Predicting IQ from the Young Child's Everyday Experience.

Autor/in	Carew, Jean V.
Titel	Predicting IQ from the Young Child's Everyday Experience.
Quelle	(1975), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Development; Cognitive Processes; Early Experience; Human Development; Intellectual Development; Intellectual Experience; Intelligence Quotient; Learning Activities; Learning Experience; Learning Processes; Longitudinal Studies; Maturation; Predictive Measurement; Predictive Validity; Preschool Children; Sensory Experience; Social Experience + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Frühbeginn; Mental development; Geistige Entwicklung; Intelligenzquotient; Lernaktivität; Lernerfahrung; Learning process; Lernprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sinnerfahrung; Soziale Erfahrung
Abstract	The present study states as its purpose the delineation of everyday transactions with the environment of a group of children observed longitudinally in their own homes and neighborhoods from age one to three. This research is considered to have been designed to answer: (1) what types of experiences are intellectually valuable to the young child; (2) whether and when it is important that he construct such experiences for himself as opposed to receiving them from his environment; and, (3) whether and when it is important that he encounter such experiences in context in which he relates to the human in contrast to the non-human environment. Topics addressed are: sources and situations associated with intellectual experiences, the interactor as a source of the child's intellectual experiences, television as a source of the child's intellectual experiences, intellectual competence (tested and spontaneous), the interactor as participator in the child's intellectual experiences, and the process of interaction. It is concluded from the supporting data that the class of intellectually valuable experiences that are observed in this study are more deeply implicated in the child's development of intelligence insofar as this is measured by IQ than other types of everyday experiences, and that it is the incidence and sources of the former type of experience that must be examined in detail if one is to understand how everyday experience becomes the basis for his development of intellectual competence. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01