PerDev EightIntellectual-Development.ppt

Intellectual DEVELOPMENT

2. Social
Emotional
Physical
Intellectual
Human beings
develop in 4
different aspects
of growth. The
areas are all inter-
connected, so
when one is
affected it may
influence the
others.
Intellectual development refers to the
development of a person’s mental and
thinking abilities.

3. At birth, the brain is one-fourth its adult weight. At six months, the
brain has grown to half its adult weight. At age two, the brain is
three-fourths adult size and weight. Females have a physically
smaller brain, but 11% more neurons than males.
The brain is made up
of nerve cells called
neurons, the majority
of which were present
at birth. Neurons
located in the various
lobes or segments of
the brain are task
specific. This means
certain neurons
located in certain
areas of the brain are
responsible for
specific tasks.

4. Neurons are hooked
together with varying
numbers and kinds of
connections called
synapses (a neuron
and it’s synapses are
shown at right). The
number of connections
results from inherited
growth patterns first,
and then environmental
stimuli and challenge.
New learning exercises
the brain, causing the
blood supply to
increase, and leading
to a greater supply of
oxygen to the brain.
The number of connections, or synapses,
determine a person’s capacity to learn.
The more synapses, the greater the
capacity for learning.

5. A window of opportunityis a critical period between birth and about the
age of 10, in which the brain connections reach their peak. After that
time, the brain starts eliminating inactive neurons. It is imperative that the
child’s brain is provided proper nourishment, stimulation, challenge, and
nurturing during these early years to encourage neuron activity.
The body’s ability to create new
neurons, especially after the age of 10,
is severely limited if not impossible. If
they are destroyed or eliminated, they
are gone forever. (experimental and
controversial embryonic stem cell
research offers the most promise for
restoring permanently damaged or
destroyed neurons)
Brain cells (neurons) and connections (synapses) , can also be destroyed
by brain injury, chemical abuse, excessive levels of body chemicals
produced during stress, and diseases such as Parkinson’s and
Alzheimer’s.

6. 1857-1911
Alfred Binet was born on July 11, 1857 in Nice, France.
He was the only child of a physician father and an
artist mother. His parents separated when he was very
young and he was raised by his mother. Binet attended
college in Paris at the age of 15, and received his
license to practice law in 1878 and then decided to
follow the family tradition of medicine. Nevertheless,
his interest in psychology became more important
than finishing his medical studies.
In 1905 he developed a test in which he had children do tasks such as follow
commands, copy patterns, name objects, and put things in order or arrange
them properly. He gave the test to schoolchildren and created a standard based
on his data. From Binet's work, the phrase "intelligence quotient," or "IQ,"
entered the vocabulary. The IQ is the ratio of "mental age" to chronological age.
Binet’s tests (the Binet-Simon IQ test) focused on measuring the brain’s
capacityfor learning rather than on actual achievement. Cognitive psychologist
Lewis Terman(1877-1956), while on staff at Stanford University, later revised
Binet’s work, with a resulting IQ test still used today: the Stanford-Binet IQ test.
An IQ score indicates the capacity or learning size of the brain…the brain’s
potential to learn. It does not measure what actual learning has taken place.

7. Classification
IQ Scores
% of
population
Very Superior 130 and over 2.2
Superior 120-127 6.7
High Average 111-119 16.1
Average 90-110 50
Low Average 80-89 16.1
Borderline 70-79 6.7
Handicapped Below 70 2.2
An Intelligence Quotient indicates a person's
mental abilities relative to others of approximately
the same age. Intelligence is defined as the
capacity for verbal and numerical reasoning.

8. Weschler also did work on
the scoring of tests, and the
use of standard deviations.
A standard deviation is a
“degree of probable error”.
If you scored 108 on a test,
and the standard deviation
for that particular test was 3
points, that means your
score could be as much as 3
points lower or as much as 3
points higher.
Psychologist David Weschler, 1896-1981 developed two well-known
intelligence scales: the Wechsler Adult Intelligence Scales (WAIS)and
the Wechsler Intelligence Scale for Children (WISC). These are often
used today instead of the Stanford-Binet.Scoring on all tests is
similar.
When calculating standard deviation, take the score + or –the deviation.

9. When working with statistics and comparing one individual’s test
scores to other individuals or a group, it is helpful to calculate
“mean” and “average” scores.
A “median” score is the middle score in the
entire range of possibilities. You would take
all the scores in a sample group; line them up
in order of low to high, and find the middle.
A “mean/average” score is when you
add together all the scores in a sample
group, and then divide by the total
number of samples.
“Median” and “mean” scores for any one test group may or may not be the
same. Can you determine the median and mean scores for a group with the
following individual test scores?
85, 86, 86, 90, 95, 105, 105, 105, 105, 106, 106, 109, 109, 109, 115, 117, 119, 119, 140
106 is the median score; 105.8 is the mean/average scoreAnswer:

10. IQ Range Classification
50-69 Mild
35-49 Moderate
20-34 Severe
below 20 Profound
When the Stanford-Binet was developed, individuals scoring below 70
were called “mentally deficient”, and the 4 levels of deficiency were
labeled from least to most severe as “borderline deficiency, moron,
imbecile, and idiot”. Society’s misuse of those terms eventually led to a
change. The term “mental retardation” replaced “deficient”, and the
words “mild, moderate, severe and profound” replaced previous labels.
Today, the term “mental retardation” has
been replaced with “mental handicap”.
Mildly mentally handicapped individuals
are considered educable. Moderately
handicapped individuals are considered
trainable.
Name changes have occurred to
reinforce the idea that all human beings
have value within American society, as
well as general acceptability. Even the
upper scores have been changed from
“superior” labels to “gifted” and “high
ability learners”.

11. A second type of educational testing is achievement testing.
Rather than measure the “capacity or potential” for learning
like the intelligence testing, achievement tests measure what
has actually been learned.
There are many standardized
achievement tests. Some
common ones would be the
California Achievement Tests
(CAT or CAT/5), The Iowa Test
of Basic Skills (ITBS), The
Comprehensive Test of Basic
Skills (CTBS), The American
College Testing Program
(ACT), The Scholastic
Aptitude Test (SAT).

12. A learning disability exists when there is a 20
point discrepancy between IQ and achievement
test scores. This disability is simply some type
of “roadblock” or barricade to learning; it can
never be cured.
Other conditions that meet legal definitions as “roadblocks to learning” are
Autism, behavioral disorders, hearing impairment including deafness,
mental handicap, multiple disabilities, orthopedic impairments, other health
impairments, specific learning disabilities, speech and language
impairments, traumatic brain injury, and visual impairment or blindness.
Students experiencing “roadblocks” are eligible for special education services.

13. The federal government enacted a law in 1975, now known as the Individuals
with Disability Education Act or IDEA, guaranteeing that ALL children,
regardless of physical, mental or emotional handicap, are entitled to a free,
appropriate public education in the least restrictive environment. This law is
very important in setting up what is expected of school districts and of the
state. With this law came federal funds to help pay for the costs of special
education.
As a result of these laws, the federal
and state governments set up ways to
protect parents' and students' rights.
These procedures are outlined in Rule
51. In addition to actual education
services, it covers other related
services such as physical, speech and
occupational therapies and
transportation…from birth to age 21.
The specific program of services for
each child meeting Rule 51 eligibility
is outlined in a document called an
Individual Education Plans (IEPs).

14. 1896-1980
Jean Piaget was born in Switzerland, the oldest child of Arthur
Piaget, professor of medieval literature at the University, and of
Rebecca Jackson. At age 11, while he was a pupil at Neuchâtel
Latin high school, he wrote a short notice on an albino sparrow.
This short paper is generally considered as the start of a brilliant
scientific career made of over sixty books and several hundred
articles. After a semester spent at the University of Zürich where he
developed an interest for psychoanalysis, he left Switzerland for
France. Here he did his first experimental studies of the growing
mind.
Piaget married and had 3 children, whose intellectual development
from infancy to language was studied. His researches in
developmental psychology and genetic epistemology had one
unique goal: how does knowledge grow? His answer is that the
growth of knowledge is a progressive construction of logically
embedded structures superseding one another by a process of
inclusion of lower less powerful logical means into higher and
more powerful ones up to adulthood..
Piaget's works are known all over the world and are still an
inspiration in fields like psychology, sociology, education,
epistemology, economics and law as witnessed in the annual
catalogues of the Jean Piaget Archives. He was awarded numerous
prizes and honorary degrees all over the world.

15. Piaget's theories on intellectual development were based on cognitive
development and functioning.Cognitive development relates to the process
of acquiring knowledge by the use of reasoning, intuition, or perception, and
organizing it through language, mental imagery, reasoning, problem-solving,
and memory.He believed that all children go through 4 stages of cognitive
development , but not all at the same ages.
The 4 stages and ages that they “typically”
occur in are:
Sensorimotor(birth-2) –babies learn primarily
through their senses and their own actions.
Preoperational(2-7) –children think about
everything in terms of their own activities and
in terms of what they perceive at the moment
Concrete Operational(7-11) –children are able
to think logically but still learn best from
direct experiences
Formal Operational(12-15) –children become
capable of abstract thinking

16. Learning begins with
sensory perception.
Perception is the
ability to receive and
use information from
the senses.It is
important to provide
stimuli for all the
senses: seeing,
hearing, smelling,
feeling, and tasting.

17. During the preoperational stage of learning, the child does not use logic.
They would believe that the moon or a shadow was actually following them
around. They concentrate on only one thing at a time. They solve
problems by pretending or imitating rather than by thinking things through.
The child cannot distinguish between their own perspective and someone
else’s. They cannot think abstractly, so time and numbers mean nothing
unless they have something concrete to associate them with.

18. During this stage, the child still relies on actually being able to see or
experience a problem, but is capable of reasoning. Reasoning is the logical
thinking necessary to solve problems and make decisions.They
understand the principles of conservation(pouring water from one shape
container into a different shaped container does not change the amount of
water). They understand that operations can be reversed, so subtraction is
possible. Children in this stage can make categories of things.
6 5
-2 -3
4 2

19. During the formal operational stage of learning, the individual can think
about what might have been the cause of the event without having
experienced that cause. This ability allows problem-solving just by thinking.
The formal
operational child
does not
automatically accept
everything they hear
or read, but can think
everything through
critically and
logically. They can
form ideals,
understand subtle
messages, and
understand deeper
meanings.

20. Attention Deficit
Hyperactivity Disorder, or
ADHD, is a neurological
disability characterized by
inappropriate degrees of:
inattention, impulsivity,
and hyperactivity.
Research indicates ADHD
is caused by an inherited
trait that affects the part of
the brain (primarily the
frontal lobes) that is
responsible for
persistence, planning,
impulse control, and
foresight.
Attention span is the length of time one is able to concentrate on a task at hand.
Research suggests that the average child’s attention span equals 3-4 minutes
per year of age, with a maximum of approximately 20 minutes. After 20
minutes, concentration levels weaken and attention wanders off periodically.
Attention span can be increased with practice and an
environment free from distractions. Too many hours
of video games and TV may be responsible for short
attention span development in children.

21. Receptivelanguage skills
include the ability to understand
words in accord with
chronological age. Expressive
language skills include the
ability to express oneself
verbally.
The development of language includes developing the ability to listen, to
understand what is said, and to speak to others.
Language is a code made up of rules that include what words mean, how to
make words, how to put them together, and what word combinations are
best in what situations. Speech is the oral form of language.
The child eventually develops
the ability to see and
understand the use of written
language and to write and read.
We call this language-related
learning "literacy."

23. 3 months: vowel-like sounds in form of cooing;
ooh, ah, aw
4 months: consonant sounds; p,b,m,l
12-18 months: first words
2 years: 2 word sentences
3-4 years: perfects sounds of m, b, n, t, p, d, k, g, w, h, and vowels
3-4 word sentences; 900-1,000 word vocabulary
5-6 years: perfects sounds of sh, ch, l, l blends
5-6 word sentences; 1500-2500 word vocabulary
7-8 years: perfects sounds of v, j, th, s, z, r, s blends, r blends