4. There are correlations between the concept of intelligence and those of culture, thought and discovery when those are extreme.

4.1 If the intelligence quotient is higher than 150, we note a correlation between intelligence and culture. As if starting from this value the individual were to use an enriched intellectual substrate.

4.1.1 The verbal tests, not limited in time, are effective to measure this correlation.

4.1.2 These tests giving access to encyclopaedic knowledge, their cultural aspects or the projection of the mental activity of their creators cannot in no case to be negative. Because in this manner, the apparently cultural difficulty is transformed into a heuristic difficulty.

4.2 If the intelligence quotient is higher than 160, we note a correlation between intelligence and thought. As if starting from this value the individual could carry out face : speed of the intelligence and power of the thought.

4.2.1 The space and numerical tests, not limited in time, are effective to measure this correlation.

4.2.2 Intelligence and thought are different: one is innate and fluid, the other is acquired and crystallized.

4.2.3 We can learn how to think, not to be intelligent.

4.2.4 The fast tests measure the simple intelligence and the tests not limited in time measure the complex thought.

4.2.5 The intelligence is a raw material that the thought structures.

4.2.6 The thought is the language of the intelligence.

4.3 If the intelligence quotient is higher than 176, we note a correlation between intelligence and discovery. As if starting from this value the individual tested the need for using his intelligence to discover.

4.3.1 Only the extreme tests have the capacity to measure this correlation.

4.3.2 The spirit of synthesis generates the need for creation.

4.3.3 The discovery is the finality of the intelligence.