© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 1
WARNING: This eBook is for your personal use only. You may
NOT Give Away, Share Or Resell This Intellectual Property In
Any Way. Copyrights © 2018 Saqib Ali Ateel
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 2
DEDICATION: I dedicate this eBook to my beloved wife
who has always helped me with love, care, courage and
vision. It could not be a complete project without her
active support.
DISCLAIMER: I don’t claim any expertise in brain fitness
or brain training industry. However, as a layman, I have
reproduced what I have learned from top researchers in
the field and my own experience with the
intelligence tests during my 14 years of self-study in the
area. I am not aware of your current physical and
mental conditions so please consult your psychologist
and physiologist before applying any of the methods
described in this book.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 3
ABOUT THE AUTHOR: Saqib Ali Ateel has an experience
of more than two decades in the public sector of Pakistan
in different managerial and administrative positions. He
has completed some human resource management
assignments besides re-engineering a couple of processes
at Harvard USA and Pakistan. He got Masters’ degree in
Public Management from Lee Kuan Yew School of Public
Policy, NUS, Singapore with Fellowship at Harvard
Kennedy School of Government, Boston, USA. He has also
got degrees in Literature, Law and Mass Communication
from Bahauddin Zakariya University, Multan, Pakistan. He
has been running his personal websites since 2004.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 4
Table of Contents
1- IQ Tests; My Anschauung ........................................................ 5
2- An Overview of the Book ..................................................... 8
3- What is Intelligence? A Historical Perspective .................... 12
4- How much weight the Intelligence Tests Carry? ............... 18
5- Have IQ Scores any Relevance in Today’s Academic and
Working Environment? ...................................................... 25
6- How Brain Training Increases your Level of Intelligence? ... 30
7- What & How Diet Can Have an Effect on your Mental Skills
and Intelligence? ……………………………………………………………. 35
8- Can you Benefit from Brain Training? .............................. 39
9- Can Brain Training Improve Your Memory and Help you
Concentrate Better? ............................................................ 45
10-What Type of Brain Training Exercises will you Find Useful? 52
11-How Learning Influences IQ Scores and Intelligence? ........ 60
12-Interesting Facts about Some of the World’s Cleverest
People? …………………………………………………………………………….. 75
13-Conclusion ........................................................................... 78
14-Time to Say a Few Words .................................................... 82
15-FREE Tests
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 5
IQ Tests; My Anschauung!
While launching my first website http://www.personality-
andaptitude-career-tests.com in 2004, I was clear in my mind that IQ
tests were going to have less importance in the future academic and
workplace environment. However, while creating my fairly lengthy
domain name, I excluded “IQ tests.” These have been a considerable
number of visitors to my website, and many have left their own
opinions on the subject, and healthy debate has ensued. For now,
though I intend to stick to the original basis for the website:
“There are two sharply divided opinions regarding
psychological tests. The testing industry claims their level of validity
lies between 70% and 100%. The skeptics reject them altogether by
highlighting their potential weaknesses. However, the truth lies
somewhere in between. Psychological tests are helpful but you
MUST trust your personality, potential, and capabilities.”
My mantra for this situation is as follows:
“Psychological tests are valuable but not 100% dependable. Follow
the reality that lies somewhere in between.”
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 6
Intelligence tests have a long history. The younger generation still
attaches a strong element of romanticism towards IQ scores.
Dissenting voices are also very strong. Whichever side of the fence you
are on, they still exist. It has recently been proved that three major
capabilities, short-term memory, verbal capability, and reasoning
create intelligence (Dr. Adrian Owen 2015). In fact, intelligence tests
measure the developmental level of these three capabilities. Human
beings have great potential to maximize the potential of their
capabilities, and where intelligence is concerned, these three
capabilities are all improvable skills.
Leaving the details of this book aside for a moment, romanticism
attached to IQ scores is in the air. It has become a multi-billion dollar
industry which cashes in on this romanticism. This book is an attempt
to debunk a few myths attached to the concept of intelligence,
intelligence tests, and IQ scores.
These are valid opinions I have developed about intelligence tests
during my eleven years working in the field of psychological tests. I
have included results from various relevant studies I have come across
as otherwise, these would simply be my personal opinion, but one
which did not weight. That is most definitely not the case.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 7
It is an admitted fact that intelligence tests having had tremendous
success in identifying both super-intelligent as well as mentally
challenged students. However, these tests have been proved
relatively inaccurate in measuring the genuine intelligence level of
those falling around the average IQ score of 100. This is the second
reason for the existence of a testing industry on the internet.
I have simply attempted to clear this fog in layman’s language, without
confusing you with too much technical stuff!
I am thankful to Mr. Faheem Safdar, M.Phil in Human Resource
Management, and others who have provided me with active support
when requested. I am also thankful to my wife, children, colleagues
and friends who have spared me their time and provided me with the
peace of mind to complete this project.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 8
An Overview of the Book
Intelligence Quotient, or IQ as it is more commonly known, is one of
the first forms used as a measure of anyone’s level of intelligence. A
test of intelligence is different to a test of knowledge and
understanding.
At school and university, we are all subject to taking exams to prove
how well we have learned a specific subject. It might be history, a
foreign language like French, or Chemistry on the scientific side. An
exam simply asks us how well we know the subject and that is all.
An IQ test, or test used to measure intelligence, is based more on how
capable we are at using our intelligence to solve problems and puzzles,
with one additional and very significant factor taken into account –
our AGE!
It is a clever system for one simple reason. As we get older and
experience more of life, we learn how to achieve results and work
things out. This adds to our level of intelligence. However, our IQ is a
measure of our intelligence based on both our age and the average
score someone of our age should achieve when taking the test.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 9
The average score for the IQ test across a large number of people of
the same age tested is given a score of 100. Anyone achieving a higher
than average result for their age will achieve a mark more than 100
and anyone performing below average will receive a mark lower than
100.
In this book we intend to take you on an exciting journey through the
fantastic world of the IQ test, from explaining briefly about its humble
beginnings, all the way through to investigating whether there is
anything you can do to either increase your IQ, improve your brain
function, or both. We will try to bring you simplified information
without fuming too much of technical and glossary stuff.
To begin with, we will discuss work of the English psychologist Sir
Francis Galton, and two French psychologists, Alfred Binet and
Théodore Simon who, between them, created the first relevant and
accurate intelligence tests. It will lead us to the question of accuracy
and validity of IQ scores in an attempt to help calculate their worth
today. We will then look at the relevance of IQ scores both where the
job market is concerned, and also from an academic standpoint.
From here we will move to the most important part of the book to
explore the relevance and effectiveness of brain training to see
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 10
whether or not it is possible to improve your IQ and overall level of
intelligence. We will also take a look at the effects of diet on brain
functionality and whether such things as ‘brain food’ really exist. We
have often been told that fish is ‘brain food,’ but maybe it is just fish
rich in Omega 3 oils such as tuna, salmon, and mackerel that are good
for our overall health, and therefore good for our brain as well.
After that, we will look to see who can benefit most from brain training
– students, young children, parents and even the elderly? The results
may be quite surprising to you. We will then look more deeply into the
applications for brain training and see if it can be of benefit to those
with learning difficulties, whether it can help you to concentrate
better, and improve your memory.
We will clear the ambiguities and myths regarding intelligence
increasing possibilities through an insight into the latest researches
being made. The conclusions will surely encourage you to take every
intelligence enhancement possibility practically. You will understand
how attention and repetitions improve your brain functionalities and
cognitive abilities. It is not a “tips & tricks” book which don’t base on
scientific reasoning.
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We will also show you some examples of modern brain training
exercises and what might be seen as old-fashioned brain training
games and toys. Finally, we shall look at some people, some who may
be familiar to you, and see who has an incredibly high IQ.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 12
Chapter 1
What is Intelligence? A Historical Perspective!
As this book is devoted to intelligence and brain training, perhaps it
would be a good idea, to begin with, if we explained what we actually
mean by intelligence.
How many times have you heard someone described as being bright,
clever, smart or intelligent?
Have you ever asked yourself what the difference is between each of
these descriptions or if they are all just different ways of saying the
same thing?
Let’s start with the word “intelligent.” In general terms, this word is
used to describe someone who has a high level of understanding or
good mental capacity; quick in comprehending something and quick
to respond to problems or a situation. The words bright and clever are
virtually identical in meaning and are used to describe someone who
is both intelligent and quick-witted. Someone described as being
smart is someone who is quick witted, but not necessarily highly
intelligent.
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The next question you probably want an answer to is why there is a
need to measure intelligence?
The simple and most effective answer is to differentiate between
individuals following patterns and development levels of their
capabilities. In schools, you will normally find the most intelligent
pupils in the top streams or classes. In the top streams, just being able
to remember facts is often not enough, having an understanding of
the subject is also required. Having that extra understanding allows
for further learning and a greater ability to use that knowledge gained.
Take this a step further to university, and you will get a better picture
of where a measure of intelligence is important. In most countries,
there are more applicants for places available on a university course.
Exam grades for a good number of pupils may be identical, but you
are only able to choose 20% of the candidates.
How do you decide which 20%?
Ideally, you will want to choose the most intelligent as they are the
ones most likely to learn more about a subject, and consequently
achieve a better result at the end of the day.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 14
As you will discover, intelligence is not governed by age. As a
consequence, the earlier you can detect a child’s superior level of
intelligence, the sooner you can capitalize on it. This will ensure that
the education provided to that child meets their intellectual needs
from very early on. You will often find that child prodigies have
appreciably higher levels of intelligence than the average child.
To give you a potted history of how the IQ test came about, we have
to go back to the late 1800s and Sir Francis Galton, a renowned
psychologist. He was the first person to truly understand the
relevance of differences in intelligence and he was also the first to
produce a series of tests to help differentiate between levels of
intelligence. However this was not an IQ test, just an ordinary test.
After this and in the early 1900s, two French psychologists, Alfred
Binet and Théodore Simon, became involved in measuring
intelligence. It originally started with the French Government asking
Binet if he could create a test that would enable the Government to
identify which children would benefit best from school education and
who might struggle and require additional assistance. Together with
Simon, they found that results for tests centered on practical
knowledge, vocabulary, reasoning, and memory were much better
pointers towards success in school than the results of tests originally
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 15
used by Galton. Children were asked to perform simple tasks and
gestures, repeat spoken numbers, define common words, identify
how two objects were different, and provide a definition of an
abstract term. These are not dissimilar tests to those you will find in
today’s IQ test.
Where Binet and Simon came much closer to understanding the
concept of an IQ test was that here they made a specific note that if
an eight-year-old child managed to answer questions that a twelve-
year-old child would be expected to answer, that eight-year-old child
would be described as having the mental age of a twelve-year-old.
The Binet-Simon work then found its way over to America where
Henry Goddard, the director of a school for students who were
mentally challenged, used it to assess their level of retardation. This
test was then further developed by Lewis Terman, who used it more
on adults. He was the first to create a specific number based on both
a person’s age and on what would be seen as an average score. It was
Terman who first used the expression ‘Intelligence Quotient’ as a level
of measurement in his test.
However, intelligence quotient (IQ) was initially identified by German
psychologist, William Stern, in 1912. To work out a person’s IQ, Stern
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 16
divided their mental age by their actual age and then multiplied the
result by 100 to create a whole number. Consequently, a child who
was eight years old and who was able to answer test questions, as well
as an average twelve-year-old, achieved an intelligence quotient score
of 12/8 x 100, which is 150. On the reverse, a twelve-year-old who
could only answer the questions, as well as an average eight-year-old,
achieved an IQ of 8/12 x 100, or 66.
This calculation worked extremely well for comparing intelligence
levels of children, but because intelligence plateaus in adults, that
formula wouldn’t apply to adults. In basic terms, a thirty-year-old and
forty-year-old of identical intelligence should answer the same
number of questions correctly. However the older person, using the
formula, would have an IQ of 30/40, or 75 and in theory, the older you
got, the lower your IQ would become, even if your actual intelligence
level did not change. As a consequence, when calculating IQ scores,
there is a cut-off point where age is no longer part of the equation.
For those of you who are slightly older when reading this, you may be
more familiar with the term IQ or Intelligence Quotient. However, for
those of you who are a younger, you may not be so aware of it. The
reason for this is because IQ tests and scores are now rarely taken and
used in their original sense. Instead, today’s intelligence test
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 17
compares a person’s performance (score) with that of others their
age, while giving an average score of 100 and basing all scores on this
datum. Because an average IQ score was taken as 100 and today's
intelligence tests are also marked based on 100 being an average
score, the term IQ is still used, if incorrectly.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 18
Chapter 2
How Much Weight the Intelligence Tests Carry?
Accuracy and Validity of an IQ Score
If you are going to use a system as a measure of someone’s
intelligence in relation to that of their peers, or equals, then you would
want that test to be one which was a fair reflection with wholly
accurate results. However, there are some basic flaws with an IQ
system even before you delve deeper into scientific reasons why IQ
results may not be accurate.
For a start, you usually take an IQ test once, rather than, say, three
over a period of three weeks.
Does an IQ test take into account that on the day the person taking
the test has the flu?
No.
Does the test take into account that the person taking the test has just
lost their favorite pet and they are upset?
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No. Does the test take into account the fact that certain people just
struggle with the pressure of taking tests and exams and therefore
never reveal their true potential?
No.
Does the test take into account the fact that of all those taking that
one particular test, 20% being tested have been doing extra brain
training and mock tests?
Not at all!
What we are trying to say here is that there are some variables which
can affect a person’s IQ score and, as a consequence, its accuracy has
to be called in to question. We are not saying that IQ test scores are
useless.
The reality lies in between…
The IQ tests’ success in identifying the super-intelligent and mentally
challenged students is an admitted fact. However, those who fall in
around the average score of 100 could well have a much higher,
though seldom lower IQ. [A breather for average scorers]
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Consequently, if you are using a person’s IQ as a genuine measure of
his intelligence when deciding whether to allow him to join a college
or to offer him a job against steep competition, then there is a fair
chance the best candidate gets overlooked.
Now let’s take a look at this question from a scientific standpoint.
A recent major scientific online study was carried out by Dr Adrian
Owen, the study's senior investigator and the Canada Excellence
Research Chair in Cognitive Neuroscience and Imaging at the
university's Brain and Mind Institute. The study concluded that the
test might not show exactly how smart someone is. Dr. Owen is
quoted as saying “When we looked at the data, the bottom line is the
whole concept of IQ -- or of you having a higher IQ than me -- is a
myth." He then went on to say, “There is no such thing as a single
measure of IQ or a measure of general intelligence." (Adrian 2015)
Over 100,000 people participated in the study and completed 12
cognitive tests online that examined reasoning, memory, planning
abilities and attention. Their lifestyle and background were also
investigated. At the end of all the testing, it was concluded that there
is no one specific level of intelligence. To accurately determine
someone’s level of intelligence, it was established that three
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 21
individual components go towards creating intelligence or a "cognitive
profile": short-term memory, a verbal component and lastly,
reasoning.
It was shown that using an IQ score would not prove to be an accurate
indicator of how well or badly a person might do in the test in
question. Only through very close analysis of varying areas of the test
were researchers able to predict anyone’s potential for success. For
some fellow scientists, this has proved to be a breath of fresh air. It
gets rid of the principle that there is only one way of measuring
intelligence and that, in fact, there are several ways of determining a
person’s intelligence.
Also, Scientists scanned participants' brains with a functional
magnetic resonance imager (fMRI) and identified that different
cognitive abilities were connected to different circuits in the brain.
This goes a long way to support the theory that different areas of the
brain are responsible for controlling certain abilities.
While the Stanford-Binet scale of intelligence, together with the
Wechsler Adult intelligence scale, are the principal forms of IQ testing
used, one of their major problems is the fact that whichever valid IQ
test has to be taken, it must be done so in a controlled environment.
This is not only impractical in many cases, but also costly to achieve.
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The consequence of this is the resurgence of the Internet-based IQ
test, one which is easy to take and which can be taken at any time of
the day or night.
"We have shown categorically that you cannot sum up the difference
between people in terms of one number, and that is really what is
important here," Owen told CNC news at the time, continuing: "Now
we need to go forward and work out how we can assess the
differences between people, and that will be something for future
studies."
In relation to the validity and accuracy of IQ scores, the research did
reveal some additional interesting factors that affected certain
persons. Though the reason is actually unknown, those who regularly
played video games achieved better results for reasoning and short-
term memory sections of the IQ test. Also, it became clear that aging
was directly connected with a decline in reasoning and memory
abilities. Smokers did less well on short-term memory and verbal
elements of the test, though it has actually been proven that overall,
smoking, and particularly nicotine, is responsible for improved
intellectual performance, while those who suffered from anxiety did
not do well as a rule in the short-term memory test elements.
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When it comes to the validity of an IQ score, one thing is crucial, and
that is that you take a legitimate IQ test. By legitimate, we mean an
approved test taken under test conditions. If you type “IQ Test” into
Google’s search engine facility, you will obtain thousands of results for
online IQ tests. However, these are not genuine tests.
Okay, so perhaps you are sufficiently intelligent to understand that
these are not the ‘real thing’ but are perhaps good enough to give you
an indication of how intelligent you are. After all, if we know that an
IQ of 100 is a score for someone with an average level of intelligence,
our first instinct is to see if we can beat that score.
Well, the bad news is you can’t even trust online IQ tests to be even
remotely accurate at gauging your IQ or level of intelligence.
How do we know this?
Because one curious British Guardian Science journalist, Dean Burnett,
decided to check out some online IQ tests, and the results were quite
surprising. However, it was not the level of his scores, which ranged
from between an IQ of 128 and 140 that was the problem. As Mr.
Burnett says “This shouldn’t really be surprising, I have Ph.D. in
neuroscience, am a university lecturer and tutor and a Guardian
science writer, how could I not have vastly superior intelligence?
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 24
According to the normal IQ distribution, an IQ of 133 means I’m in the
“very superior” category.
Only 2% of the population have an equivalent or higher IQ.
What was the surprise became clear when he owned up to how he
had been performing the tests. He had been guessing at the answers
and simply concentrating on finishing the tests as fast as possible. By
the law of averages, he would get 25% of the answers correct as they
were all of a multiple choice style. However the low number of correct
results did not seem to matter, and one particular result showed him
exactly how well he had done: “You got four questions right out of a
possible 15. You took 7 minutes to complete the test.
You got a bonus for finishing quickly. We estimate your IQ to be: 138.”
Even you can work out that only getting 25% of the answers correct
for a test doesn’t give you a genius level IQ!
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 25
Chapter 3
Have IQ Scores any Relevance in Today’s Academic and Working Environment?
As you have read, in the 1900s IQ played a very important role in the
challenges faced by many countries to assess the academic potential
of students, both young and more mature. Today there is still a great
deal of relevance placed on intelligence levels, even though the
original IQ system has now been replaced with more specific
intelligence tests.
The new intelligence tests still borrow from the original American
version of the IQ test - the Stanford-Binet test – and are used to assist
in assessing how well pupils are likely to perform in their classes and
beyond. Some scientists, including N. Brody, 1997; Gustafsson &
Undheim, 1996 and Sattler, 2001 carried out extensive research on
the correlation between IQ or intelligence level, and academic
performance, and proved that there was indeed a valid connection
between the two. It was determined that students with a higher IQ
achieved higher grades and spent more years in education, going on
to college from high school, etc.
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However results from research can often only be used as a guide and
results are seldom if ever, set in stone. Despite all this research
proving that there is a correlation between IQ scores or intelligence
tests and academic achievement, there are three factors that have
also to be taken into account. First, having a high level of intelligence
is not in itself any form of achievement, and therefore having a high
IQ is no guarantee that academic results will also be high. In a way you
might more easily understand, just because someone is extremely
intelligent, it doesn’t mean they don’t have to study hard to succeed
and pass exams.
Second, there are always exceptions to every rule, and there are many
exceptions regarding IQ levels and academic performance. There are
countless incidents where pupils with a seemingly low level of
intelligence do well in the classroom, while others with a high level of
intelligence do not do well at all. You might suspect that these results
are connected with what we talked about in the paragraph above.
Might you deduce that the less intelligent pupils just worked
appreciably harder to achieve good results than those more intelligent
than them?
Third, if you are going to make predictions on academic achievement
based on intelligence levels, then tests on levels of intelligence should
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 27
be carried out at regular intervals. This makes sense if you think about
it. After all, a lot can change between the age of say ten and sixteen
where children are concerned, and levels of intelligence can change
over time based on some factors, including the standard of education
received.
This leads us to nicely to something that many may have heard of, and
every student in the United States dreads. SATs. When first introduced
in 1926 it was called the Scholastic Aptitude Test, after which it
became known as the Scholastic Assessment Test, then it became the
SAT Reasoning Test, before now simply being known as SAT.
Depending on where you come from and what formal education you
receive, entry into college or university can be achieved through a
wide variety of means. In India and Pakistan, certain tests have been
introduced at entry levels. In France and the UK, it depends solely on
the results of exams taken in specific subjects. In the USA it depends
on a combination of two separate elements, your GPA or Grade Point
Average for work done throughout the academic year, and your SAT
score. The SAT takes 3 hours 50 minutes to complete and tests critical
reading, mathematics, and reading. These are three topics which are
greatly influenced by your level of intelligence. As a consequence, the
joint combination of academic results together with a general
indication of your level of intelligence is deemed one of the most
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appropriate and effective methods to assess whether a student will
succeed academically at a further education level.
Going beyond school and college, your IQ or level of intelligence can
also have both a direct and indirect influence on your working career.
It is a proven fact that people with a higher IQ tend to be more
confident, resulting in having better communication skills and a
greater ability to be sociable. Part of business success involves
networking and meeting people. Many jobs require meeting clients
and people face-to-face, so having that extra bit of confidence coming
from a higher level of intelligence can be a tremendous plus for you.
However, there are certain situations you may encounter where
having a high level of intelligence can be a disadvantage. In today’s
employment market having a university or college degree is no
guarantee that there will be a job waiting for you. In the interim, you
will likely consider any work purely to bring in an income and to get
used to ‘working for a living.’ Here you run the risk of being rejected
for many jobs on the grounds you are ‘overqualified.’ Basically what
you are being told is that for someone of your intelligence you will
become bored stupid within a short space of time and will be unlikely
to remain in the job for a long time. For an employer, the last thing
they want is to have to keep training new staff, so they will choose a
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candidate with a level of intelligence that the job requires, but not a
level of intelligence appreciably greater than that.
Going back to what was discussed about exceptions to the rule where
IQ’s are concerned, you only have to look at some of the most
successful businessmen in your community, or throughout the world.
Not every one of them has a university degree or did phenomenally
well at school. However they were sufficiently intelligent to succeed
with their business, so where work is concerned, a lack of a university
degree is not a sign of lower intelligence. Most of you will have heard
of the entrepreneur Sir Richard Branson. There is no question that this
man is remarkably intelligent, yet he never even went to university
and struggled with dyslexia. Another surprise for you is that Bill Gates,
the founder of Microsoft, may have gone to Harvard University, but
he dropped out before graduating!
In fact, it is neither university degree nor a particular IQ level but
developing and utilizing different faculties embodied in a particular
way to succeed in life.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 30
Chapter 4
How Brain Training Increases your Level of Intelligence?
In one sentence, the brain training can’t increase your intelligence…!
However, do not instantly dismiss this section of the book as
irrelevant as that is far from the case. We have previously referred to
the research carried out by Dr. Adrian Owen. One of the conclusions
he came to through his research was that training your brain to assist
you to perform better at a cognitive level did not help. "People who
'brain-train' are no better at any of these three aspects of
intelligence [short-term memory, reasoning, and a verbal
component] than people who don't," Owen stated.
To summarise, we have previously mentioned that those who play
video games get better results in the reasoning and short-term
memory elements of the tests carried out, age plays a factor in overall
results, and mental frailty – stress, anxiety, etc. – affect the results of
an intelligence test relating to short-term memory. However, the most
critical comment that Dr. Owen made was “We have shown
categorically that you cannot sum up the difference between people
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regarding one number, and that is really what is important here.” In
other words, an IQ is not a true measure of someone’s intelligence.
If this is the case, then to a varying degree, our level of intelligence
could vary depending on what element of the three is concentrated
on. There would be a bias, and consequently, the results would give
an indication of your level of intelligence, but it would not be a true
reflection.
However there is an expression used in some areas in life, and that is
“Use it, don’t lose it.” This often relates to a certain skill or ability.
What the expression is saying is that if you don’t keep practicing a skill,
then your ability to use it successfully will decrease.
Now it will be quite interesting to transfer that phrase to relate to
intelligence. In simple terms, if you do not use your brain, then you
will not be able to get it to function at its maximum potential when
needed. As a simple example of this, let us take mental arithmetic and
adding up numbers. When you stretch beyond the basic 2+2 level, the
answer to which is often associated more with memory than having
the intelligence to work the answer out, the situation changes.
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In most bars there is a till or cash register where you push a button for
every drink ordered and the total will be displayed. Now someone of
a reasonable level of intelligence who has worked at that bar for
several months will usually be able to add up the total cost of an order
of four or five drinks without having to go to the till or cash register
first. The ability to do mental arithmetic depends on two factors – the
basic ability to do mental arithmetic, and the experience of doing it
regularly. However, when a bar person starts for the first time, they
may struggle to perform successfully adding up to the cost of four or
five drinks in their head straight away. Allow them a few months to
get used to doing it, and then the results will be dramatically different.
However, that does not prove that the second person’s intelligence
has increased, it just means their potential has been maximised.
That is where brain training comes to the fore. It is hugely beneficial,
but not to increase your level of intelligence, it is to help you perform
at your best. To give you another example, many of you may have
heard of Usain Bolt, the fastest athlete on the planet. He has always
had the potential to be the fastest man on the planet and the body to
achieve such speed. However, if he never trained, then he wouldn’t
be at the peak of condition and run as fast as he could. The result is
that the ‘fastest man on the planet’ can retain that title until someone
runs the 100m faster. However, for now, he could stop training, never
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win another race, but remain the fastest man on the planet, he just
wouldn’t be able to prove it again.
So the same applies to intelligence tests. If you are a very intelligent
person and take an intelligence test for the first time, the chances are
that you will not do as well as if you had taken 20 similar tests
beforehand. Doing that would enable you to understand what it is the
tests are actually trying to establish specific, as opposed to generally.
Doing trial examples will also help you to recognize types of questions
when they are asked and have a greater understanding of what is
being asked. Doing examples will also help to exercise those parts of
your brain that need to operate at their best when your intelligence is
being tested.
So to reiterate and as has been shown scientifically, brain training
doesn’t increase your level of intelligence. However using your brain
to its maximum capability on a regular basis will help to ensure that
when tested, you will achieve the best possible results to indicate your
personal level of intelligence.
What we can and will do to help you is show you what other influences
exist which can affect your perceived or maximum potential where
your intelligence is concerned. We will look at lifestyle, diet, mental
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health and how you maintain your body to see what effect that will
have on your intelligence.
Once again, will it be a question that you can improve your level of
intelligence, or simply maximise it?
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Chapter 5
What & How Diet Can Have an
Effect on your Mental Skills and Intelligence?
In the previous chapter we touched on the fact that to perform at their
best, athletes need to train and prepare for their event. If you think
about it, there should be no reason why the same won’t apply to how
you can ensure that you achieve maximum results when having your
level of intelligence assessed.
Once again we have to make the distinction clear. What you eat or
drink may not affect your intelligence in the short term, but it can
affect the results of any intelligence test. In other words, drinking the
night heavily before taking an intelligence test would likely mean that
you will score less than if you had gone to bed early and slept well.
However, drinking in the short-term does not make you less
intelligent, even if it is not a particularly intelligent thing to do just
before a test!
You will also note that when referring to drinking, we mention the
phrase ‘short-term.’ This is deliberate as it is known that if you drink
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heavily from an early age this will have tremendous physiological
effects on your body, including your brain, and consequently your
level of intelligence.
It is also interesting to note that upbringing can also have a
tremendous effect on levels of intelligence. At a younger age, regular
sleep and a good healthy diet are contributory factors involved in
maximising a child’s intelligence. Exercise also plays an important role
– how many times have you heard the expression ‘a healthy body is a
healthy mind’? In an article published in America’s National Post, the
results of a study regarding junk food and intelligence revealed that
children fed processed food at the age of under three years are more
likely to be less intelligent by the age of eight than those who were
not fed junk food.
In a study carried out on children born in 1990 and 1991 in Bristol, UK,
researchers carefully examined the diets of 14,000 children. Their
parents were quizzed about their diets when the children were at the
ages of three, four, seven and eight and a half years old. The diets
were then given a scale of -2 for an extremely healthy one, to 10 for a
very unhealthy diet. It was seen that especially where children under
three years of age were fed ‘junk food,’ later on, their intelligence
level was noticeably lower. It was seen that even if the diet after the
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age of three, up until the age of eight and a half, was changed for the
better, there was no phenomenal increase in the child’s IQ. In general
terms, for every increase of a point in the child’s diet scale, from
between -2 and 10, their IQ, when measured at the age of eight and a
half, was 1.5 points lower.
Doctor Kate Northstone stated that it is a well-known fact that a
human’s brain grows faster during the first three years of life than it
does at any other time in their life. Consequently, good nutrition not
only helps the brain to grow but the body, including the skull, to grow
as well, making it easier for the brain to expand. The findings of the
research carried out in Bristol have been published in the Journal of
Epidemiology and Community Health.
This type of research backed up similar studies regarding parents and
their diet during pregnancy. An additional study had proven that a
poor diet during pregnancy would likely lead to the birth of a child
with a lower level of intelligence than a child born to a mother who
ate a very healthy diet during pregnancy. In Psychology Today the
results of research concerning babies who were breastfed as opposed
to bottle fed showed that by the age of three, the breast-fed children
had an IQ of between 3 and 8 points higher than babies who were
bottle fed.
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Though unrelated to diet but relevant all the same to what can affect
your level of intelligence, the results of research from
Delaware University in 1994 was quite dramatic. Linda S Gottfredson published a report that made it clear that between 40% and 80% of our intelligence is inherited.
In other words, you have 20% to 60% space for maximization of your
intelligence. Besides physical and brain exercises, you need to take
good diet at all age levels.
What about Nootropics?
According to Wikipedia, “Nootropics (/noʊ.əˈtrɒpɨks/ noh-ə-
TROPiks)—also called smart drugs, memory enhancers, neuro
enhancers, cognitive enhancers, and intelligence enhancers—are
drugs, supplements, nutraceuticals, and functional foods that improve
one or more aspects of mental function. Specific effects can include
improvements to working memory, motivation, or attention. The
word nootropic was coined in 1972 by a Romanian psychologist and
chemist, Corneliu E. Giurgea, from the Greek words νους nous, or
"mind", and τρέπειν trepein meaning to bend or turn.”
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Chapter 6
Can You Benefit from Brain Training?
There are three areas in particular where brain training can be of
benefit.
First for those who want to ‘fine tune’ their brain, to get it working
and functioning at its best. This will usually be before an important
test or interview. It may be for a school exam, your SATs or when
applying for a job where you know that you will be required at some
stage in the interview process to demonstrate your skills and thinking
ability.
The second area where brain training can make such a difference is
with children and to some extent adults who have learning disabilities,
and also those who have suffered some form of brain injury through
an accident or illness, such as a stroke.
The third area where brain training can be of tremendous help is with
the elderly. Now that last comment may take you by surprise, but we’ll
tell you later why it is so useful.
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Now let’s start with students who are looking to take their exams, let’s
take SATs as an example. Today, exams aren’t just about answering
questions based on memory. The understanding of a subject, together
with the understanding of the question being asked, has become
more relevant over the years. How many times have we all been told
“Read the questions carefully” when faced with taking an exam? Often
the answer can be hidden in the question – by that we mean that the
question is subconsciously guiding you towards the answer it wants
you to give. However, you have to be alert and your brain functioning
properly and at its best in such situations.
Some exams have practical elements, and the older you get in your
education, the more these experiments challenge your understanding
of a subject to the point that you have to work out for yourself what
to do to achieve a given objective. Now such demand doesn’t just rely
on your memory. It also relies on your brain’s ability to rationalize,
compute, calculate, and estimate. These are key intelligence
functions. As a consequence, if your brain has been trained to enable
you to perform at your best, then the results should translate into the
practical element of the exam you are taking.
Brain training also takes place with familiarisation. We have talked
before about how constant use of your brain to perform mental
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arithmetic will make the task easier over time. Well, the same applies,
to a certain degree, with written examinations. When you reach the
more senior years in your education, exams will begin to play a far
more important part of your future. Now logically speaking, we are all
‘afraid’ of the unknown. By that we don’t mean scared silly, we just
mean a little apprehensive.
Well if you are about to take your exams, it is a well-known fact that
apprehension or stress can have a detrimental effect on your
performance. So one of the best ways to calm those nerves is to do
test papers and look at exam papers from previous years. Believe it or
not, that is a form of brain training as you are teaching your brain how
to deal with stress, and creating a situation where you will have more
confidence when taking your exams. It is a well-known fact that
confidence is one of the elements to success in life in general, and it
applies just as equally in the exam situation.
Depending on what career you choose, at certain times you may be
required to take an aptitude test. This is particularly common when
looking to join the armed services, especially in the USA. However, in
many situations, you will be faced with attending a job interview
which can often be in two parts. The first part will be a face-to-face
interview with your prospective employee or someone from the HR
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(Human Resources) department. The second part of the interview can
take the form of a test to see what your level of mental agility is, or
being presented with a set of problems where you will be asked to
work out a solution to each problem.
Preparation for such an event is critical, and brain training is almost
essential to ensure that you represent yourself to the very best of your
ability. A prominent psychologist, Dr. Scott Kaufman, argued that
"thoughtful reasoning, divergent production, pattern detection,
learning" are all part of the creative process. He identified these as
being a part of what an IQ test measures. However, creativity is a skill
that is more obvious in some than in others. It was identified in an
article published in “Psychology Today” that creative people can
struggle with the IQ test, yet creativity can also be seen as a form of
intelligence. Research showed that this creative element can still be
identified based on answers provided in an IQ test as opposed the
score itself.
Then we come to the use of brain training for those who have suffered
a brain injury through either an accident or a stroke. When the brain
becomes damaged in certain situations, the ability to remember how
to do things, how to talk, how even to walk can be forgotten. Brain
injuries can be quite catastrophic, but depending on their nature, the
damage done can be repaired. However, unlike a physical injury, an
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injury to the brain will not heal itself, and everything automatically
goes back to normal. Instead, you have to train yourself all over again
how to do even the most basic of tasks. As one progresses through the
physical aspect of retraining, so the mental side must also be
corrected. That is where the more traditional ‘brain training’ exercises
become so incredibly helpful and useful.
The more training the brain does, the more it remembers how to
operate and function as it used to. Intelligence can seem to be one of
the elements that are affected by a brain injury, yet it is just the
inability of the brain to work as it used to that is the problem. This is
not so much a case of brain training perhaps, but brain retraining.
We mentioned the expression “use it don’t lose it” earlier but in a
different situation to here and the elderly. However it is a recognized
fact that as you get older, so your intelligence begins to diminish. To a
degree, this will make some sense as often retirement will take you
away from an environment where you may have been using your brain
all day long. Instead, you are faced with reading the newspaper and
pottering around in the garden. However, a report in the Journal of
American Geriatrics Society revealed that research concerning brain
training in the elderly had indeed achieved considerably positive
results. Those patients who, at the time, had an average age of 73
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showed improved mental ability ten years later if they performed
regular brain training when compared to those who did none. This was
not a small random sample either; the study group comprised 2,800
pensioners.
We are not big fans of brain training programs and software. However,
as per our own experience and of thousands of other clients, you may
visit this website to have HighIQPro, an IQ improving application.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 45
Chapter 7
Can Brain Training Improve your
Memory and Help you Concentrate Better?
While we may have established that brain training cannot improve
your IQ or level of intelligence. Memory and concentration are not
indicators of intelligence; they are traits or characteristics. They are
also skills, and as we have tried to make clear, the more you practice
a skill, the better you become at it. Over recent years there has been
a massive boost in the popularity of brain training games, and there is
no doubt that playing them is good for your brain. It is just not perhaps
in the way you had originally thought. Training your brain can help you
retain information in the forefront of your mind, but it cannot help
improve your ability to reason or solve problems.
Findings published in Psychological Science, a journal associated with
the Association of Psychological Science on this subject, are very
revealing. Psychological scientist and lead researcher, Randall Engle,
of Georgia Institute of Technology carried out extensive research on
the subject, and here we will try and simplify the results of his findings.
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Engle refers to many claims that brain training improves your
intelligence. However, this fact is based on one supposition that is
basically untrue. Working memory capacity (WMC) is simply our
ability to retain information either in the front of our mind, or to make
it rapidly retrievable, particularly when distracted.
General fluid intelligence (GFI) relates more to the ability to identify
relationships, carry out complex reasoning, and solve problems that
are basically new. The supposition was that working memory capacity
had a direct effect on general fluid intelligence. Her results proved
that the two were independent of each other and, as a consequence,
brain training only influenced certain aspects of our brain’s function,
but not our level of intelligence. However, the good news is that one
of the elements of our brain’s function that is improved by practicing
brain training exercises is our memory and ability to retain
information for quick retrieval.
The other way of looking at the benefits of brain training to improve
your memory is to recognize what function memory plays in our life.
Unless you stop and think, you probably don’t realize that memory
plays a massive role in our life, yet it is something we take for granted.
Memory tells you how to dress in the morning, how to boil an egg for
breakfast and how to drive a car to work. Memory also allows you to
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talk, to write and to read. Memory helps you in what we might
consider more obvious ways, like remembering to buy bananas when
you go shopping, remembering your sister or brother’s birthday, or
simply remembering to feed the dog or water the plants. So how does
brain training help us in all these activities?
The answer is that with an improved brain function, memory
improves. Brain training can help you to maximise the memory
capabilities of your brain, so ensuring that you don’t forget things. Ask
yourself how many times you have forgotten to buy something when
you have gone shopping? How many times you couldn’t remember
someone’s name – perhaps a celebrity or an author - or how many
times you left some of your belongings behind, like your bag in a shop
or you forgot to take your mobile phone or glasses with you when you
left the house? All these things are frustrating and annoying, but
regular brain training can help reduce the number of times these types
of incident happen.
Where concentration is concerned, that is a totally different matter. It
is quite funny when you consider that to train your brain you need to
concentrate, yet how do you train your brain if you are not good at
concentrating? There was a very interesting article published online
by the BBC (British Broadcasting Corporation) written by a journalist
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who contacted a specialist in the USA to investigate whether her
powers and ability to concentrate could be improved. What she was
told at the onset by Dr DeGutis at the Boston Attention and Learning
Lab was that if your powers of concentration are reasonably good
anyway, brain training will be of little benefit. Caroline Williams, the
reporter, considered that she had a reasonable ability to concentrate
and so took an online test to demonstrate this fact.
She was shocked to discover that she scored just 53 points out of 100
when the average was 72 points. In addition, after several other tests
and an exchange of emails between herself and Dr DeGutis, she
reports that the cold hard truth had dawned on her, and particularly
with the following comment by Dr DeGutis: “Considering all your
results, it's very clear that you have issues with attention and
distractibility both in the lab and in daily life.” He wouldn’t say
particularly what was wrong, but he did make it clear that there was
significant room for improvement and as a consequence, he invited
the reporter to come over to Boston to undergo some specific brain
training.
Now what is interesting here is that up until now we had not
mentioned one particular illness where brain training could be of
benefit, and that is for those who suffer from ADHD (attention deficit
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hyperactivity disorder). As the illness suggests, sufferers have a
particular problem with paying attention for any significant period to
one specific subject or task. Basically, as we would recognize the
problem, a sufferer’s mind just keeps wandering off onto thinking
about or wanting to do something else.
Well, the work of Dr. DeGutis would seem to indicate that for people
living with ADHD, there is some help available in the form of brain
training, as Caroline Williams discovered. What is also interesting to
note is that those who suffer from an inability to concentrate for long
periods of time and who are easily distracted have a bigger problem
today than they would have had twenty years ago.
Why?
Because today there are so many more distractions for us to heave to
deal with in our everyday lives. Most people have smartphones,
access to a PC or a tablet, so they have access to the Internet,
Facebook, Twitter etc. Even when working at a PC – perhaps as a
journalist, a writer, a web designer or whatever your job, there are a
hundred million websites out there waiting to distract you.
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How many times have you gone to look on the Internet to find some
specific information, only to find you are still online half an hour later
looking at something totally unconnected? Now one of the tests
Caroline Williams took was called ‘Don’t touch Betty’, which is an odd
name for a scientific test. However, the idea was that facial images of
men would appear on her PC screen and when they did, she had to hit
the spacebar. The process had to be done instantly to avoid cheating.
However, when the image of a woman’s face appeared, she was not
to hit the space bar. Her results were terrible and well below the
average. As she put it, she could see that a woman’s face appeared,
but because the images were changing so swiftly, she couldn’t stop
herself hitting the space bar, even though she knew it was wrong.
Caroline took a barrage of other tests and trials without much success
and returned home to the UK. There, three times every day, she would
do a ‘Don’t touch Betty’ type test. This one involved a white coffee
cup on a white tablecloth. Whenever that appeared, she was to hit the
space bar, but if either the tablecloth or the coffee cup changed, she
was to leave the space bar alone. This test was combined with short
sessions of an electromagnetic pulse being targeted at the left side of
her brain to reduce its efficiency, allowing the right side – the part that
includes concentration - to work harder to compensate. She described
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it as a bit like having your right arm tied behind your back to
strengthen the use of your left arm.
After three days of this intensive therapy, she continued to score at a
level that was borderline as poor as someone with ADHD or a brain
injury, the results being in the region of 20%-30% accuracy. Then, out
of the blue, her results suddenly jumped up to 70% correct. It was as
though a switch had been flicked as she had realized that even during
the test her mind had been wandering, but not to such a destructive
level. In psychology, being aware of what you are thinking about is
called ‘meta-awareness,’ and if you are aware of what is happening, it
allows you to refocus before you become too distracted. “Everyone
that the training has helped finds that they get to the stage where they
are a little more meta-aware,” Dr. DeGutis said, “They are doing the
task, and they see themselves thinking about other things.” Although
this is just one of many scientific tests carried out, it certainly goes a
long way to proving that brain training can help memory function.
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Chapter 8
What Type of Brain Training Exercises Will you Find Useful?
There are two different approaches to brain stimulation (as opposed
to general entertainment) – one is brain training, and the other is
brain games. There is a fairly comprehensive difference between the
two which we will attempt to explain.
Brain games are more a genre of game which involves your brain to a
higher degree than many other games. The type of brain game we are
talking about includes crossword puzzles, Sudoku, anagram puzzles,
hangman, Scrabble, noughts and crosses, draughts, chess, etc. These
are all games which require a lot of thinking and, as a consequence,
are good for exercising your brain. However, they do not specifically
train your brain in any way. It is a bit like an athlete training purely by
running. It may help their stamina, but it doesn’t deal with other
specifics relevant to their chosen event.
Brain training exercises are more specific and challenge targeted areas
of your brain to get them to function at their best. Interestingly it was
the games console Nintendo DS and the company’s introduction to
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‘Brain Training’ exercises that saw a massive market created for these types of exercise, something that today is a multi-billion dollar business.
The basic brain training exercises can involve solving simple
mathematical equations or memorizing a list of items, to then have to
identify which ones are missing when shown a new list or set of
images. Where the mathematical problems are concerned, these are
often combined with a time element to see not only how accurate you
are, but how many questions you can answer within a specific period.
What is also useful with some brain training programmes is that they
keep track of your scores, so you can see over a period if you are doing
better than when you first started.
Another simple brain training game is a reflex test. This usually takes
the form of clicking your mouse the moment an object changes color,
with a target time of 0.2 seconds being the optimum. Your time is
always recorded so you can keep track if you are improving. Hand-eye
coordination is another skill which requires mental agility as the brain
has to compute what the eyes see, and then convey a message to the
hands to react in a certain way. This type of test will often take the
form of a visual PC-based obstacle course which the player has to
complete. Once again time becomes a very relevant factor in this task,
so the more you practice hand-eye coordination exercises, the easier
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they should become. (The HighIQPro offers training into reflex test
too)
We have touched on the simple type of memory test, but with brain
training, the intention is to stretch your mental capabilities to their
maximum level. A memory test is intended to use those parts of your
brain that not only store information, but that part involved in
retrieving it too.
A style of memory test will perhaps involve some levels where, to
begin with the amount of information you have to remember is
minimal. However, with each step, the amount of information
becomes greater. For example, in the first level you might be shown
an image of three oranges, and then once the screen is cleared, you
will be asked how many oranges you saw.
On level three you might be shown an image of three oranges, five
apples, and four bananas, then when the screen is cleared you may be
asked: “How many pieces of fruit did you see?” Now the clever part of
that type of question is the participant will be expecting a question
about the number of a specific fruit.
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This type of question is used to stop the player guessing what the next
question is likely to be, and also stretches the use of his brain beyond
what was previously a more simple function. This type of brain
training is useful as it teaches your brain how to react when faced with
an unexpected occurrence.
Another test of your brain’s capacity to perhaps ‘think outside the box,
is the game of Hanoi, where you have some discs on a peg in
descending order of size. The game aims to move all the discs onto
another peg, but as you do it, you cannot place a larger disc on top of
a smaller one. All the discs must once again be in increasing order of
size. There is a minimum number of moves this should take. For three
rings, the number of moves is 7. For four rings, the number is 15, for
five it is 31, and for six it is 63. Now if you are very clever, the next
question is very similar to a question you would get in a brain training
test, or an IQ test. The question is, how many moves would it take to
move seven rings? The answer is 127. Now the reason you should be
able to work out that answer is to see the sequence that was created
with the addition of each new ring. For three rings the minimum
number of moves was 7. The sequence for each added ring then looks
like this: 7, 15, 31, 63. Do you notice anything about that sequence of
numbers? Well, the answer is that the next number in the sequence
is always double the previous number, plus one also. So there, with
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one very simple and very old game, you have two forms of brain
training.
Brain stimulation is also an important part of a mental fitness regime.
As we have mentioned previously, athletes may go for a run just to
maintain their levels of fitness, but it may not be
sufficiently geared to their actual event, say
perhaps the 400m hurdles. Well, Sudoku is like
that run.
This image shows you a typical Sudoku puzzle. The challenge is to fill
in all the blanks. The only three
rules are that the numbers used must be between one and 9, that a
number can only appear once in any box of nine squares, and finally,
a number can only appear once in any line or column. Sudoku should
also come with a warning saying ‘Caution – Highly Addictive’!
Depending on how old you are, you may have come across the number
arranging game either as a handheld plastic game with numbers that
slid around on a grid, or more recently it is done on your smartphone
or PC.
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The idea behind the game is, by using the one free space, you
rearrange all the numbers until they are in the correct order.
To a degree, this game was the precursor to the Rubik’s cube, which
was a tremendous test of skill, dexterity, mental agility and
intelligence. The intention of this game was simply to rearrange the
jumbled up colors of the cube until they were all the same on each of
the six sides, as can be seen below.
Believe it or not, but one of the very first ‘computer games’ ever
played was one called ‘pong,’ or
which others called TV tennis.
Very
simply it consisted of a ‘ball’ that
would travel across the screen
from left to right, and either
player had a slider or tennis racquet, they would slide up or down the
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screen to stop the ‘ball’ getting past and instead of returning it to their
opponent’s side of the screen.
This type of brain exercise was again a combination of hand-eye
coordination and also strategy, which brings us on nicely to two of our
last favorite brain games. Scrabble and Chess.
Scrabble is an excellent brain exercising game and one that if played a
great deal, can help you increase your vocabulary tremendously.
However what this game requires is a certain level of knowledge of
your own language – it is available throughout the world. Secondly it
challenges you to work out anagrams as the seven letters you have on
your rack need to be re-ordered to create as long a word as possible.
The next element of your brain is that of memory – remembering if a
rarely used word is actually a word or just a figment of your
imagination. Finally, believe it or not, Scrabble requires an element of
strategy. Because certain parts of the board offer the chance for triple
letter scores and double word scores, you have to be careful where
you place a word, so you don’t give your opponent the chance to use
the high-scoring tiles.
Then finally we come to chess – the most strategic of all board games
known to humanity.
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With various pieces able to move in varying defined directions, chess
is the ultimate mental challenge where the
true masters of the game can think up to
five moves ahead and devise strategies
intended to manipulate their opponents
into moving where they want
them to. Two of the greatest players of the game were Boris Spassky
a Russian, and Bobby Fischer, an American. Both were reported to
have an IQ more than 180 (the average person is 100 and anyone with
an IQ of over 130 being classed as highly intelligent). Interestingly,
another Russian Grand Master chess player, Garry Kasparov, was
registered as having an IQ of 194, which puts him in the world’s top
10 of people with the highest IQ.
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Chapter 9
How Learning Influences Intelligence & IQ Scores?
The early IQ theorists supported the idea of “innate intelligence,”
claiming intelligence is a natural born ability. Their intelligence tests
were developed to measure core intelligence. They focused mainly
upon discovering how students can learn and perform within their
educational institutes. (Michael Howe, 1997)
The intelligence test has changed its shape over the years, yet it is used
to analyze students’ capability to learn and is also used to select the
smartest candidate for a given job. Interestingly, certain research has
concluded that all those countries where IQ tests were studied as an
educational subject, average IQ scores have increased! (Flynn, 1994).
This supports the opinion that understanding and knowing about IQ
tests can result in higher IQ scores for individuals. Here, the idea of
innate or natural born intelligence fades away if we assume IQ score
represents intelligence through a reductionist approach.
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When you learn about your brain and understand what intelligence
actually is, you can develop a deeper insight into its capabilities and
consequently perform better during testing.
The relationship between IQ and actual intelligence has already been
discussed. It is clear that an increase in your IQ score does not
guarantee you have actually increased your intelligence. Intelligence
should be measured as an IQ in the given context to understand the
link between learning and understanding about intelligence and the
effect of this learning on IQ levels.
Robert Sternberg recently suggested a set of practical supplements to
conventional IQ tests showed that IQ levels could be increased
through educational interventions, and these results also clearly
demonstrate that IQ is not the sole product of natural-born ability. He
suggested that the traditional IQ tests should be used along with
supplemented performance-based tests, enabling us to measure the
more relevant, real-life, problem-solving intelligence level of an
individual (Robert Sternberg, 1998)
In 1998, Michael Howe presented the above statement that under the
appropriate conditions and given the opportunity, a person’s
intelligence can be increased considerably. A related example is the
Milwaukee Project, an initiative in the USA designed to improve the
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academic achievement and IQ of children at risk and to analyze the
effects of intellectual stimulation through providing a better
educational and personal environment.
Many underprivileged black families were involved in the project.
They were inducted into the program beginning from a child’s birth
and ending with the start of traditional school education. Half of the
mothers of these families were provided with guaranteed work to
provide their children with a better living environment.
When the children started school, the ‘experimental group’ who
benefited from an improved environment had an average IQ of
120.7, whereas other group’s average was just 87.2, well below the
standard of 100. This extensive research proved that a better home
environment contributes to a higher IQ.
Recent research regarding the theories of cognitive development has
concluded that learning is enhanced or hampered by people’s
emotions while considering the fact that emotions drive learning and
improve memory. Thus mood and motivation are also connected to
intelligence. (M Boekaerts, 2002; Goleman, 1995).
They also support that competency related to social behavior and
emotions is quite crucial for effective learning; that’s why students
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have a greater chance to succeed within a supportive and engaging
learning environment.
We have focused on the development of the skull and brain in children
from pregnancy to the age of three. However, it would be a complete
misconception to think that the structure of the brain is developed
solely during childhood, with little chance for further development in
adulthood.
Scientists have discovered in some studies that the human brain has
the wonderful capacity to change: people’s ability to process widely
varied information and complex new experiences with relative ease
can often be surprising. The brain’s ability to act and react in ever-
changing ways is known as neuroplasticity (Understanding What
Makes People Tick, 2009)
In fact, learning and intelligence are two highly interconnected
concepts. John Muir has rightly observed:
“When we try to pick out anything by itself, we find it hitched to
everything else in the universe.” — John Muir
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When two concepts are highly interrelated, an understanding of one
helps with the understanding of the other, and vice versa.
Arthur Robert Jensen, a professor of Educational Psychology at the
University of California, suggested that there is no visible distinction
between the cognitive processes that contribute to individual
differences in the two “definitionally” different subjects of learning
and intelligence.
Learnability and intelligence are like a railway track, going ahead in
parallel, having a collective existence, keeping the train of brain
functionality on track.
How the learning process “influences” intelligence
When a person is exposed to interesting information, the interpreting
of information, combined with the occurrence of sensory events,
categorizes the information (i.e. as you place a document in the
related folder), scans the memory for familiar experiences and ideas
to which the information relates, and manipulates ideas, images, and
concepts.
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However, a learner’s approach to perception, memorization, thinking,
and using any type of knowledge is inextricably linked to the patterns
of activity, communication, and social relations of the culture in which
that person is a member
The major requirement
for learning focuses on neurons.
Learning requires that these
components should grow more
from their existing state:
1. Dendrites (branch-like structure of neurons)
2. Synapses (a junction between two nerve cells, consisting of a
minute gap across which impulses pass by diffusion of a
neurotransmitter)
3. Neural Networks (the creation of which means new
knowledge)
These physical structures regarding knowledge do not just grow out
of nothing, but as a normal tree branch grows, it is either from another
existing branch or from the tree trunk (Cole & Scriber, 1974)
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Hebb’s Law & the brain training aspect
“Cells that fire together, wire together”; this explains about the firing
of neurons and its positive relationship with the development of
neural networks. Hebb hypothesized earlier in 1949
What has since been proven again and again through research? Those
neurons which are repeatedly used, grow stronger synapses, and
more effective and efficient neuronal networks. The more they are
used, the more they grow out branches which seek new and useful
connections, (Hebb, 1949).
Thus the idea of brain training, or using your mind to improve brain
functionality, becomes more valid.
The idea of Attention Density
Attention density is defined as the number of observations per unit
time. Consequently, the higher the intensity of focus of attention, the
higher the attention density will be. Concentration and dense
attention enable humans to utilize brain memory more effectively,
while also strengthening neuron synapses. Just like a bodybuilder who
repeats barbell curves helps his muscle tissue to grow, the
functionality of both neurons and neural networks improve
considerably with concentrated use.
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Hebb influenced Dr. Jeffery M Schwartz, as the doctor proposed;
attention density, focused attention and repetition helps neurons fire
solidly together, creating new learning, improved understanding, and
a better problem-solving ability! (Schwartz & Begley, 2003)
Several research projects into brain functioning and development,
especially about education, have concluded:
• Learning alters the physical structure of the brain.
• These changes modify the functional organization of the brain;
thus learning organizes and reorganizes the brain.
The concept of intelligence has changed in the modern age
The concept of intelligence from variable “G” (general intelligence)
has changed over the years. For example a more recent researcher,
Gardner did not agree with the traditional concept of “single”
intelligence. He devised his theory of multiple intelligence.
Howard Gardner, a professor at Harvard University, suggested
through his theory of multiple intelligences that learners or students
possess different kinds of cognitive structures of the mind, and that’s
why they learn, memorize, perform tasks, and comprehend in
different ways. He explained different intelligence as visual or spatial,
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intrapersonal, interpersonal intelligence, etc. Many other recent
research projects have supported his opinion that in order to utilize
different skills, one learner needs to have the related type of
intelligence.
As all students learn differently, these differences, of course,
challenge education systems which assume that every individual can
learn from identical knowledge sources, in the same way, and they
believe in the sufficiency of a single testing method for them.
Thus there is a great need for a variety of assessments and tests for
students and learners!
In fact, all humans may possess elements of all forms of intelligence
to some extent. Some may have more of a specific intelligence type
than others. The most crucial fact to keep in mind is that doing
something specific usually requires the use of more than one type of
intelligence, and thus requires a related learning style.
Multiple intelligence and learning
Let us now gain an insight into the theory of multiple intelligence along
the approach of considering learning & intelligence as being on the
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 69
same plane. Although Gardner introduced us to seven types of
intelligence, I intend to discuss only a few of the most important ones
for the sake of conciseness.
Logical or mathematical intelligence
One of the major components of conventional IQ tests largely
depends upon mathematical intelligence. Mathematical intelligence is
the ability to use logic or reasoning through numbers. Learners
conceptualize with rational and logical patterns. They process
information through numerical patterns; developing connections
between bits of information. They are comparably inquisitive and
tend to perform experiments.
Interpersonal intelligence & the idea of ZPD
Learning is a social process. Humans learn through interaction with
others, both of the same age and of higher age and cognitive
developmental level. This process involves ZPD (zone of proximal
development).
The ZPD is the gap between what persons are capable of doing
individually, and what they can do with the support and help of
persons who are more skilled and knowledgeable than themselves.
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Remember, the ability is assumed as intelligence. Interpersonal intelligence develops when people start to see reality
from others’ point of view, through a sense of empathy. This enables
them to understand how others think and feel!
When this intelligence is ’learned‘, people become better at sensing
the feelings, intentions, and motivations of others. In order to merge
into group thinking, people start to become manipulative too. They
get clever!
Intrapersonal intelligence
This type of intelligence overlaps with the idea of emotional
intelligence. Learners have a comparably better self-reflecting ability
and more accurate level of self-awareness. This enables them to
comprehend their strengths, weaknesses, inner desires, dreams,
feelings and their social relationships.
Neuroscience and brain research in the formative years of life
highlights the importance of early childhood development and its
effects on the later stages of life.
Research indicates that social and emotional competence is integral
to successful learning and that students are therefore most likely to
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succeed within a supportive and engaging environment that ensures
a good level of education and wellbeing.
Developing learnability & IQ improvement
Learning is a skill in itself!
There are so many examples around us that clearly show that learning
something enhances further learning. Learning equips us with
problem-solving tools and further expands the cognitive set of
abilities.
Various research has already proved that learning, particularly
through academic means, improves IQ levels. The point here to
consider is that different individuals have different learning styles.
Better learnability paves the way for acquiring better problem-solving
skills. These skills may enable a person to achieve a higher IQ score
and an improved overall cognitive caliber. So what are the basic skills
which enhance the learning process?
Alain Mounier, in 2001, developed a framework regarding generic
skills, containing components such as:
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Cognitive-based on general skills (for general educational
competence)
Technical—related to the performance of specific tasks (professional
skills)
Behavioural—related to the ability to perform in the context of
particular work relationships. These are generic skills, and most of
them can be learned; thus equipping the problem-solving ability of
human brain with effective tools.
A teacher’s lecture influences the knowledge of class participants
differently; some absorb more information than others. You might
think it must only be because of participants’ intelligence levels. Yes,
this can be so, but a more important factor than intelligence is the
compatibility of information source (or the way the information is
delivered) with an individual’s learning style. The more compatibility
there is, the better the synchronization of information from the
teacher to the student will take place.
Kolb (1995) introduced a continuum on which learning styles were
ranked as:
1. Concrete experience (Feeling- learning by experiencing a new
problem )
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2. Reflective observation (Watching- reviewing & reflecting on
experience )
3. Abstract conceptualization (Thinking- reflection enables
conceptual layouts of an idea; they create theories to explain
observations)
4. Active experimentation (Doing- concluding & jumping directly
into doing it)
Learning theorists, Litzinger and Osif (1993), suggested four learning
styles are developed from the combination of two styles of Kolb’s
model. Most learners thus prefer one of these four styles
1. Accommodators (Concrete Experience + Active
Experimentation)
2. Divergers (Concrete Experimentation+ Reflective Observation)
3. Convergers (Reflective Observation+ Abstract
Conceptualization)
4. Assimilators (Active Experimentation+ Abstract
Conceptualization)
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They arranged them along Kolb’s continuum. There is little need to
explain these types further as the subject would be of more relevance
to teachers.
What I am trying to say is that academic education positively
influences intelligence tests-related performance. Learners or
students can be guided to learn more effectively through identifying
their preferred learning style/styles and strengthening them through
the application of a learning cycle explained by Kolb and other
researchers.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 75
Chapter 10
Interesting Facts about some of the
World’s Cleverest People
The three people with the highest ever recorded IQ are in third place,
Christopher Hirata (Born 1982) with an IQ of 225. At the age of 13, he
won a gold medal in the International Physics Olympiad. He then
completely bypassed middle school and by the age of 16 was working
for NASA to see if there was life on Mars. In second place is Terence
Tao (Born 1975) with an IQ estimated between 225 and 230. He is an
Australian mathematician who specializes in areas of mathematics
few will have even heard of - harmonic analysis, partial differential
equations, additive combinatorics, ergodic Ramsey theory, random
matrix theory, and analytic number theory.
Finally, the award for the person with the highest ever recorded IQ is
William James Sidis (Born 1898) with an estimated IQ of between 250
and 300. Sidis was definitely what is known as a child prodigy. He
studied at Harvard University when only 11 years old. He could speak
eight languages by the age of 8, including Latin, Greek, French,
Russian, German, Hebrew, Turkish, and Armenian.
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Having covered the older generation, what about children who have
exceptionally high IQ’s and what they have managed to achieve at a
young age? Well, let’s start with Saffron Pledger from the UK who, at
the age of 3, has an IQ of 140 and is the youngest person to become a
member of MENSA, the club which only accepts members with an IQ
of more than 132 on the Stanford-Binet scale. Then there is Jacob
Barnett who, at the age of eight, started attending Indiana University-
Purdue University Indianapolis (IUPUI). Despite having a slight degree
of Autism, Barnett has not let Asperger’s Syndrome get in his way.
With an IQ of 170, which is greater than that of Albert Einstein,
Barnett has been taking advanced astrophysics classes and is hoping
to expand on Einstein’s theory of relativity as well as challenging the
Big Bang theory.
At the age of ten, Michael Kearney became the youngest ever
university graduate when he received a bachelor’s degree from the
University of South Alabama. At age 17 he obtained his second
graduate degree from Vanderbilt University, while by the age of 21 he
had managed to obtain four undergraduate degrees, and a year later
he was awarded a doctorate in chemistry.
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At the age of three, Kim Ung-Yong started attending as a guest physics
student at Hanyang University in South Korea. By the time he was
eight, he had been invited by NASA to study in the USA. Born in 1962
he is listed as having an IQ of 210, and as a child prodigy he began to
speak at just four months old, and within two years he was able to
read in Japanese, Korean, German and English.
Of course, these are just contemporary children. Child prodigies
existed long before the IQ test was ever invented. Whether child
prodigies or not, we wonder what IQ levels the likes of Plato, Aristotle,
Galileo, Leonardo DaVinci or other notable names may have had. As
for child prodigies, well little could beat Wolfgang Amadeus Mozart.
By the age of three he could play the harpsichord and had written his
first musical composition by the time he was six, then his first
symphony at the age of eight and opera by 12. As a five-year-old,
Mozart successfully performed on the piano at the University of
Salzburg and the imperial court in Vienna the following year.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 78
Conclusion
We have taken you hopefully on an enjoyable journey of discovery and
told you the fact that intelligence is not a static state. Yes, we’ve
identified that genetics can play a big role in a person’s intelligence,
but as we have shown you, there is so much more you can do to help
maximize your potential, and it doesn’t all involve burying your head
in books either!
We have shown how lifestyle can play a very important role in
intelligence, especially diet when you are at a very young age. Better
still, we have also shown that your mother can even have an influence
on your level of intelligence by the lifestyle she follows during
pregnancy. Exercise also plays an important role not just for your
overall health, but for your mind as well. Learning how to relax,
destress and switch off, all aspects of living that seem innocent can
actually have a tremendously positive effect on how well your brain
functions.
There is no doubt that to maximize your potential where intelligence
is concerned; you have to use your brain, almost in the same way
athletes train for a race. A good education is essential, not only
through what you learn, but it also teaches you how to learn. If, during
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your education, you can understand what you are being taught, rather
than ‘learn’ just using memory, you will benefit tremendously. The
trick to maximising the use of your brain is to understand as much as
you can. This way you can use that knowledge to work out what the
likely outcome of various scenarios may be.
It is called wisdom…..!
When it comes to training your brain, a good cross-section of exercises
is always a good idea. For one it stops the training being boring if you
try different challenges, while secondly, it will use different parts of
your brain. Brain training is a fun way to keep your mind sharp and to
help you increase your capacity for learning and increasing your
intelligence. The question is, what sort of brain training appeals to you
the most?
Today, some people associate brain training and increasing your
intelligence with online tests and trials. However there are so many
other options available that have been with us, literally, for centuries,
and these have worked perfectly well for past genii!
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What we are really trying to assure you is that increasing your
intelligence and maximising your potential doesn’t have to be all
about hard work.
Keeping your brain in first-class condition can be done whether it is
playing noughts and crosses, or chess. Whether you are eight or
eighty, there are no age restrictions on what age you need to be to
remain sharp and mentally alert.
We surely have explained a positive link between intelligence and IQ
scores. The people identified with extra-ordinary scores have done
miracles. The people with challenging low intelligence levels have
shown bad results on IQ scales. Still, you can’t take IQ scores
equivalent to your intelligence.
There are two most complex realities of this universe; the universe
itself and the human brain. We suggest taking more care while
measuring more complex objects and phenomenon. The universe is
being measured through unitary and quantitative approaches that are
impacting astronomy. But using units is not going to help you
understand your brain and intelligence. In other words, calculating
stars in a galaxy is easier than to measure what the humans are
capable of.
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The bottom line is, intelligence level can’t be truly measured by IQ
scores. So, being restrictive and confine, inside “measuring
intelligence,” may hamper realistic and scientific approach. Instead, if
you keep in mind your strengths and limitation while confronting the
challenge score better IQ scores, you can perform better. The IQ
training can also impact your brain cells as weight lifting does to your
muscles.
Furthermore, there are various skills which help in improving learning
and problem-solving capabilities. Dexterity in these skills may pave
the path for more learning. The scientific evidences are abundant to
prove that learning helps you to shine your problem-solving
capabilities. Learning basic arithmetic, algebra, geometry, essay
writing techniques, grammar, inter and intra communications can
increase your capacity to understand information.
Brain training exercises, puzzles, quizzes, video games, chess, etc. can
boost your memory to handle information. You also get improved
your cognitive structure to apply rationale more effectively.
We can’t deny results of studies on exercises to improve the
concentration of focused attention. More interestingly, many useful
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neural networks and neuron interaction are formulated in the
process.
In the end, if you ask, we can deliver you two words answer to your
quest. It is “effective learning.” It is possible only by adopting
learning style with compatible learning material. The assimilations,
experiments and practical exercises play a pivotal role to increase
your intelligence.
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 83
Resources for FREE Practice Tests
1- Wonderlic Test
2- Mechanical Test
3- Personality Test
© Saqib Ali Ateel 2018 http://www.personality-and-aptitude-career-tests.com 84
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Intelligence,” please share with me and other visitors to my website.
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