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While IQ tests are the most common and largely accepted measurement of how "smart" a person is, whether they are the best measure of this construct is up for debate. This paper will discuss the relationship between IQ tests and their corresponding order of hierarchical complexity developmental stage scores based on the model of hierarchical complexity (MHC). The Verbal Comprehension Index (VCI) scales of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) were used for scoring. The study shows that, according to the Hierarchical Complexity Scoring System (HCSS), the WAIS-IV fails to test verbal intelligence beyond the formal stage. This study used Rasch analysis to demonstrate that scoring the VCI of the WAIS-IV from a developmental sequence using the HCSS was successful in explaining the majority of the difficulty in VCI items. Much of the additional difficulty of tasks came from the knowledge of rare items and noise. This demonstrates the ceiling effect of the VCI of the WAIS-IV. Difficulties with scoring items, additional limitations with the IQ test, and their implications are discussed.

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This study examined whether level of cognitive complexity in religious cognition, using measures rooted in the Model of Hierarchical Complexity, mediates the relationship between level of general cognitive development, and religious judgment, in children and adolescents. The study was conducted with 189 children and adolescents drawn from Catholic schools in France. General cognitive development level was measured using the WISC and WAIS. Level of cognitive complexity in religious cognition was measured using the Religious Cognition Questionnaire: Pastor-Parishioner Scenario (RCQ). Religious judgment levels were measured using the Religious Reflection Questionnaire (RRQ). Results indicate that the relationship between IQ and religious judgment is mediated by level of complexity in religious cognition. The results provide further empirical evidence for the conceptual validity and research utility of the Model of Hierarchical Complexity in the domain of religious cognition, and the power of the concept of complexity in religious cognition for explaining relationships between general cognitive development using IQ measures and other domains where the judgment of social, moral, and philosophical issues are concerned. The results also provide further empirical evidence for the distinctive, and relatively advanced, capacity of gifted young people to think critically about religious and philosophical issues.