Bright people tend to believe that everyone thinks and solves problems as well as they do, and this can have important consequences

From In the Know Paperback: Debunking 35 Myths About Human Intelligence by by Russell T Warne.  Page 328.  

. . . the great majority of all jobs can be learned through practice by almost any literate person.

(Collins, 1979, p. 54)

. . . research proved that young people, whatever their background, could mini- mize any chance of long-term poverty by taking three simple steps: graduating from high school, getting a job – any job – right after graduation from high school or college, and bearing children only after marriage, not before. The success sequence shows that good choices can help all people avoid bad outcomes, even if they’re disadvantaged, while bad choices are likely to produce bad outcomes, even for the more privileged.

(Medved, 2017, paragraphs 2–3; typo corrected and paragraph break eliminated)

This final chapter opens with two quotes that, on the surface, do not seem to have much to do with intelligence. The quote from Collins (1979) is a claim that almost every job is within the grasp of most adults, while Medved supports the “success sequence” (first labeled as such by Haskins & Sawhill, 2009) of life choices that some have suggested is a key to staying out of poverty. But the two quotes share an underlying assumption that almost everybody in society has the intelligence to learn, plan, and reason sufficiently well to achieve economic success. For Collins (1979), individual differences in intelligence – if he believes they exist at all – are irrelevant because on-the-job training can help nearly anyone overcome any deficits and become a successful employee.1 In Medved’s (2017) opinion, poverty could be greatly reduced if only everyone would make good choices. But he never contemplates whether these choices are easy for people with low intelligence.

As I have shown in many previous chapters, individual differences in intelligence matter in work, school, and everyday life, and these differences have important consequences. One consequence is that people have difficulty imagining what the thought process is like for someone whose IQ is more than about 10 or 15 points away from their own (Detterman, 2014). This causes problems when people at one IQ level make judgments of or recommendations to people whose IQ is very different from their own because people project their level of competence onto others. 
 
This is a special form of what is called the psychologist’s fallacy (a term first coined by James, 1890, p. 196), which is the tendency of a person to assume that others think and act more-or-less the way that they do. Ironically, highly intelligent people are one of the groups most susceptible to this blind spot in their thinking.2 Bright people tend to believe that everyone thinks and solves problems as well as they do, and this can have important consequences when high-IQ people deal with other segments of the population.

I posted about something similar to this three weeks ago in Epistemic s-curve mismatch.