Intellectual Development Of Children Research Articles

The influence of psychotic parents on their children's development.

A comparison of the psychological and intellectual development of children whose parents were mentally ill and children of normal parents disclosed significant differences between the two groups. The authors believe the former group should be viewed as a population at risk; serious consideration should be given to their needs, and services—including the opportunity to develop long-term relationships with stable adults—should be provided for them.

The Having of Wonderful Ideas

Explaining that no definitive pedagogy flows from the developmental theory of Jean Piaget, the author explores ways that classroom teachers can nevertheless make powerful use of that theory. For her, the essence of the child's intellectual development lies not in the progressive accomplishment of Piagetian tasks, but in the child's testing out the ideas that she or he finds significant. This process of testing out ideas, she argues, is critical for the child's cognitive growth. Teachers can assist this growth primarily by accepting the child's perpective as the legitimate framework for generating ideas—allowing the child to work out her or his own questions and answers. This approach—and the importance of providing varied settings and materials which suggest ideas to children—is discussed with particular reference to the author's classroom experience and her evaluation of an elementary science program.

REVIEWS OF BOOKS AND REPORTS

Book reviewed in this article:National Center for Health Statistics. “Intellectual Development of Children by Demographic and Socioeconomic Factors, United States” Vital and Health StatisticsPsychobehavioral Counseling and Therapy. Integrating Behavioral and Insight Techniques. Robert Henley WoodyBarten, Harvey H., Editor. “Brief Therapies,” Behavioral PublicationsReadings in Adolescent Psychology. Powell, Marvin and Allen H. FrerichsStrategies for Coordinators. Dalis, Gus T, Norman B. Esen, and Stuart E.

Language Models and Reading

AN INITIAL PHASE of the U.S. Office of Education's Right to Read Effort was planned around a Literature Search Project designed to identify and analyze models of the psychological processes involved in reading and in learning to read. Since language clearly plays a central role in both these processes, a third area was added which would consider models of language acquisition. In this paper models from three different sources, developmental psychology, psycholinguistics, and information processing are analyzed in terms of their basic concepts and assumptions, the research literature pertinent to the testing of hypotheses derived from the models, and the implications of each for reading. The final section on needed research concludes with an appeal for greater cooperation among the aforementioned disciplines and the field of reading with the mutual goal of enhancing children's intellectual development in general and their reading comprehension and enjoyment in particular.

Intellectual development of children from interracial matings.

Interracial offspring of white mothers obtained significantly higher IQ scores at 4 years of age than interracial offspring of Negro mothers, suggesting that environmental factors play an important role in the lower intellectual performance of Negro children.

Linear Measurement in the Primary Grades: A Comparison of Piaget's Description of the Child's Spontaneous Conceptual Development and the SMSG Sequence of Instruction

The paper presents a discussion of the problem of relating research on the intellectual development of children to curriculum construction in mathematics. The work of Piaget in investigating concepts stressed in school learning is seen as relevant to this problem, and particularly his outline of the development of the concept and use of measurement. SMSG materials on linear measurement are outlined for grades 1 to 3, and Piaget's stages of spontaneous development of measurement are also outlined for the corresponding age levels. A comparison of Piaget's descriptions of development and the SMSG sequence of instruction is made; discrepancies are indicated, and note is made of the educational implications.

Moral Development: A Psychological Study of Moral Growth from Childhood to Adolescence.

Although the work of Piaget dealt with the intellectual development of children, and that of Goldman with a child’s religious thought, there had hitherto been no comparable book on child morality to complete the developmental picture of the time. Originally published in 1968 William Kay’s book was designed to fill this gap, for he offers a complete description of the moral growth of children from infancy to adolescence. Dr Kay was writing specifically for students and practising teachers and carefully avoids specialist jargon where ordinary terms suffice. He concludes that the findings of research into attitude formation and change could provide teachers with those techniques to help their pupils become morally mature members of society. His book contains a valuable analysis of the development of ideas concerning moral growth, and is a bold contribution to the problems of moral education.

A COMPARISON OF THE DEVELOPMENT OF CONCEPT‐FORMING ABILITY BETWEEN CHILDREN EDUCATED IN COMBINED JUNIOR AND INFANT SCHOOLS AND THOSE EDUCATED IN SEPARATE INFANT AND JUNIOR SCHOOLS

ABSTRACT The possible effects upon a child's intellectual development of having to transfer from an infants’ school to a junior school is a matter which has received scant attention. This study aimed at an examination of the problem by comparing the ability to form class‐concepts of junior school children who had been educated in separate infants’ schools with that of juniors who were being educated in combined infants’ and junior schools. Sorting tests and classification tests at the concrete, concrete‐abstract, verbal and verbal‐abstract levels were administered and the results were examined by an analysis of variance technique. This indicated significant differences in favour of children educated in the combined type of school.

Asymptomatic Plasmodium falciparum infection and poor school performance in primary school children in the Volta Region of Ghana.

This study aimed to evaluate the association between asymptomatic Plasmodium falciparum infection and poor intellectual development in primary school children in the Volta Region of Ghana. This was a cross-sectional study conducted among children from 5 primary schools in 3 districts in the Volta region of Ghana. Questionnaires were administered, and blood samples collected for malaria investigation using Rapid diagnostic test (RDT) and microscopy. School performance was used to assess intellectual development in the children. Arithmetic was the subject of choice for the standardized test. Pearson chi square test was used to evaluate the association between Plasmodium falciparum and poor school performance. Multivariate analysis was used to identify factors independently associated with risk of poor school performance. Out of 550 children, 305(55.45%) tested positive for malaria with RDT and 249(45.27%) positive with microscopy. Children from the Evangelical Presbyterian (EP) primary school in Afegame had the highest prevalence of Plasmodium falciparum infection with both RDT (92, 74.80%) and microscopy (73, 59.35%). Two hundred and fifteen students (39.09%) failed the arithmetic school test. EP primary school in Afegame recorded the highest frequency of poor school performance among the children (53.66%). School performance was significantly associated with RDT malaria diagnosis with failure rate higher among children who were RDT positive (135, 62.79%, p=0.005). Lower mean scores were seen in children with positive RDT result (47.35, [SD 30.85], p=0.021). Plasmodium falciparum infection (RDT) was independently associated with increased risk of poor school performance (AOR, 1.92, p=0.003). An urgent scale-up of malaria control program targeting school-going children in this region is needed to mitigate the possible negative impact of Plasmodium falciparum infection on their intellectual development.

A five- to fifteen-year follow-up study of infantile psychosis.

Surprisingly little is known about the course of intellectual development in children with infantile psychosis. Kanner (1943; Kanner and Lesser, 1958) has stated explicitly in several papers that “even though most of these children are initially considered feeble-minded, they are all unquestionably endowed with good cognitive potentialities, which are masked by the basic disorder” (original italics—Kanner and Lesser, 1958). The expectation would seem to be that the child's IQ, should fluctuate with the course of the psychosis, particularly the autistic aspects, but this has not been tested. It has been suggested (Anthony, 1958) that an intelligence test result in a young child with infantile psychosis is most unreliable and virtually meaningless if the child is without speech. Perhaps because most investigators have shared this view, neither of the two major follow-up studies of children with infantile psychosis, that of Kanner's cases (Eisenberg, 1956; Eisenberg and Kanner, 1956; Kanner, 1943 and 1949; Kanner and Eisenberg, 1955; Kanner and Lesser, 1958) and that of psychotic children seen by Creak (1962, 1963a and b) has included information on IQ changes.

Psychological Testing in Hungarian Music Education

1 HE HUNGARIAN METHOD of music education has been founded on many years of work by Zoltan Kodaly and his disciples. Kodaly realized in the early l920s, at the beginning of his career, that Hungarian music education was rootless and ineffective. Hungarian composers had no acquaintance with their own people's music. At the same time, audiences at concerts listened to the compositions of Kodaly and Bartok without understanding, and often with opposition. Both Kodaly and Bartik thought that the source of renewal was to make general education meet folk traditions. They urged the nation to go to the source, to folk melodies for the musical mother-tongue, and to build works of art on that foundation. Therefore, our method of music education is based on folk song. We are in the fortunate position of having an enormous collection of folk music which has been polished for centuries; it has been systematized and continuously recorded by the folk music department of the Hungarian Academy of Sciences. We can go to rich sources for every stage of our music education: we teach most of the musical elements, rhythmic and melodic motive, from folk songs. The knowledge of old and modern classic compositions is closely connected with this process. Our experiences show that twentieth-century Hungarian music inspired by folk songs offers an appropriate basis for accepting modern art. Kodaly suggested that the singing voice should be the instrument for general music education. The human voice, being available to everyone, free, and still the most beautiful instrument, can be the only real foundation of a general and broad musical culture (Visszatekintes, p. 175). Kodaly definitely wanted to make the activities of singing lessons cover equally the emotional, motoric, somatic, and intellectual spheres of personality. He realized that music education should begin in kindergarten or even in nurseries. education can only be successful if started early. Music education has the greatest effect from the age of 3-7 years during the most important period of the child's intellectual and spiritual development, (p. 90) . Besides singing, movement plays an important part in the activities of the human organism. A song is a spontaneous, natural language for a child, and the younger he is, the more movement he requires in addition. Music and exercise closely connected and singing games in the open air have been the greatest joy of children since ancient times, (p. 62).

II僻地児童・生徒の知能の実態

II僻地児童・生徒の知能の実態

Practice of riddles in development of children’s cognitive skills

Educational value of riddles has been long known, whereas their impact on the cognitive skills of children has not been fully revealed yet. The methods of riddle asking and guessing, applied in kindergartens, do not always ensure children’s conscious involvement in such practices.
 Considering the fact that the main educational-upbringing meaning of the riddle games is directed at that mental activity in which a child is currently involved, we have made a series of experiments with the aim to establish how significant activities with riddles are to the development of cognitive skills in pre-school children group in kindergartens. Besides, we have set a goal to determine the conditions and means owing to which the educational impact of riddles reaches its highest efficiency. Two experiments have been performed. The first experiment served to investigate the very process of reading a riddle. For this purpose, 4 series of visual aids were prepared. The aim of the second experiment was the investigation of the impact of riddle reading on the development of cognitive skills in children, when a long-term work with riddles is involved in conversations with children, excursions and other practices.
 Experiments have shown that such work with riddles helps to: 1) revive the images of relevant things or phenomena possessed in the memories of children; 2) activate children’s thinking processes, especially in development of analytical, comparative, generalization and systemization skills. Alongside, it has been established that by asking a riddle in a pre-school group, an important role is played by visual aids prepared in such way as to activate a child’s imagination and thinking, without providing the direct answer. The analyzed children underwent all series of tasks; 3) besides, each series of visual aids helped to establish some traits of riddle reading by children.
 The first series was prepared according to the traditional method when the content of a picture provides the answer (Picture 1). The results of investigation with the material of this series allowed us to critically assess the albums of riddles widely used in kindergartens, because the pictures used in the 1st series of investigation were composed the same way as the albums of riddles. Such pictures including the direct answers do not boost children’s thinking much. They rely to a large extent on children’s memories and, therefore, do not significantly encourage their thinking processes.
 The second series includes riddles with metaphorical description of details of the guessed objects. Visual aids depict the parts of details of objects presented in the riddle texts according to which children had to synthesize the guessed object (Picture 2). The riddles of the 2nd series were helpful in upbringing children’s abilities to synthesize. By laying pictures, children would establish the order of elements in general scheme and discover functional links among such elements.
 The third series were complex riddles made up of several pictures. While working with these riddles, pictures were analyzed, with the aim to discover one guessed object disguised in all these pictures via generalization (e.g., riddle about earth, Picture 3). Guessing process of these riddles was difficult for children but, by using the pictures, in most cases they would cope with the task. Thus, visual aids in this series have conditioned training of generalization operations in children by means of riddles.
 The fourth series was riddles expressed in metaphors. This series includes a couple of pictures, with one of them depicting the riddle text, and the other-the answer. A child has to choose from several answer-pictures the correct one and put it next to the picture depicting the riddle text (Picture 4). In this case the pictures not only helped to guess the riddles, but also to understand the metaphor and this is complicated for the children of such age.
 A conclusion may be made that application of visual aids increases the role of riddles in intellectual development of children. Moreover, it was revealed that in using riddles during the practices in pre-school groups, it is purposeful to retain a certain distance between the observed object and the riddle about it, as contrary to what has been often done up till now. This ensures greater activeness of children’s minds. Reading riddles about the objects which are directly observed is only recommended for junior groups.

Intellectual Development in Children with Congenital Heart Disease

Intellectual Development in Children with Congenital Heart Disease

EGOCENTRISM IN INSTITUTIONALIZED AND NONINSTITUTIONALIZED CHILDREN

Piaget's conception of egocentrism in children, which consists of the view that children below age 11 are unable to communicate fully and see the views of other people, was applied to emotionally disturbed children. Briefly, Piaget had stated that egocentrism is broken down by the socialization process. Because one aspect of the syndrome of the emotionally disturbed child consists of extremely poor socialization, it was thought that emotionally disturbed children would show greater egocentrism than a normal control group. This hypothesis was tested using a Piagetian task consisting of a mountain scene and a series of views of this scene. The child's task was to identify views other than the one at which he was looking. Twenty Ss from an institution for emotionally disturbed children and twenty from a public school were used. It was found that the institutionalized children were significantly more egocentric. In the developmental psychology of Jean Piaget, egocentrism is often used as a core in explaining aspects of the child's intellectual development. Piaget defines egocentrism as a cognitive state in which the world is perceived from a single viewpoint, that is, there is a lack of differentiation between one's own perspectives and viewpoints and those of others. An example of Piaget's use of egocentrism can be found in The Language and Thought of the Child (1926). There Piaget has shown that children are unable to communicate fully because their egocentricity prevents them from taking the role of the listener and then adapting their output to fit the informational needs or input capacity of the listener. A second use of the concept can be found in Piaget and Inhelder's The Child's Conception of Space, (1956). Here an operational measure of egocentrism was constructed involving the perception of different perspectives. The procedure consisted of The author wishes to thank B. A. Hoddinott and P. S. Cowan for their assist

Children's Intellectual Development

Within the past six years, the period with which this chapter is concerned, children's intellectual development has been studied extensively. The brevity of this chapter precludes even summary treatment of the entire field. Therefore, only two topics have been selected for discussion, and even these are treated very selectively. The child's of his native language will be treated first, followed by the development of his thinking processes between the age of four or five years (after he has mastered the essentials of language) and the beginning of adolescence (when he is generally believed to function as an adult). Acquisition of Language The of language is a central feature of the child's intellectual development during the preschool period and represents an achievement of considerable complexity. The young child determines from the speech around him the rules that govern its usage so that he is able to understand and to produce well-constructed utterances. Systematic consideration of this achievement is one of the major recent advances in the study of children's intellectual development. While earlier studies measured mastery of language in terms of vocabulary size and sentence length, attention has now become focused, in the words of a recent conference, on acquisition of language-as-it-is-described-by-linguistic-science (Bellugi and Brown, 1964). This work explores the evolution of syntax, tracing the child's implicit rules for combining words from the earliest multiple-word utterances until the period when the child's speech approximates that of an adult. At the age of about one year the child makes his first meaningful utterances. These are generally single words (daddy, light) and occasionally short phrases used as single words (gimme). They designate objects, people, or complex situations. Many more single-unit utterances occur in the following months, and at about 18 months these units are first combined. By the time the child is three and a half, his speech is very similar to adult speech.

6. North America

Two Hawaiian Japanese ethnic categories, Japanese "proper" (Naichi) and Okinawans were studied by IKEDA and his coworkers in order to determine whether ethnicity is correlated with greater or lesser risk of schizophrenia. The relationship between socio-cultural and personality factors among Eskimos and psychopathological symptoms are discussed by S. PARKER. L. B. BOYER, a psychoanalyst, and RUTH BOYER, an anthropologist, jointly studied in fluences of acculturation on the personality traits of the old people of the Mescalero and Chiricahua Apaches. B. WAINRIB and her coworkers investigated mental health and intellectual development of children on a Canadian Mohawk Indian reservation. An account is given of a snake-handling cult that has recently spread through certain lower-class Protestant groups in the American South East in WESTON LA BARRE'S book, They Shall Take Up Serpents. The cult leaders, the congregation and the social setting are described.

Internal necessity and contradiction in children's thinking

AbstractSmedslund presents a hypothesis about logical (internal) necessity and contradiction as empirical contingencies in the determination of children's intellectual and personal development. The, difference is distinguished between Piaget's concept of equilibration (as “the accord of thought with itself”) and learning (as “the accord of thought with things”). Citing the similarity of the concept of equilibration to Festinger's cognitive dissonance theory, Smedslund holds that the direction of the changes in children's thinking is not determined by external reinforcement.

Mentally retarded children's training to plan their own work during handicrafts lessons

The Soviet auxiliary school, when preparing their wards for independent life and societal work, organizes all the work so as to eliminate the retarded child's mental and physical handicap. Work training performs a great role solving the auxiliary school students' comprehensive development task and correcting their existing shortcomings. Auxiliary school experience shows that particularly good measures to raise the effectiveness of training by adjusting the mentally retarded child's intellectual development is pedagogically correctly organized work-linked training at all educational stages, including the lower grades.
 Handicrafts play a major adjusting role in the auxiliary school lower grades (1-3). These activities generate favorable conditions not so much for physically- but rather for mentally-abnormal children to express themselves and develop.
 Therefore, it is important to organize the lessons of this subject in a way that mentally retarded children's thinking is activated and developed, while at the same time corrected (do not be satisfied with merely mechanical work performance, as sometimes happens in practice).
 Analysis of observed handicrafts lessons and experimental activities shows that circumstances which are crucial for the correct development of mentally-abnormal children arise when they're doing their practical work. The necessity to plan work is one of the circumstances of workflow. Individual operations are performed gradually in the production of each item. This is the result of a complex thinking process, i.e. when producing an object a child has to first know how to divide it into different parts in his imagination, review their interconnection methods, and provide the consistency with which to do the job. This stage of the workflow process is particularly difficult for a mentally retarded child. Therefore, it is important to teach a retarded child to plan work. The main condition for teaching children to plan their work is students' ability to consistently perform separate workflow operations. This article and is aimed at in depth analysis of this issue.

URINARY EXCRETION OF LEAD IN CHILDREN<subtitle>Diagnostic Application</subtitle>

CRITERIA validating a definite diagnosis of lead poisoning have never been completely agreed upon. The conclusions of Byers and Lord 1 that lead poisoning without acute encephalopathy may interfere with intellectual development in children have been challenged, since their diagnoses were based on clinical findings unsupported by chemical analyses of urine or paint. Since this publication, an attempt has been made to develop a satisfactory chemical method for the determination of lead in urine and to apply it to the establishment of the diagnosis of lead poisoning in children. METHODS Because of their obvious convenience, various analytic methods based on the striking color produced by the reaction between lead and dithizone were explored under the direction of the late Alfred Shohl. Methods based both on titration and on direct colorimetry were studied. Though they gave admirable quantitative data in aqueous solutions of mixtures of salts, with urine the results