, care, adoption, crux)
28

Specific aptitude tests

4 SIGNIFY (connote, outline, depict, welcome, influence)
5 ERUDITE (ancient, scholarly, distinguished, careful, itinerant)
6 IRRATIONAL (intransigent, irredeemable, unsafe, lost,
nonsensical)
7 MODERATION (reticence, equanimity, humility, care, delicacy)
8 PANORAMIC (extensive, picturesque, distant, ceremonial,
equidistant)
9 WEB (erode, create, clothe, lattice, skirl)
10 SATIATE (follow, censure, undermine, veto, overfill)
11 THOROUGHLY (attentively, assiduously, long-winded, eagerly,
prodigal)
12 COGENCY (grace, competence, prestige, force, speed)
13 DESIROUS (eager, eligible, worthy, fulsome, true)
14 SOJOURN (relief, holiday, breach, retirement, rest)
15 PETRIFY (bedevil, calcify, agitate, decline, coerce)
16 ENCAPSULATE (facilitate, imitate, captivate, epitomize,
impede)
17 ADMONITORY (scolding, juvenile, acceptable, praiseworthy,
flexible)
18 PRETENCE (premises, precept, diversion, charade,
preponderance)
29

The Complete Book of Intelligence Tests

19 FULMINATION (business, tirade, scripture, casket, channel)
20 WONT (awe, tribulation, perception, custom, desire)
Test 2.2 Synonym test B
Synonym test B is a series of 20 questions designed to test your
knowledge of language and your ability to quickly identify words that
have the same or very similar meanings. In each case choose just the
two words from the six words provided that are closest in meaning.
You have 20 minutes in which to solve the 20 questions.
1 chop, gnaw, grate, sever, chew, destroy
2 inimitable, corresponding, matchless, surpassed, mature, imposing
3 delegate, advise, identify, recruit, adjust, mobilise
4 boorish, unchaste, stable, impure, unjust, bizarre
5 workaday, prosaic, feasible, easy, special, effective
6 unassailable, kind, inveterate, entrenched, contrary, convoluted
7 truncate, abandon, misuse, relinquish, rectify, denounce
8 snappish, ordinary, cursory, shrewd, sardonic, hurried
9 severe, opinionated, crude, dogmatic, unprincipled, vocal
10 progress, orbit, travel, run, encircle, align
11 orchestrate, display, employ, defeat, sustain, score
12 conspicuous, virulent, wild, profane, noxious, rancorous
30

Specific aptitude tests

13 just, somewhat, yet, once, now, moreover
14 elegant, serene, sophistic, shameful, sincere, fallacious
15 alter, assist, educate, facilitate, dream, cultivate
16 horizontal, unconscious, encompassed, submissive, supine, feral
17 farm, fare, style, food, firm, variety
18 guide, shepherd, farmer, shelter, carry, relocate
19 retreat, conclude, alight, circulate, call, getaway
20 intellect, symbol, rank, savour, genre, type
Test 2.3

Antonym test A

An antonym is a word with the opposite meaning to another of the
same language. Examples of antonyms are big and small, true and false,
happy and sad.
Test A is a series of 20 questions designed to test your knowledge
of language and your ability to quickly identify words that have opposite
meanings. In each case choose just one word from the five words inside
the brackets that is most opposite in meaning to the word in capitals.
You have 20 minutes in which to solve the 20 questions.
1 CHECK (stay, accelerate, monitor, foil, win)
2 INVARIABLE (valueless, viable, genuine, flexible, simple)
3 RIBALD (genteel, attractive, serious, ethical, austere)
4 TOUCHY (obedient, fortunate, genial, sympathetic, durable)
31

The Complete Book of Intelligence Tests

5 TOTALITARIAN (democratic, fair, political, partial,
conservative)
6 UNACCOUNTABLE (desirable, honest, potent, comprehensible,
absolute)
7 WIDEN (prevent, compress, encase, hinder, terminate)
8 WORKABLE (atypical, amateurish, unfair, inconceivable,
garrulous)
9 BRUTAL (civil, humane, patient, varying, happy)
10 PRODIGIOUS (tiny, tight, unproductive, inept, preposterous)
11 REMOTE (abstract, vital, related, astute, adjacent)
12 HYPOTHETICAL (academic, cagey, proven, punative,
impressive)
13 IMMATURE (old, mundane, wise, mellow, respected)
14 EARTHLY (ethereal, temporal, seasoned, sensual, natural)
15 DENIGRATE (acknowledge, welcome, enhance, eulogise, master)
16 PUSILLANIMOUS (bold, cold, pure, sweet, dry)
17 COMPOSED (divided, nervous, specific, problematic, unhappy)
18 ASSET (acquisition, tragedy, misfortune, burden, mistake)
19 INTRINSIC (elemental, useless, obscure, unnecessary, appended)
20 MUSICAL (discordant, loud, lyrical, verbal, euphonious)
32

Specific aptitude tests

Test 2.4

Antonym test B

Antonym test B is a series of 20 questions designed to test your
knowledge of language and your ability to quickly identify words that
have opposite meanings. In each case, choose just the two words from
the six words provided that are most opposite in meaning.
You have 20 minutes in which to solve the 20 questions.
1 wet, murky, cheerful, bright, still, happy
2 scarce, unwise, profuse, moral, ample, absent
3 contradict, continue, promote, intensify, quell, substantiate
4 fatuous, irrelevant, similar, therapeutic, contrary, rash
5 rigid, fluent, baroque, faltering, bare, effective
6 saturation, remuneration, tradition, reflection, salvation, perdition
7 eerie, hazardous, secure, active, restrained, sad
8 wise, foolproof, enlarged, wasteful, frugal, weak
9 candid, lucid, ignorant, angry, subtle, strong
10 sparse, gregarious, unsociable, graceful, weak, confused
11 litigate, allow, proffer, spread, proscribe, disagree
12 bob, rear, train, sail, bow, genuflect
13 important, rich, free, elevated, petty, perverse
14 neglected, brief, diplomatic, palpable, rude, devious
33

The Complete Book of Intelligence Tests

15 capture, absolve, captivate, diminish, hide, convict
16 climax, liking, zest, flavour, apathy, reluctance
17 trouble, turmoil, drivel, joy, passion, calm
18 elastic, severed, taut, level, slack, pliant
19 popinjay, neophyte, instructor, gambler, prize-fighter, aviator
20 humane, phlegmatic, erudite, solid, animated, healthy
Test 2.5 Analogy test A
An analogy is a similitude of relations where it is necessary to reason
the answer from a parallel case. Questions may take the form ‘A is to B
as C is to?’, as in the following example:
HELMET is to protection as TIARA is to:
adornment, queen, hair, royalty, head
Answer: adornment; both a helmet and a tiara are worn on the head,
however, a helmet is worn for the purpose of protection and a tiara is
worn for adornment.
You have 30 minutes in which to solve the 20 questions.
1 digital is to numbers as analogue is to:
symbols, hands, time, register, chronometer
2 concept is to notion as fixation is to:
obsession, idea, intuition, apprehension, proposition
3 confound is to bewilder as astound is to:
surprise, confuse, startle, astonish, horrify
34

Specific aptitude tests

4 corolla is to petals as pedicel is to:
flower, stalk, root, leaves, anther
5 limerick is to five as sonnet is to:
four, eight, twelve, fourteen, sixteen
6 laser is to beams as strobe is to:
intensity, flashes, signals, X-rays, lamps
7 venerable is to august as lofty is to:
imposing, December, magisterial, rarefied, grand
8 haematite is to iron as galena is to:
enamel, copper, tin, zinc, lead
9 trireme is to ship as triptych is to:
spear, stand, pattern, panel, play
10 east is to orient as west is to:
aoristic, occident, orison, ottoman, ocean
11 artist is to brush as scribe is to:
paper, pen, book, words, page
12 squander is to waste as employ is to:
exploit, obtain, benefit, consume, use
13 stopcock is to pipe as throttle is to:
valve, engine, flow, machine, regulate
35

The Complete Book of Intelligence Tests

14 Aries is to ram as Cygnus is to:
goat, fish, swan, eagle, charioteer
15 continue is to resume as continuous is to:
perseverance, unbroken, everlasting, repetition, persist
16 jade is to green as sapphire is to:
blue, red, black, brown, yellow
17 tangent is to touch as secant is to:
meet, divide, coincide, intersect, join
18 cleaver is to cut as auger is to:
drill, chop, hammer, shape, saw
19 competent is to skilful as adept is to:
capable, expert, able, clever, knowledgeable
20 aspiration is to ambition as fruition is to:
realisation, success, victory, recognition, desire
Test 2.6 Analogy test B
In each of the following, identify two words (one from each set of
brackets) that form a connection (analogy) when paired with the words
in capitals, e.g:
CHAPTER (book, verse, read)
ACT (stage, audience, play)
Answer: book and play; a chapter is a division of a book and an act is
a division of a play.
36

Specific aptitude tests

You have 30 minutes in which to solve the 20 questions.
1 PLUM (eat, grow, fruit)
WILLOW (leaves, tree, crop)
2 RIFLE (bullet, gun, fire)
CATAPULT (project, fling, weapon)
3 FOX (tail, hunt, fur)
PEACOCK (fly, plumage, breed)
4 EVENING (morning, night, day)
AUTUMN (day, winter, season)
5 STELLATE (sword, star, triangle)
TOROID (funnel, ring, crescent)
6 TASTE (food, swallow, tongue)
WALK (run, legs, move)
7 CHEMISTRY (laboratory, reaction, substances)
FAUNA (plants, animals, countryside)
8 TRAVEL (journey, map, list)
ATTEND (meeting, programme, boardroom)
9 FOREWORD (read, progress, book)
OVERTURE (music, opera, composer)
10 RESIGN (politician, leave, parliament)
ABDICATE (rule, king, realm)
11 CASTOR (sugar, furniture, wheel)
ROWEL (bicycle, hub, spur)
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The Complete Book of Intelligence Tests

12 MOBSTER (gangster, criminal, prohibition)
BRIGAND (fugitive, bandit, desperado)
13 CLAVIER (piano, compose, instrument)
TAMBOUR (music, beat, drum)
14 QUADRUPED (four, year, animal)
QUATRAIN (verse, eight, ship)
15 LARGO (loud, solemn, slow)
PIANO (lively, soft, fast)
16 GLUTTONY (food, weight, sin)
CHARITY (philanthropy, kindness, virtue)
17 VESTRY (church, hospital, refuge)
DISPENSARY (monastery, laboratory, hospital)
18 MODIFY (correct, regulate, change)
REDRESS (adjust, align, rectify)
19 MOAT (ditch, portcullis, crater)
TURRET (rampart, watchtower, defence)
20 SAVANNAH (inlet, highland, grass)
SIERRA (ravine, mountain, rock)

Test 2.7 Classification test
In this test you are given a list of five words and are required to choose
which of the five words is the odd one out. This may be for a variety
of reasons, as in the following examples:
(a) calm, quiet, relaxed, serene, unruffled
38

Specific aptitude tests

Answer: ‘quiet’ is the odd one out, as the rest mean the same thing.
However, your being quiet does not necessarily mean that you are
calm, relaxed serene or unruffled. You could be extremely upset and
agitated but still remain quiet.
(b) abode, dwelling, house, residence, street
Answer: ‘street’ is the odd one out, as the rest are specific places in
which we live. ‘Street’ is a general term which may contain many houses,
gardens, trees, road surfaces, etc.
You have 30 minutes in which to solve the 20 questions.
1 erect, upright, perpendicular, level, vertical
2 unequalled, paramount, exceptional, unsurpassed, finest
3 case, coffer, crate, chest, covering
4 cajole, deceive, beguile, inveigle, persuade
5 visit, summon, invite, assemble, convene
6 synagogue, mosque, pagoda, steeple, cathedral
7 hogwash, buffoonery, gibberish, gobbledegook, mumbo-jumbo
8 satisfactory, perfect, acceptable, fine, suitable
9 quadrangular, cubic, rectangular, spheroid, square
10 discontinue, forgo, relinquish, surrender, abandon
11 parched, desiccated, scorched, barren, dehydrated
12 pamphlet, certificate, catalogue, brochure, leaflet
39

The Complete Book of Intelligence Tests

13 burrow, till, cultivate, furrow, harrow
14 simian, ape, feline, monkey, primate
15 design, hew, chisel, sculpt, fashion
16 imaginary, strange, visionary, illusory, unreal
17 fete, holiday, gala, jamboree, carnival
18 obliquely, laterally, sideways, crabwise, orbicular
19 submit, distribute, tender, proffer, offer
20 sporadic, periodic, erratic, occasional, recurrent
Test 2.8 Comprehension
Each of the three passages below has had 15 words removed which
have been listed at random below each passage. In order to test your
verbal skills and comprehension ability, you must restore the 15 words
correctly into each passage.
You have 30 minutes in which to reconstruct the three passages.
1 Just as the __________________ (1) __________________ (2) was half-way through __________________ (3) his
most __________________ (4) and difficult __________________ (5), the __________________ (6) thing that could
have happened did, and all hell was let loose as Ben __________________ (7) a cat
through the dining room __________________ (8). Apart from almost barking
the house down and __________________ (9) drowning out the second half of the
question, Ben __________________ (10) across the dining room in a __________________ (11)
blur before throwing __________________ (12) against the __________________ (13) door with a
__________________ (14) __________________ (15).
window
involved
asking

question
worst
interviewer

himself
saw
totally
40

sickening
shot
brown

hapless
crash
kitchen

Specific aptitude tests

2 We all have the potential to be __________________ (1), however, because of the
__________________ (2) of modern __________________ (3) and the need for __________________ (4), many of
us never have the __________________ (5) or opportunity, or indeed are given
the __________________ (6), to __________________ (7) our __________________ (8) talents, even though most
of us have __________________ (9) __________________ (10) to __________________ (11) this __________________ (12) in the
form of __________________ (13) which has been fed into, collated and __________________ (14)
by the __________________ (15) over many years.
sufficient
pressures brain
realise
encouragement
ammunition data
living
latent
time
processed creative potential specialization explore
3 __________________ (1) is the __________________ (2) of new __________________ (3), and __________________ (4) is the
__________________ (5) of this knowledge. The __________________ (6) of learning and memory,
therefore, is the __________________ (7) of all our knowledge and __________________ (8) and is
what __________________ (9) us to __________________ (10) the __________________ (11), __________________ (12) in the
__________________ (13) and __________________ (14) for the __________________ (15).
abilities
learning
future
Test 2.9

plan
retention
enables

acquisition
combination
knowledge

basis
past
present

consider
memory
exist

Advanced verbal test A ^ multi-discipline

This test is a miscellaneous selection of 25 verbal questions designed
to measure language use or comprehension and your ability to adapt
to different types of question.
You have 60 minutes in which to solve the 25 questions.
You should read the instructions to each question carefully.
1 The school __________________ tried to persuade the police not to __________________ the
boys for what had been a __________________ lapse in their good behaviour.
Insert three of the following words into the passage in order for it
to read correctly:
momentous, prosecute, principle, persecute, principal, momentary
41

The Complete Book of Intelligence Tests

2

C

E

I

R

S

T

I

Start at one of the four corner letters and spiral clockwise
round the perimeter, finishing at the centre letter to spell out a
nine-letter word. You must provide the missing letters.
3

E

R

I

L

S

E

A

U

C

N

Work from letter to letter horizontally and vertically (but not
diagonally) to spell out a 12-letter word. You must find the
starting point and provide the missing letters.
4

A
I

L

H

S

M

I

Start at one of the four corner letters and spiral clockwise
round the perimeter, finishing at the centre letter to spell out a
nine-letter word. You must provide the missing letters.
5

R

P

E

A

T

C

I

I

A

E

Work from letter to letter horizontally and vertically (but not
diagonally) to spell out a 12-letter word. You must find the
starting point and provide the missing letters.
42

Specific aptitude tests

6
N

O

I
A

D
I

N

R
E

C

C

S

Find two eight-letter words, one in each circle, and both reading
clockwise, that are synonyms. You must provide the missing
letters.
7
O

S
C

R

R
A

T

D

N

I

E

E

U

Find two eight-letter words, one in each circle, and both reading
clockwise, that are antonyms. You must provide the missing
letters.
8 Change one letter only in each of the words below to produce a
familiar phrase:
ACE TIE CART ON
9 Which word in brackets means the same as the word in capitals?
RAPACITY (avarice, affinity, envy, speed, euphoria)
10 Change the position of six words in the sentence below in order
for it to make sense:
There is no considerable success of another, as what is
considered to be success by one definition may differ single for
individual.
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The Complete Book of Intelligence Tests

11 Change the position of four words in the sentence below in order
for it to make sense:
When placed in marks, the question mark is used inside the
quotation dialogue, and replaces the full stop.

12 Change the position of four words in the sentence below in order
for it to make sense:
The candidate was able to sustain his level to demonstrate a
high ability of work activity.

13

L

L

B

Y

T

I

I

I

A

D

H

E

N

C

I

N

R

Each square contains the scrambled letters of a nine-letter word.
Find the two words which are synonyms.

14 Place a word in the brackets that means the same as the
definitions either side of the brackets:
lean over to one side (__________________) catalogue

15 Which two words that sound alike, but are spelled differently,
mean:
mode=estate
44

Specific aptitude tests

16

M

S

N

A

N

O

U

Y

O

I

N

T

O

I

N

G

C

Each square contains the scrambled letters of a nine-letter word.
Find the two words which are synonyms.

17 clever is to ingenious as wise is to:
perspicuous, intelligent, astute, sagacious, resourceful

18 Identify two words (one from each set of brackets) that form a
connection (analogy) when paired with the words in capitals:
EARTH (perigee, zenith, aphelion)
SUN (nadir, perihelion, conjunction)

19 Which two words are most opposite in meaning?
literal, zealous, risible, feral, fanciful, pervasive

20

D

A
E

R
E

T

S

Start at one of the four corner letters and spiral clockwise
round the perimeter, finishing at the centre letter to spell out a
nine-letter word. You must provide the missing letters.
45

The Complete Book of Intelligence Tests

21

S

I

O
C

N

A

I

Start at one of the four corner letters and spiral clockwise
round the perimeter, finishing at the centre letter to spell out a
nine-letter word. You must provide the missing letters.
22 Which word in brackets is most opposite in meaning to the word
in capitals?
QUERULOUS (undemanding, believable, orthodox,
synthetic, dry)
23 Place a word in the brackets that means the same as the
definitions either side of the brackets:
fall back on (__________________) retreat
24 Below are seven synonyms of the keyword RIGID. Take one
letter in turn from the seven synonyms to spell out a further
synonym of the keyword RIGID:
harsh, rigorous, stern, stringent, severe, strict, set
25 Which two words are most opposite in meaning?
thrift, presage, introspection, profligacy, horde, parsimony
Test 2.10

Advanced verbal test B ^ anagrams

An anagram is a description of any of several types of word puzzle based
upon the rearranging of letters in words. There are many variations on
the basic theme, several of which are included in this test.
This test is designed to test your verbal dexterity and your
knowledge of words, and the ability to spot different word patterns. It
46

Specific aptitude tests

also requires you to think quickly and adapt your mind to each different
style of question.
For example: SOFT LAWS is an anagram of which two words (4, 4)
which are opposite in meaning? Answer: fast, slow
You have 75 minutes in which to solve the 20 questions.
1 SUP LIME is an anagram of which seven-letter word?
2 TAXI FEE PLOT is an anagram of which two words (4, 7) that
mean the same?
3 STOUT APE is an anagram of which three-word phrase (3, 2, 3)?
(Hint: page 205)

4 Only one of the groups of five letters below can be rearranged to
spell out a five-letter English word. Find the word:
PCEOL

GRILN

NBDRA

BILPO

5 Only one of the groups of five letters below can be rearranged to
spell out a five-letter English word. Find the word:
HURPA

ATHOC

NFEOT

ECILP

6 Which of the following is not an anagram of an animal?
OK DENY

HOG REP

SHE ELK

GARBED

7 Which of the following is not an anagram of a tree?
RAP LOP

PC USER

HER CRY

STOREY

8 Only one of the groups of five letters below can be rearranged to
spell out a five-letter English word. Find the word:
JEABY

LIROW

CANTU
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PEOTM

The Complete Book of Intelligence Tests

9 DUCK SLICER is an anagram of which two words (5, 5) that are
opposite in meaning?
10 NEAT GLUT is an anagram of which eight-letter word?
11 Solve the anagram in brackets (eight-letter word) to complete a
quotation by Louis Pasteur:
‘Chance favours the (RED PAPER) mind.’
12 Solve the anagram in brackets (nine-letter word) to complete a
quotation by Alexander Cannon:
‘A small mind is (IS NOT BEAT). A great mind can lead and
be led.’
13 ELITE LAVA is an anagram of which nine-letter word?
14 AUNT SAL is an anagram of which seven-letter word?
15 Use each letter of the phrase RAN KEENER FACTORY once
each only to spell out three kinds of boat or ship.
16 Use each letter of the phrase ENABLE PITCHFORK once each
only to spell out three kinds of professions.
17 SHOE COIN is an anagram of which eight-letter word?
18 GOOD CLARA is an anagram of which two words that are
similar in meaning?
19 BEE STOOL is an anagram of which eight-letter word?
20 POLICE RAID is an anagram of which 10-letter word?
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Specific aptitude tests

Section II ^ Numerical aptitude
We all require some numerical skills in our lives, whether it is to
calculate our weekly shopping bill or to budget how to use our monthly
income.
Numerical ability tests are designed to assess how well a person can
reason with numbers. Questions within these tests may involve either
straightforward mathematical calculation, or problems that require the
application of logical thought processes.
In the case of numerical problem solving, the actual mathematical
process involved may be quite basic; however, you are being assessed
on your ability to apply your basic mathematical knowledge in order
to correctly solve the problem as quickly as possible, and your ability
to deal with problems in a structured and analytical way.
Numerical questions are widely used in IQ testing and, as numbers
are international, numerical tests are regarded as being culture-fair or
culture-free, so that they are free of any particular cultural bias and no
advantage is derived by individuals of one culture relative to those of
another.
Individual tests include mental arithmetic, number sequences and
logical reasoning, all designed to test a person’s aptitude=ability at
mathematical calculation, identifying number patterns and the ability
to reason with numbers.

Test 2.11

Number sequence test

In a numerical sequence test it is necessary to identify a pattern that
is occurring in the sequence. The numbers in the sequence may be
progressing, or they may be decreasing, and in some cases they may be
both progressing and decreasing within the sequence. It is up to you
to determine why this is occurring and to either continue the sequence
or to provide a missing number within the sequence.
Fill in the missing number(s) indicated by the question mark(s) in
each question.

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The Complete Book of Intelligence Tests

A time limit of 20 minutes is allowed.
The use of calculators is not permitted in this test.
1 0, 1, 4, 9, 16, 25, 36, 49, ?
2 9, 18, 27, ?, 45, ?, 63
3 100, 96.75, 93.5, 90.25, 87, ?
4 0, 100, 6, 94, 12, 88, 18, 82, ?, ?
5 17, 34, 51, 68, ?
6 1, 1, 2, ?, 24, 120, 720
7 100, 98, 94, 88, 80, 70, ?
8 1.5, 3, 5.5, 9, 13.5, ?
9 100, 50, 200, 25, 400, ?
10 2, 5.75, ?, 13.25, 17, 20.75
11 100, 1, 97.5, 3.5, 92.5, 8.5, 85, 16, ?, ?
12 110, ?, 99, 81, 72, 63, 54, 45
13 1, 2, 3, 5, 7, 10, 13, 17, 21, ?, ?
14 5, 26, 131, 656, ?
15 1000, 971.4, 942.8, 914.2, 885.6, ?
16 1, 1, 3, 15, 105, ?
17 36, 72, ?, 144, 180, 216, 252
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Specific aptitude tests

18 1, 1, 2.5, 3.5, 4, 6, 5.5, 8.5, ?, ?
19 1, 2, 6, 12, 36, 72, 216, ?, ?
20 14, 16, 28, 32, 42, 48, 56, 64, ?, ?
Test 2.12

Mental arithmetic

It is evident that mental arithmetic is not practised in today’s education
system to the extent that it was several years ago, when children would
learn their multiplication tables so well off by heart that they could
give the answer to sums such as 9 multiplied by 8 or 6 multiplied by 7
almost without thinking. Perhaps this is not completely surprising in
view of the widespread use of calculators and computers; nevertheless,
proficiency at mental arithmetic is a valuable asset to have at one’s
disposal and it is also an excellent way of exercising the brain.
The following is a mental arithmetic speed test of 30 questions,
which gradually increase in difficulty as the test progresses. You should
work quickly and calmly and try to think at all times of the quickest and
most efficient way of tackling the questions.
You have 45 minutes in which to solve the 30 questions.
The use of a calculator is not permitted in this test and only the
answer should be committed to paper, the object of the test being that
all the working out is done in your head.
1 What is 9 multiplied by 8?
2 What is 126 divided by 3?
3 What is 15 multiplied by 11?
4 What is 45% of 300?
5 Multiply 7 by 12 and divide by 6.
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The Complete Book of Intelligence Tests

6 Divide 56 by 8 and add 17.
7 What is 35% of 250?
8 What is 58 of 240?
9 Multiply 15 by 6 and subtract 29.
10 What is 34 of 92 plus 13?
11 Multiply 7 by 4 by 6.
12 Divide 52 by 4 and add 17 multiplied by 3.
13 What is 3206 divided by 7?
14 Add 32 þ 8 þ 18 þ 25.
15 What is 55% of 320?
16 What is 59 of 270?
17 Which is greater, 58 of 112 or 78 of 88?
18 Add 5683 to 1729 and divide by 2.
19 Divide 672 by 12.
20 Subtract 369 from 1250.
21 Add 25 of 90 to 56 of 78.
22 Multiply 72 by 15.
23 What is 408 expressed as a decimal?
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Specific aptitude tests

24 Deduct 865 from 1063.
25 Multiply 694 by 11.
26 Multiply 86 by 9 and add to 13 multiplied by 6.
27 What is 1000 less 59 of 117?
28 What is 5.9 þ 6.8 þ 7.34?
29 Deduct 7.3 from 34.2.
30 Multiply 6.85 by 7.
Test 2.13

Working with numbers

This test is a battery of 20 questions designed to measure your ability
to work with numbers and think numerically.
A time limit of 90 minutes is allowed.
The use of calculators is not permitted in this test; however,
written calculations are permitted.
1 How many minutes is it before 12 noon if 68 minutes ago it was
three times as many minutes past 10 a.m.?
2 Jack is three times as old as Jill, but in three years time he will
only be twice as old. How old are Jack and Jill?
3 Mal is one-and-a-half times as old as Sal, and Sal is one-and-a-half
times as old as Al. How old are Al, Sal and Mal if their combined
ages total 114?
4 If Alice gives Susan »6.00 the money they each have is in the
ratio 2 : 1; however, if Susan gives Alice »1.00 the ratio is 1 : 3.
How much money have Alice and Susan each before they
exchange any money?
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The Complete Book of Intelligence Tests

5 Bill and Ben share flower pots in the ratio of 3 : 5. If Bill has 180
flower pots, how many has Ben?
6 Tom, Dick and Harry wish to share out a certain sum of money
between them. Tom gets two-fifths, Dick gets 0.45 and Harry
gets »21.00. How much is the original sum of money?
7

How long are the sides of a rectangle which has a perimeter of 70
units and an area of 276 square units?
8 The call centre received its highest number of enquiries between
3 p.m. and 4 p.m., which was 40% more than the 250 enquiries it
received between 2 p.m. and 3 p.m. How many calls did the call
centre receive between 3 p.m. and 4 p.m.?
9 If A = 3, B = 4, C = 6 and D = 7, calculate the following:
(C 
 D)  (B 
 C)
(A þ C)
10 During the first week of a sale a suit originally costing »280.00
was reduced by 15%. At the beginning of the second week it was
reduced by a further 10%. What was the final sale price?
11 If my taxi journey takes 23 minutes and my train journey takes 49
minutes longer, what is my total travelling time in hours and
minutes?
12 In 7 years’ time the combined age of my sister and her three
children will be 92. What will it be in 4 years’ time?
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Specific aptitude tests

13 In a survey on the High Street on a Saturday afternoon, 165 of
women questioned had bought just cosmetics, 58 had bought just
clothing, while 115 women had just browsed and bought
nothing. How many women had just bought cosmetics and how
many had just bought clothing?
14 The average of three numbers is 19. The average of two of these
numbers is 24. What is the third number?
15 Tins of carrots cost 4 pence (»0.04) more if bought individually
than if bought in packs of 12. If a pack of 12 costs »5.76, what is
the cost of seven tins bought individually?
16 A batsman is out for 26 runs, which raises his batting average for
the season from 15 to 16. How many runs would he have had to
have scored to raise his average to 20?
17 A greengrocer ordered 4500 items of fruit consisting of apples,
oranges and plums in the ratio of 2 : 3 : 4, respectively. How many
of each item did he order?
18 If I drive 210 miles, how long will the journey take if I drive at an
average speed of 20 m.p.h. for 120 miles and an average speed of
30 m.p.h. for 90 miles, and have a 60 minute stop for
refreshments mid-way through the journey?
19 If five men can build a house in 21 days, how long will it take
seven men to build the house, assuming all men work at the same
rate?
20 At a recent small town election for mayor, a total of 972 votes
were cast for the four candidates, the winner exceeding his
opponents by 52, 78 and 102 votes, respectively. How many votes
were cast for each candidate?
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The Complete Book of Intelligence Tests

Test 2.14

Advanced numerical aptitude test

This test brings together a variety of different types of questions
designed to test your powers of calculation and computation and logical
reasoning.
A time limit of 60 minutes is allowed for completion of the 15
questions.
The use of a calculator is permitted in this test in respect of
questions 6, 7, 9, 11, 13 and 14 only, but written notes are permitted
throughout.
1

3
5

9

11

4
9

7

16

7

10

5

6

21

17

11

13

?

13

21

16

What number should replace the question mark?
2 A statue is being carved by a sculptor. The original piece of
marble weighs 250 kg. In the first week 35% is cut away, in the
second week 20% of the remainder is cut away and in the third
week 25% is chiselled away and polished to produce the finished
statue. What is the weight of the final statue?
3 10, 11, 9, 12, 8, 13, 7, 14, ?, ?
What are the next two numbers in the above sequence?
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Specific aptitude tests

4 783 : 59
395 : 32
579 : 44
666 : ?

5 Three coins are tossed in the air at the same time. What are the
chances that at least two of the coins will fall tails up?

6 A train travelling at a speed of 75 m.p.h. enters a tunnel that is
2.5 miles long. The length of the train is 0.25 miles. How long
does it take for all of the train to pass through the tunnel, from
the moment the front enters to the moment the rear emerges?

7
13

17

6

10

8

3

19

23
?
15

5

What number should replace the question mark?

8 10, 11, 14, 23, ?, 131
What number should replace the question mark?
57

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The Complete Book of Intelligence Tests

9

7

8

3

14

18
784

9

486

9
?
5

540

What number should replace the question mark?
10

7

8

4

19

3

14

5

22

2

7

?

27

12 29 27

?

What two numbers should replace the question marks?
11 I have collected 91 apples, which I wish to put into bags for
handing out to some of my neighbours. All bags must contain
the same number of apples and I wish to use as few bags as
possible. How many neighbours received a bag of apples and how
many apples did each bag contain?
12 I completed a journey by bus, rail and taxi. If the train fare cost
»27.35, the taxi fare cost »15.90 less than the train fare and the
bus fare cost »9.55 less than the taxi fare, how much did the total
journey cost me?
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Specific aptitude tests

13

?

64

27

125

216

What number should replace the question mark?
14 I have three rolls of turf, each measuring 20 metres long by 4
metres wide, with which I intend to cover two rectangular areas
of ground, one of which is 6 metres by 18 metres and the other
15.5 metres by 5.5 metres. How many square metres of turf will I
have left over?
15 Out of 144 guests at a conference, a quarter took their coffee with
sugar only, 58 took it with both milk and sugar, one out of every
16 guests took it with milk only and the rest took it black with
neither milk nor sugar. How many guests took it black with
neither milk nor sugar?

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The Complete Book of Intelligence Tests

Section III ^ Technical aptitude
With the explosion of information technology, technical aptitude testing
is becoming increasingly more important, as people with a higher
scientific and technical aptitude have the potential to master technology
much more effectively than someone with a lower technical aptitude.
Employing job candidates who have displayed a high level of technical
aptitude in technology-oriented jobs is, therefore, considerably more
cost-effective, in terms of both training and efficiency of performance,
in carrying out the job at the desired level.
As new technology continues to emerge and develop, it is
important to employers that they have the means at their disposal to
identify candidates who are able to learn these new technologies quickly
and are able to apply these skills in order to solve complex problems in
their jobs.

Test 2.15

Technical aptitude test

The following test consists of 15 questions that are designed to test
your general scientific knowledge, technical aptitude and powers of
mechanical reasoning and logic.
A time limit of 40 minutes is allowed.
The use of calculators is permitted in this test.
1

What percentage of the visible figure is shaded?
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Specific aptitude tests

2

What is the value of the internal angle of an octagon?
3 Brass is an alloy made from two metals, __________________ and __________________ .
Which two metals are missing?
a)
b)
c)
d)
e)
f)
g)

copper and iron
copper and tin
iron and tin
nickel and tin
iron and nickel
zinc and copper
iron and zinc

4

A nut is so tight on a screwed bolt you are having great difficulty
unscrewing it. Which of the following is the most effective in
freeing it?
a)
b)
c)
d)

cooling it
submerging it in warm water
heating it
none of the above

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The Complete Book of Intelligence Tests

5

What is the name of the above figure?
a)
b)
c)
d)
e)

icosahedron
rhombus
ellipsoid
parallelepiped
rhomboid

6

3.5
0.75
1.75
0.75
1
2
0.75
(not to scale)

What is the area in square units of the figure above?

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Specific aptitude tests

7
G

H

B

A
C
F
D
E

AB = __________________ ; CD = __________________ ; EF = __________________ ; GH = __________________ .
Given that point C is the centre of the circle, insert the names of
the lines from the choice given below. One of the choices is not
used:
secant, chord, radius, tangent, diameter
8 __________________ is when heat travels from the warmed end of an object
towards the cool end. __________________ is when heat travels through space.
__________________ is when heat from a hotplate is transferred to water in a pan
placed on the hotplate.
Insert the three types of heat below into their correct definition:
radiation, conduction, convection
9 Dynamism is the doctrine that all substance involves __________________ .
Insert the correct word into the above definition from the choice
below:
a)
b)
c)
d)
e)

momentum
mass
force
motion
gravity
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10 The speed of sound is approximately 740 m.p.h. A fire engine
with its siren sounding is approaching you at 80 m.p.h. At what
speed is the sound from the siren approaching you?
a)
b)
c)
d)

820 m.p.h
740 m.p.h
660 m.p.h
9.25 m.p.h

11

Buckminsterfullerine (as illustrated above) is a natural form, or
allotrope, of carbon. It consists of 60 carbon atoms linked
together to form an almost spherical C60 molecule. Which of the
following does it consist of?
a)
b)
c)
d)
e)

24 hexagons and 8 pentagons
12 pentagons and 20 hexagons
30 hexagons and 10 pentagons
16 hexagons and 12 pentagons
20 hexagons and 12 pentagons

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Specific aptitude tests

12

If you picked up a single cube, turned it around, and looked at it
from all directions, six faces would be visible. If you picked up
the figure above and looked at it from all angles and directions,
how many faces would be visible?
13

The above diagram is proof of which of the following?
a)
b)
c)
d)
e)
f)
g)
h)

Fermat’s last theorem
Boyle’s law
Pythagoras’ theorem
Einstein’s general theory of relativity
Godel’s theorem
Euclid’s algorithm
Coulomb’s law
None of the above

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The Complete Book of Intelligence Tests

14 In mathematical equations the order of operations is multiplication
before addition. What is the value of ? in the following?
{4[6 þ (4 
 9 þ 14)]} = ?
15 The __________________ is a unit of frequency equal to one cycle per second.
Insert the correct word into the definition:
a)
b)
c)
d)
e)

Joule
Hertz
diode
dyne
Kelvin

66

3 Logical reasoning

The Concise Oxford English Dictionary defines logic as ‘the science of
reasoning, proof, thinking or inference’.
In philosophy, logic (from the Greek logos, meaning word, speech
or reason) is a science that deals with the principles of valid reasoning
and argument. In this context, logic concerns only the reasoning
process and not necessarily the end result. Thus, incorrect conclusions
can be reached by so-called ‘faulty’ means if the original assumptions
are faulty. There are many kinds of logic, such as fuzzy logic and
constructive logic, which have different rules and different strengths
and weaknesses.
A further definition of ‘logical’ is analytical or deductive, and this
definition can be applied to someone who is capable of reasoning, or
using reason, in an orderly, cogent fashion.
It is this latter definition with which we are concerned in this
chapter and all the questions can be solved using this type of thinking
process. There is no specialised knowledge required in order to
solve them, just an ability to think clearly and analytically and follow
a common-sense reasoning process step by step through to its
conclusion.
Test 3.1

Pure logic

Test 1 consists of 10 questions of varying scope and difficulty. There
is no specialised knowledge of mathematics or vocabulary required
in order to solve these questions, just the ability to think clearly and
analytically.
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You have 50 minutes in which to solve the 10 questions.
1 elk
mink
mouse
gibbon
panther
Which creature comes next? Is it:
squirrel, tortoise, tigress, wildebeest, platypus or aardvark?
2 January
February
April
July
November
April
?
What comes next?
3

A

C

B

E

C

G

?

?

G

E

K

H

O

K

?

?

What letters should appear in the fourth square?
4

3

4

7

2

1

6

9

2

8

5

7

4

6

9

7

3

8

5

6

1

2

7

4

3

4

7

5

8

2

9

?

?

?

?

?

?

What numbers should appear on the bottom row?
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Logical reasoning

5
9

3

6
4
8

5
7

8

5

3

2

6

6

7
9

4

4

?

7

5
3
9

8

?

What numbers should replace the question marks?
6
1563

6829

5821

9
8
8
5

?

8
8
5
7

7294

3056

3654

What number should replace the question mark?
7

7896432 is to 9872346
and 9247183 is to 4293817
therefore 8629471 is to ?

8 From the information already provided, find the link between the
numbers in each row, and then fill in the missing numbers:
3859
4978
7579

1114
^^^^
^^^^

^^
46
^^

9
13
19

29
8

15

31
11

What number should replace the question mark?
69

33

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The Complete Book of Intelligence Tests

10

3829718 is to 87283
and 642735 is to 5346
therefore 6917 is to ?

Test 3.2 Progressive matrices test
The 10 questions here are designed to test and exercise your
appreciation of pattern and design, your ability to think logically but
at the same time to explore with an open mind the various possibilities
that might lead to a correct solution.
In tests of intelligence, a matrix is an array of squares in which one
of the squares has been omitted, and where you must choose the
correct missing square from a number of options. It is therefore
necessary to study the matrix to decide what pattern is occurring,
either by looking across each line and down each column, looking at
the array as a whole or looking at the relationship between different
squares within the array.
The test that follows consists of 10 questions which gradually
increase in difficulty as the test progresses, first starting with 2  2
arrays, then 3  3 arrays and finally 4  4 arrays. The tests also call for
a degree of creative thinking, in which you must apply your mind to
each set of diagrams in order to appreciate the patterns and sequences
that are occurring.

70

Logical reasoning

You have 45 minutes in which to solve the 10 questions.

1

Which is the missing square?

A

B

C

D

E

D

E

2

Which is the missing square?

A

B

C
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3

Which is the missing square?

A

B

C

D

E

72

Logical reasoning

4

Which is the missing square?

A

B

C

D

E

F

G

H

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5

Which is the missing square?

A

B

C

D

E

F

G

H

74

Logical reasoning

6

Which is the missing square?

A

B

C

D

E

F

G

H

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7

Which is the missing square?

A

B

C

D

E

F

G

H

76

Logical reasoning

8

Which is the missing section?

A

B

C

D

E

F

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9

Which is the missing section?

A

B

C

D

E

F

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Logical reasoning

10

Which is the missing section?

A

B

C

D

E

F

Test 3.3

Advanced logic test

This test is very similar to Test 1 but with a higher degree of
difficulty. As in the case of Test 1, there is no specialised knowledge of
mathematics or vocabulary required in order to solve these questions,
just the ability to think clearly and analytically.

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You have 90 minutes in which to solve the 10 questions.
1
4

9
3

37

?

81
25

1

32

9

6

3
5

68

What number should replace the question mark?
2
48

726

29

73

249

28

53

?

44

What number should replace the question mark?
3

3829

4873

6952

8176

3521

9632

3235

6912

7669

1825

7338

?

What number should replace the question mark?
80

Logical reasoning

4

senate, banana, mirage, curate, revoke
Which one of the words below belongs with the words above?
ginger, humane, abacus, yogurt, sector

5 Five suspects, one of whom is the guilty party, are being
interrogated by the police. Who is the culprit if just three only of
the following statements are correct?
Alf: ‘Dave did it.’
Ben: ‘It wasn’t me.’
Charlie: ‘Ernie is innocent.’
Dave: ‘Alf is lying when he accuses me.’
Ernie: ‘Ben is telling the truth.’
6

0

1

8
2
4

If the number 1943 is represented by the symbols:

1

9

4

what number is represented by the symbols:

81

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The Complete Book of Intelligence Tests

7

5

7

8

6

8

6

8

6

3

?

7

4

2

?

7

8

6

8

5

8

?

4

5

?

3

1

7

2

8

6

7

4

8

5

7

3

What numbers should replace the question marks?

8

A

B

C

D

E

Which is the odd one out?

9

*

*

*
*

*
*

Start with a full cup of black coffee (no milk) and drink
one-third of it.
Now pour into the cup an amount of milk equal to the coffee
you have just drunk, and stir well.
Now drink a further half of the resultant mixture.
Now pour into the cup a further amount of milk equal to the
mixture you have just drunk and stir well again.
Now drink one-sixth of the resultant mixture.
Now pour into the cup a further amount of milk equal to the
mixture you have just drunk, stir well, and finally, drink the
whole cup of liquid.

Have you drunk more milk or more coffee in total?

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Logical reasoning

10

*

*

You have five bags, each containing 10 balls. One bag
contains red balls, one bag contains yellow, one bag contains
green, one bag contains blue and one bag contains brown.
All of the balls in four of the bags weigh 20 grams and all the
balls in one of the bags, you do not know which bag, weigh
18 grams, i.e. they are 2 grams less than the other balls.

By using a single tray scale (and not a two-tray Libra-type scale),
how can you find out in the minimum number of weighings which
bag contains the lighter balls?

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4

Creativity

In the creative state a man is taken out of himself. He lets down
as it were a bucket into his subconscious and draws up something
which is normally beyond his reach. He mixes this thing with
his normal experiences and out of the mixture he makes a work
of art.
E. M. Forster
The term ‘creativity’ refers to mental processes that lead to solutions,
ideas, concepts, artistic forms, theories or products that are unique or
novel. It has sometimes been referred to as ‘the eighth intelligence’.
In this chapter there will be an opportunity not only to explore your
creative talents and potential in general, but also the specific creative
thought processes of imagination, lateral thinking and problem solving.
As a result of work carried out in the 1960s by the American
neurologist Roger Wolcott Sperry (1913^1994), it became apparent
that the creative functions of human beings are controlled by the righthand hemisphere of the human brain. This is the side of the brain which
is under-used by the majority of people, as opposed to the thought
processes of the left-hand hemisphere, which is characterised by order,
sequence and logic; and is responsible for such functions as numerical
and verbal skills.
Sperry shared the 1981 Nobel Prize in physiology or medicine
for his split-brain research, which serves as the basis for our current
understanding of cerebral specialisation in the human brain. From the
1960s his work with human patients proved to be of major significance
in the development of neurobiology and psychobiology. He published
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his ground-breaking discovery of two separately functioning hemispheres of the brain in 1968.
Thanks to people such as Sperry, in the second half of the twentieth
century we have become much more aware of the importance of the
human brain, its functioning and its relationship to our body; in fact
we have learned more about the brain in the past decade or so than in
all of the previous centuries, and one area in which we have obtained a
much greater understanding concerns the specialisation of the cerebral
hemispheres.
Throughout history it has been accepted that human beings are
all different in their own way; in other words, each one of us is an
individual with his=her own physical make-up, fingerprints, DNA,
facial features, character and personality. These characteristics have
always been analysed and categorised, but it was not until the midtwentieth century that it was realised that each one of us has two
sides to his=her brain, each of which have quite different functions and
characteristics.
In the 1960s, Roger Sperry, Michael Gazzanniga and Joseph
Bogan began a series of ground-breaking experiments that seemed to
indicate certain types of thinking were related to certain parts of the
brain.
Research, begun in the 1950s, had found that the cerebral cortex
has two halves, called hemispheres, which are almost identical. These
two brain hemispheres are connected by a bridge, or interface, of
millions of nerve fibres called the corpus callosum, which allows them
to communicate with each other. The left side of the brain connects to
the right side of the body, while the right side of the brain connects
to the left side.
In order to work to its full potential, each of these hemispheres
must be capable of analysing its own input first, only exchanging
information with the other half, by means of the interface, when a
considerable amount of processing has taken place.
Because both hemispheres are capable of working independently,
human beings are able to process two streams of information at once.
The brain then compares and integrates the information to obtain
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a broader and more in-depth understanding of the concept under
examination.
In the early 1960s, Sperry and his team showed by a series of
experiments, first using animals whose corpus callosum had been
severed, and then on human patients whose corpus callosum had
been severed in an attempt to cure epilepsy, that each of the two
hemispheres has developed specialised functions and has its own
private sensations, perceptions, ideas and thoughts, all separate from
the opposite hemisphere.
As their experiments continued, Sperry and his team were able to
reveal much more about how the two hemispheres were specialised
to perform different tasks. The left side of the brain is analytical and
functions in a sequential and logical fashion and is the side which
controls language, academic studies and rationality. The right side is
creative and intuitive and leads, for example, to the birth of ideas for
works of art and music.
The contrasting right- and left-hemisphere functions, sometimes
referred to as ‘laterality’, can be summarised as follows:
Left hemisphere

Right hemisphere

Parsing
Logic
Conscious thought
Outer awareness
Methods, rules
Written language
Number skills
Reasoning
Scientific skills
Aggression
Sequential
Verbal intelligence
Intellectual
Analytical

Holistic
Intuition
Subconscious thought
Inner awareness
Creativity
Insight
Three-dimensional forms
Imagination
Music, art
Passive
Simultaneous
Practical intelligence
Sensuous
Synthetic

The meaning of the word ‘lateral’ is of or relating to the side, away
from the median axis. The term ‘laterality’ ^ or ‘sidedness’ ^ is used to
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refer to any one of a number of preferences for one side of the body
to another. Probably the most common example of this, and one to
which we can all relate, is whether a person is left- or right-handed. In
recent years the term ‘laterality’ has come to be used very much to
characterise the asymmetry of the hemispheres of the brain with regard
to specific cognitive functions, as demonstrated by the list above.
While some individuals may be heavily weighted towards a
particular hemisphere, this does not mean they are predominant in
every one of that particular hemisphere’s skills, since no-one is entirely
left- or right-brained, e.g. while some individuals may have a strong
overall bias towards left-side brain dominance, it may be that they still
under-perform on, for instance numerical tests, and therefore need to
work at that particular skill.
There is also always going to be an overlap between certain brain
functions of opposing hemispheres, e.g. functions using logical processes
and lateral thinking processes, where one is a predominantly right-brain
function and the other is a predominantly left-brain function. However,
when logical processes are being used, the right brain does not switch off
and vice versa. On the contrary, both of these brain processes work much
more effectively when both sides of the brain are working together.
The importance to each of us of accessing both hemispheres of the
brain is considerable. In order to support the whole brain function,
logic and intuition, to give just two examples, are equally important.
Before the subconscious of the right-hand hemisphere can function, it
needs the fuel, or data, that has been fed into, collated and processed by
the left-hand hemisphere. One danger is the overburdening of the lefthand hemisphere with too much data, and too quickly, to the extent that
the creative side of the brain is unable to function to its full potential.
On the other hand, lack of data fed into the left-hand hemisphere
could result in the creative side, or right hemisphere, ‘drying up’. It is
therefore desirable to strike the right balance between right and left
hemispheres in order for the brain to work to its full potential.
Because it is under-used, much creative talent in many people remains
untapped throughout life. Until we try, most of us never know what
we can actually achieve. We all have a creative side to our brain,
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therefore we should all have the potential to be creative. However,
because of the pressures of modern living and the need for specialisation
in order to develop a successful career, many of us never have the
time or opportunity, or indeed are never given the encouragement, to
explore our latent talents, even though most of us have sufficient
ammunition to realise this potential in the form of data which has been
fed into, collated and processed by the brain during our lifetime.
Like many other tasks, or pleasures, we never know what we
can achieve until we try. Having then tried, we instinctively know
whether we find it enjoyable or whether we have a talent or flair for it.
Then, if these signs are positive, we must persevere. By cultivating
new leisure activities and pursuing new pastimes, it is possible for each
of us to explore the potential and often vastly under-used parts of the
human brain.
Test 4.0 Creativity personality test
In each of the following, choose from a scale of 1^5 which of these
statements you most agree with or is most applicable to yourself.
Choose just one of the numbers 1^5 in each of the 25 statements.
Choose 5 for most agree=most applicable option, down to 1 for least
agree=least applicable:
1 I find it very difficult to concentrate on just one subject or project
for a long period without breaking off to do other things.

5

4

3

2

1

2 I am more of a visionary, rather than someone who is down to
earth and businesslike.

5

4

3

2

1

3 I often have the urge to try out a new hobby, such as painting or
playing a musical instrument.

5

4

3

2

1
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Creativity

4 I am not afraid to voice unpopular opinions.

5

4

3

2

1

5 I like to retire into my own thoughts uninterrupted for a thinking
session.

5

4

3

2

1

6 I would describe myself as more disordered than methodical.

5

4

3

2

1

7 The greatest teacher of all is experience.

5

4

3

2

1

8 I am more sensitive than the average person when it comes to
environmental issues.

5

4

3

2

1

9 I have more of an interest and=or curiosity in modern art than a
‘dismissing it as rubbish’ attitude.

5

4

3

2

1

10 I often have the urge to take things apart to see how they work.

5

4

3

2

1

11 I have a very overactive mind, to the extent that I sometimes find
it difficult to get to sleep at night.

5

4

3

2

1

12 I enjoy being unconventional.

5

4

3

2

1
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13 I am more of an intuitive person than an intellectual.

5

4

3

2

1

14 When attending a talk or lecture, I often find myself drifting off
and thinking of other things.

5

4

3

2

1

15 I sometimes get very frustrated with myself if I cannot do
something as well as I would like to.

5

4

3

2

1

16 I prefer solitude and scenery to lively social gatherings.

5

4

3

2

1

17 I often find myself irritated by petty rules and regulations.

5

4

3

2

1

18 I have a very lively imagination.

5

4

3

2

1

19 I am often very impatient to learn new things.

5

4

3

2

1

20 I more than occasionally have dreams that I am unable to
explain.

5

4

3

2

1

21 I am very independent minded.

5

4

3

2

1
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22 Anytime I get a flash of inspiration or a new idea, my mind
cannot rest until I have tried to put it into practice.

5

4

3

2

1

23 I enjoy spending time on my own.

5

4

3

2

1

24 I revel in being different to others.

5

4

3

2

1

25 When hanging onto the phone, with a pencil in my hand and a
piece of paper in front of me, the probability is that I will start to
doodle.

5

4

3

2

1

Section I ^ Imagination
Imagination is more important than knowledge. For while
knowledge defines all we currently know and understand,
imagination points to all we might discover and create.
Albert Einstein
Imagination is the process of recombining memories of past
experiences and images into novel constructions. Thus, imagination is
both creative and constructive, it can be either wishful or realistic,
involve future plans, or be merely a mental review of the past.
Imagination, perception and memory are essentially similar mental
processes and can each be defined as follows:
Imagination ^ the conscious mental process of invoking ideas or
images of objects and events.
Perception ^ the conscious integration of sensory impressions of
external objects and events, including how we perceive others and
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how others perceive us. It also envelopes how we perceive the
world as a whole ^ the big picture ^ and how we perceive different
scenarios and situations that appear within the big picture.
Memory (the ‘ninth intelligence’) ^ the mental evocation of past
experiences.
One important aspect of perception is the ability to see more than
one point of view. If, for example, you look at the two drawings
below, at first glance what you see appears to be quite unambiguous:

However, if you continue to stare at each figure in turn, and keep
your attention on it focused, then the orientation suddenly shifts and
you find yourself looking at a quite different figure from what you
first imagined.
These two figures, therefore, illustrate the importance of perception.
Two different viewpoints appear ^ yet they are both correct. If anything,
this teaches us that we should endeavour to see both viewpoints, and
both sides of an argument.
Now look at the figure below. What do you see?

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Most people will say that the figure is the letter E. If, however, they
look closely they will see that there is no letter E, just three sets of
lines. It is because our mind is conditioned to what it believes it wants
to see, i.e. the image of the most common letter of the alphabet, which
it has seen many thousands of times, that it completes the object for
you and makes you come to the conclusion that you perceive
something that in reality does not exist.
Now read the following paragraph:
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was
rdgnieg. The phaonmneal pweor of the hmuan mnid Aoccdrnig
to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in
waht oredr the ltteers in a wrod are, The olny iprmoatnt tihng is
taht the frist and lsat ltteer be in the rghit pclae. The rset can be
a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is
bcuseae the huamn mnid deos not raed ervey lteter by istlef, but
the wrod as a wlohe.
Again, our mind has taken over. It knows from past experience what
it wants to see, and as a result the task of reading what, at first, appears
be a load of mumbo-jumbo is surprisingly easy.
The following tests are all designed to test your powers of
imagination and creativity.

Test 4.1

Imaginative shapes

In each of the following, use your imagination to create an original
sketch or drawing of something recognisable incorporating the lines
already provided:

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You have 30 minutes in which to complete the nine drawings.

Test 4.2 Wild imagination
The object of this test is to interpret each of the 20 drawings in the
wildest and most imaginative way you can. You may also try playing
the game with other people. The wilder someone’s suggestion is, the
better it is and the more creative they are. Let your imagination run
riot and see what you can come up with.
This test is not timed or marked as it is simply an exercise in
creative thinking.

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Test 4.3

Creative logic

These questions require some logic, together with a high degree of
spatial awareness and creative thinking, and flexibility of mind in
adapting to different types of questions.
You have 30 minutes in which to complete the 10 questions.
1 Which is the odd one out?

B
A

C

D
E

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The Complete Book of Intelligence Tests

2

To which hexagon below can a dot be added so that it then meets
the same conditions as in the hexagon above?

A

B

C

D

E

3

?
Which is missing?

A

B

C
96

D

E

Creativity

4

?
What comes next?

A

B

C

D

E

5

Which is the missing tile?

A

B

C

D

E

F
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6

?

Which circle should replace the question mark?

A

B

D

C

E

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Creativity

7 Which is the odd one out?

C

A

B

F
D

E

G

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8 Which is the odd one out?

B
A

C

D

E

9

?

Which square should replace the question mark?

A

B

C

100

D

E

Creativity

10 Which is the odd one out?

A
B

D
C

E

Test 4.4

The bucket test

The following test is based on Gestalt and Jackson’s test of divergent
ability, which requires the subject to name as many new uses as possible
for an object such as a comb or a paper clip.
In this test you are required to name as many uses as possible for a
bucket.
Allow yourself 6 minutes to write up to 10 suggestions.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Section II ^ Lateral thinking
The term ‘lateral thinking’ was originated by its creator and pioneer,
Dr Edward de Bono, and is a systematic way of approaching creative
thinking.
The word ‘lateral’ means of or relating to either side, away from
the median axis. Lateral thinking is a method of seeking to solve
problems by unique and different ways, by attempting to look at that
problem from many angles rather than searching for a direct head-on
solution.
It therefore involves the need to think outside the box and develop
a degree of creative, innovative thinking, which seeks to change our
natural and traditional perceptions, concepts and ideas. By developing
this type of thin