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Thank you for the request Gylve. This a loaded question, some may say, a g loaded question!As far as the general factor measured by psychometric testing goes, I’m pretty darn bright. My spatial, nonverbal, and verbal faculties significantly outdo most individuals’ my age.Quite recently, I’ve been playing what I’ve termed the ‘Vocabulary game’ in which an individual poses a word for another individual to define. I’m quite capable at it, in my age group I best all I’ve versed. Vocabulary is a strongly g loaded ability (.86 g loading).At 4 years old, I was a very competent reader, able at reading whatever I wished. I suspect at 3, I could identify some words on the page, I used to peruse the library of where I used to live often in my youth (this was around 4 years old). The average age for individuals to start reading is 6–7 years old (some 5 years old). Developmental precocity is generally a valid indicator of intelligence.I’ve much ease with abstraction, going as far as to say it’s where I’m best suited and most comfortable in. Introduced to advanced theoretical topics in my much earlier years.I’m very good at mechanical reasoning tasks, I can reason out how systems work through visual representations in my head. I’ve made use of analogies a multitude of times to correctly extrapolate in abstract structures. My thought process is analogous in nature, an ability of the very bright according to literature.However, if one was to catch me in a high school maths class, I wouldn’t hold it against you if you were to think I’m an idiot. I’m computationally impaired, lacking knowledge, and general numerical semantic memory deficits. I confuse left and right in linear algebra, disregard the correct use (not intentionally) of the + and - signs. I somewhat recently scored 44% in my mathematics exam. If you were to speak to me, stupidity wouldn’t (hopefully) be thought of me by you. You’d also be informed that I’m learning disabled.I’ve ADHD, my attention is impaired, meaning my grades are of immense variability. In some subjects, I’m an impeccable student, in many others, I’m an unfocused poor scoring student. My executive functioning is quite questionable, meaning I often partake in very dense things. Pertaining to observation, memory, and routine (forgetting to brush my teeth and have a bath is common). Again, any thought of poor intellectual faculties would likely be washed away by a conversation with me.

Until my late teens, I was fairly sure that I was just “average”, which, in a family full of university professors and engineers, actually translates as “low”. At around 17–18 years of age I had become interested in IQs and intelligence, and was going through my old school documents from my childhood in the US and found records indicating a pretty high IQ (my brothers and sister all have gifted-range IQs, mine is at least some 10 points higher than theirs).When asking my parents about what I found in my records they told me that they had been informed by the school that I had the highest score there. The school counselors were initially considering making me repeat a year because I was two years younger than my classmates and my grades were slipping, but, after testing, they concluded that I could be a further two years ahead. Given that result, they decided to keep me where I was and put on some extracurricular activities (violin, fencing) that would help me socially and intellectually (which seemed to work). However, they gave my parents stern warnings to never tell me of my high IQ, advice which they heeded until I confronted them.As a child in the US, I had some difficulty getting along with classmates, and suffered some bullying as well, something I thought had to do with me being Brazilian and younger than my classmates. Two years implies a huge size difference when you are a child, plus having far less experience (i.e., being more naive). However, my parents told me that I had also been harassed and even beaten up by kids who felt threatened by the fact that I was “upping the Bell Curve”. During recess, I had to wander around school grounds all by myself , because I really had no friends and had to avoid the bullies. I remember feeling painfully lonely.This isolation, together with some natural Introversion and a tendency for visual-spatial thinking, lead me to very a very eidetic imagination where I learned to “zone out” into my own mental world to the point of only “snapping out” when someone physically shook me (didn't answer to verbal calls). Indeed, I was known for making weird gestures in the air, interacting with the things I was imagining. This didn't make me very popular with teachers or students, and certainly didn't help my grades (though I did manage to pass).I have always been curious and very easily bored to tears, the latter also adding to my fondness of “zoning out”. But the hunger for intellectual stimulation could not be satisfied by daydreaming alone, and I was always reading fantasy books, science stuff, and the Guinness Book of World Records, as well as watching cartoons and reading all types of comic books. My father always bought me and my brothers things like microscopes, telescopes, electronics kit, and chemistry sets, which we played with.Even after I returned to Brazil at the beginning of adolescence, most classes and school activities were never per se interesting to me, though I enjoyed the exposure to subjects, the availability of a library and labs. But I never had the top grades, being mostly a “B-student”. I did a lot of extracurricular reading and studying, but never really in synch with next week’s exam to be taken or report to be handed. The lackluster grades contributed to my feeling of being “average” or “relatively low” in intelligence.Some respite came from interacting with my grandfather, who was a civil engineer and a professor at a local university who was fond of puzzles and an admirer of great geniuses of the past like Karl Friedrich Gauss. We discussed several philosophical and scientific issues, and I owe him a lot of my reasoning skills (he was an unparalleled master of the reductio ad absurdum).When it came time to enroll in higher education, I chose Electrical Engineering, as I couldn't really make up my mind and it seemed natural to follow the family tradition. But I got bored senseless by classes where huge weekly exercise lists in Calculus and Algebra were mind-numbingly tedious, and I felt like I was being “trained” to quickly solve problems one could look up in certain tables of derivatives and integrals, or simply in moving around math symbols according to certain rules. By this time I was already interested in intelligence and IQs and began spending huge amounts of time at the university library reading up on that rather than on the contents of my classes, with the expected deleterious impact on my grades.After two years I dropped out of Engineering and enrolled into Psychology, seeking to study intelligence. In this new major, the main problems were the lack of depth of many professors, shortcomings in much of the knowledge being presented, and foolish stubbornness on my part in refusing to learn certain subjects in certain ways (I could have made more of an effort to just put my head down and get on with it - it wouldn't have cost my soul, even if that was my excuse at the time).In parallel to all of this , since the age of 13 I had been working with my father in statistical data analysis, first just helping with data entry and, later on, in a firm he set up to offer services in quantitative data analysis in Education and Medicine. Hard and demanding work, but gratifying, allowing me to learn a lot from my father (damn good in Statistics and world-class in Probability Theory), as well as from the experience.In my late twenties I began working gigs in English-Portuguese simultaneous translation for a specialized company. This gave me enough income to get married.Things only really started getting together for me academically and professionally when I applied for the master’s program in Cognitive Psychology at a local university (one of the top 10 universities in Brazil and the best master’s program in Psychology). There were 80 candidates for 10 spots and I got in in 3rd place, without really studying, behind only two people who were already professors. From then on, I graduated summa cum laude from the master’s program, with my dissertation earning a “with distinction” rating.After my masters I began teaching in Management (HR Management, Organizational Behavior and Statistics) in a private university, where I was part of a three-person team who won a national award for a paper presented at a conference of the National Association of Graduate Programs in Management. This was during the second year of my entering the doctorate in Cognitive Psychology at the same university where I did my master’s. Two years later I finished my Ph.D. also summa cum laude and attaining a “with distinction” rating for my thesis. During this time I also began publishing works with my Ph.D. advisor, who taught me a great deal about scientific experiments, data analysis and writing scientific papers.The year I finished my Ph.D. I was hired by the same university as a professor in the Department of Management Sciences, where I am to this day, teaching at both graduate and undergraduate levels, as well as doing research. I focus mostly on the psychological impacts of the Digital Revolution, human values, and social representations, as well as people management, innovation, organizational cognition, business consulting processes, and similar subjects. The bulk of my work involves the application of statistical techniques to all sorts of human and/or social phenomena in order to test or help building scientific models.I still hunger for intellectual stimulation and, recently have added Quora to my menu of mental stimuli, together with academia, news, scientific publications, TV series, movies, PC games and so on.The best depiction I saw of my mental processes was in the movie Limitless (2011), where an “intelligence pill” is developed so that whoever takes one becomes outrageously intelligent for a period of time. The most illustrative scene is when the protagonist first tries taking the pill and quickly makes a series of associations, deductions and inferences regarding his young landlady. The narrated description is succinct and realistic. You can watch it below (mild spoiler).I recognized the thought patterns as similar to my own but remained quiet while watching the movie with my wife, only to have her turning to me and saying: “that is EXACTLY what you do!” (BTW, her IQ is very high , well into the “gifted” range, but I got some 15 points on her, even though she does beat me at plenty of other mental stuff).

Let me tell you a story.A long time ago, but not really, it was more like maybe eight years ago, a devilishly handsome and VERY cool kid came along. Middle school, the arena for champions! This kid was ready. He stepped into his classes like, "Yo, let's get this started, I'm a bigshot and I can do what I want, bruh."It was about a month into 6th grade math, when his teacher realized he wasn't doing much of the homework. The teacher confronted the kid, was like, "Hey. What's up, why aren't you doing your work?""Oh, you know, I've just been too busy," the kid lied."Busy with what?" his teacher said."Uh... Well, family stuff." Compelling enough excuse."Oh, okay. Well, be sure you get it done soon.""Alright," the kid replied, returning to his book. Dean Koontz, "Watchers." He'd ran out of library books in elementary school, he had to bring his grandma's books from home.Fast forward to the 9th grade. Kid was older and spent the whole year and the year before doing math competitions and basically gorged on math until he decided to call it quits. But that came later; for now, the kid was getting his report card at the end of the year. In Algebra 2, the kid had gotten a B.He was mildly distraught, irritated by the slight damper on his otherwise flawless grades. But he'd earned that B; for all his extra credit and perfect test scores, he'd done maybe a third of the homework.10th-12th grade, this kid didn't do any of his math homework, and barely skated by through having a teacher who didn't grade homework, then no math class, then a teacher whose class he "formally skipped" nearly every day, by telling, not asking, his teacher that he had more important things to do, and had to go do them.That was AP Calculus, and the kid passed with a strong C.Fast forward again, now the kid's in college, and suddenly this guy's got oodles and oodles of homework! Worse yet, most of the homework is actually a challenge, unlike before, and it's twice as vital to success in classes that actually matter now! All except for one class, one dreadful, awful, class, that our young protagonist already knows all the answers to. Aside from clashes with the professor based on her teaching style and personality, the kid eventually treats that class as he did his math classes, skipping several days (always leaving a halfway excuse), and doing none of the homework. Finally, it all built up to the teacher telling him that he would fail the class, because he did none of the work and missed so many days.The guy, not used to doing so much utterly trite and meaningless homework, stayed up until 4 in the morning, waking up at 7 sharp (to not miss that class he'd been skipping) to finish the make-up work. Sixteen pages of make-up work. Sixteen grueling, awful, horridly dull and tedious pages. Overall? About 30 items per page, so about 480 parts total. And considering the complexity of the tasks (it was music theory, he was identifying chords and correcting voice-leadings and the like), it was all he could take to not throw his textbook out the window and be done with it all.And after all that toil and struggle, he finally got it done and turned it in. Passed the class with a C, on a much more lenient point scale than the largely-outdated 7 point scale his high school had used; in those terms, his grade would have been two points shy of a high F.Next semester, that kid has his first college math class, and has already accepted his fate- an awful amount of easy math that he's already learned, but that, like a band-aid, he has to rip out of the way, and just get it over with. Homework and all.If you haven't figured it out by now, and I'm positive you have, you sound like a smart kid, I was, and am, that kid. I was cocky as all Hell, thought that I didn't need to do the homework, just because I already knew all of the material, and for that, I've had to fight my way through the harsh reality of college-level homework, which is far different from high school work.You should think yourself lucky; you hit that realization much earlier than I did (at least, your question gives off the feel of a high school student), and that means you still have plenty of time to change your ways and accept that yeah, homework sucks. It's awful and nobody wants to deal with it. But it's also a solid measure of your will and determination; if you can wade through seas of trigonometry, and formulas, and integrals, and all those letters that ruined the sanctity of numbers by making math even more tiresome to plow through, then you can do pretty much anything.If I could do it, you can do it; and besides, there's always a second option that I didn't realize until that Music Theory course (albeit, she rejected my idea, on grounds that were genuinely unfair and ungrounded, which the actual giving of homework is not.)You can always ask your teacher for more homework. Homework on your level. I guarantee you that your teacher will love that idea, because it means getting to do what he went to school to do- teach! While not true of all teachers, teachers in general want to educate students and watch them grow. If your homework can't do that, I'm sure he wouldn't mind finding you harder homework. In 8th grade, my Algebra 1 teacher saw that I was bored, and put me to work on a laptop, researching advanced matrices and Precalculus. All because I'd finished the workbook, two months into the class.And to help your grade, now, ask for all of the homework assignments you didn't do. Do them. Turn them in, and apologize for thinking yourself to be a special snowflake who is exempt from rules.You aren't alone in that regard. Sometimes we're all guilty of that way of thinking.And just remember that in life, we all have to do things we don't want to do. Even math homework. Best of luck.