In the present study, standardized IQ-score distributions were constructed (M=100, SD=15) for the norm-group and for each of the JMLQ scales, including the General factor and the JMLQ scales (Math, Numerical, Logical 1 & 2, Speed). Subsequently, the influence of levels of education, i.e., elementary school, upper secondary school, post-secondary and university education, and occupational specialization, including advanced tasks, leadership, administration, practical skills, communication, practical work, upon IQ-scoring were assessed. It was found that normal frequency distributions of standardized IQ-scores were obtained for the General (N=1017), Numeric (N= 1004), Math (N=1001), Logic (N=1005), Logic2 (N=998), Complex (N=990), and Speed (N=1013) JMLQ-scales. Furthermore, it was observed that the standardized IQ-scores for the General scale over the four educational levels, elementary school, upper secondary, post-secondary and university, IQ-levels increased incrementally from the former, elementary and secondary school levels to post-secondary and university levels of education. Finally, the standardized IQ-scores for the six occupational sub-norm-groups, advanced tasks, leadership, administration, practical skills, communication, practical work, presented higher scores among the former three groupings, Advanced tasks, Leadership and Administration, than the latter three groups, Practical skills, Communication, Practical work presented. These results, consistent with those results presented in studies utilizing metaanalysis, intelligence testing and life-span analysis, underline advantages of higher academic preponderance and job specialization for the maintenance of higher intellectual and neurocognitive functioning.