能力的发展与个体差异 考点讲解Ability development and individual difference test center explainWord下载.docx
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能力的发展与个体差异 考点讲解Ability development and individual difference test center explainWord下载.docx
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sfluidintelligencehasadownwardtrendaftermiddleage,andhuman'
scrystalintelligencehasrisensteadilyinhumanlife.
Tosumup,inthecourseoflifedevelopment,intelligencedevelopmentmainlyhasthefollowingcharacteristics:
1.childhoodandadolescencearethemostimportantperiodsinthedevelopmentofcertainabilities.
Fromthreeorfourto23yearsold,theageofintelligencedevelopmentandgrowthisalmostconstant.Later,withthegrowthofage,thedevelopmentofintelligencebecomesanegativeaccelerationchange:
ageincreases,intelligencedevelopmenttendstoease.
2.peoplereachtheirpeakattheageof18-25.
Otherstudieshaveshownthathumanintelligencereachesitspeakaround35yearsold,thenslowlydeclines,andthendeclinesrapidlyaftertheageof60.
Thefluidintelligenceofthe3.personhasadownwardtrendaftermiddleage,whilethehuman'
4.adulthoodisthelongestperiodoflife,butalsothemoststableperiodofabilitydevelopment.
5.thereareindividualdifferencesinthetrendofcapacitydevelopment.
Two,individualdifferencesincapacitydevelopment
Theso-calledindividualdifference(individual,difference)referstotheindividualinthegrowthprocess,becauseofthegeneticandenvironmentalinteraction,sothatdifferentindividualsinthephysicalandmentalcharacteristicsofeachother'
sdifferentphenomenon.Understandingandidentifyingindividualdifferencesisthepremiseofteachingstudentsinaccordancewiththeiraptitude,sotheyhavealwaysreceivedtheattentionoftheeducationalcirclesandsocialcircles.
(I)differencesinthelevelofcapacitydevelopment
Differenceindevelopmentlevelmainlyreferstothedifferencesinintelligence,itshowedthattheabilityofhumandevelopment.Thestudyfoundthat,intermsofgeneralcompetence,intelligencelevelswerebasicallynormalinthepopulationoftheworld,thatis,veryfewpeoplewithverylowintelligenceorhighintelligence,andthevastmajorityofthembelongtomiddleintelligence.ThefollowingtableshowstheIQofanAmericanpsychologist,L.M.Terman,whoextractedthetestsof2~18peopleaged2904.Itcanbeseenthatthepercentagesatbothendsofthetablearesmallandthemiddlepartislarge.
1.supernormalchildren
Agiftedchildisachildwhohasintelligencedevelopmentoracertainabilitythatissignificantlyabovetheaverageageofhispeers.Intelligencegiftedchildrenisgenerallymorethan130points;
thecommonpsychologicalcharacteristics:
stronginterest,strongthirstforknowledge;
quickthinking,goodunderstanding,originality;
keenperception,goodobservation;
focusandeasytotransfer,memoryspeedandenterprisingspirit;
strong,hard,haveperseverance.
Inancienttimes,thiskindofchildreniscalledachildprodigy,thoughttheyweregiventhedayseance.PriortotwentiethCentury,amongwesternscholars,giftedgeneticdeterminismwasdominant,andsuchchildrenwerecalledgeniuses.InearlytwentiethCentury,Mengreached140ormoreoftheIQ
Childrenarecalledgiftedchildren.Sincethen,foralongtime,theconceptofgiftedchildrenhasbeenlargelyexplainedbyIQscores.Thethree-dimensionalstructuremodelisputforwardafter50sGuildfordintelligence,andpointedoutthattheintelligencetestcannotidentifythechildren'
screativity.Laterscholarsalsobelievethattheconceptofgiftedchildrennotonlyincludescreativity,butalsoincludesspecialabilitiessuchasexcellentleadershipandmathematicalability.Attheendof70s,ZhuLi(J.S.Renzulli)putforwardtheconceptofthethreecircleofgiftedchildren,thattalentedchildrenisaboveaverageintelligence(includinggeneralintelligenceandspecialabilities),taskcommitment(includingstrongmotivation,responsibility,etc.)andhighcreativityofthethreepsychologicalcomponentinteraction,theresultofthedevelopmentofheight.Thiskindofchildreniscalled"
supernormalchildren"
inpsychologyandeducationalcirclesinourcountry.Thementalstructureofsupernormalchildrenincludesnotonlyintelligenceandcreativity,butalsosomenonintelligencepersonalitycharacteristics.
Thediscoveryandtrainingofgiftedchildrenwithexceptionalabilitieshasattractedworldwideattention.TheChinesegovernmentalsoattachesgreatimportancetothetrainingofexceptionalyoungchildren.InMarch1978thefirstsessionoftheUniversityofScienceandTechnologyofChinayouthclasssincethestart,asof1986thereare12keyuniversitiespilotUniversityshaonianban.Asurveyandfollow-upstudyof29supernormalchildreninourcountrybypsychologistsshowthatthesechildren'
sabilitiesareextraordinarilyvaried.Theyhaveadistinctivepersonalityandhaveallages.Someearlyshowsthemathematicalability,someofthemareverysmallnumbercanread,betterthansomeforeignlanguage,somearegoodatpainting,somewillwritesongs......Althoughtheydiffergreatlyinpersonalityandabilitytypes,theyshareacommonpsychologicaltrait.Theircommonpsychologicalcharacteristicsaremanifestedinthefollowingfiveaspects:
(1)haveastronginterestinunderstandingandthirstforknowledge.
Thechildrengenerallyearliershowedastrongcuriosity,askingthatquestion,andasked:
theyearlyforknowledge,haveastronginterestinlearning,andawiderrangeofinterests.Forexample,sometwoorthreeyearolds,whoarenotcontentwithpicturebooksandstories,havebecomeinterestedinliteracy.Whenafouryearoldgoestothezoo,heisnotcontenttolookattheanimals,butalsotolookattheanimals,toknowtheorigin,habitsandsoforth.
(2)payattentiontoconcentration,strongmemory.Theattentionofthesechildreniswideandhighlyfocused,especiallythethingstheyareinterestedin.Theirattentioncanbeconcentratedforafewhourswithoutinterferencefromtheoutsideworld.Theirshort-termmemorywassignificantlyhigherthanthatofaveragechildrenofthesameage.Remember,keepforalongtime.Forexample,afiveyearoldchild,acolumnofthirteendigits(5138427960358),whisperedthreetimes,canrecite,readagain,canbeinvertedback,afteralapseofsixmonths,canstillcorrecterror.
(3)keenperception,carefulobservation.Forexample,intheperceptionexperiment,theyweresignificantlybetterthanchildrenofthesameage,andsomewerebetterthantheirclassmatesagedtwotothreeinspeedandwayofdoingthings.Forexample,somethreeorfouryearoldchildrencantellthesize,lengthanddirectionoftheleftandright.ThedevelopmentoftheirvisualandauditorydiscriminationismainlymanifestedinthesubtledistinctionbetweenthesoundsandshapesofChinesecharacters.
(4)quickthinking,strongcomprehensionandoriginality.Forexample,atthelevelofgeneralizationandreasoning,theyarenotonlysignificantlyyoungerthantheirpeers,butalsomorethantheirtwoorthreeyearoldchildren,especiallywhenitcomestosolvingdifficultsubjects.
(5)victory,confidence,persistence.Suchchildrenaregenerallymoreconfident,aggressive,andtheyloveandothersthan,notonlyloveandchildrenofthesameagethanothers,andsomeevenwithadultsthantodo,thanchess,thanachievements,everywhereunwillingtolagbehind.
2.subnormalchildren
Asubnormalchildisachildwhosementaldevelopmentissignificantlylowerthanthatofthesameagechildrenandhasadaptivebehaviordisorder,alsoknownasmentallyretardedchildren.PushMengthink,IQbelow70canbecalledmentalretardation.Mentaldeficiencyisnotthedestructionofacertainmentalprocess,butthelowlevelofallkindsofmentalabilities.Itsobviouscharacteristicsarementalretardationandsocialmaladjustment.
Lowintelligencecanbedividedintothreegrades:
mild:
69IQ50,lifecantakecareofthemselves,canengageinsimplelabor,buttocopewiththenovelcomplexenvironmentisdifficult,learningdifficulties,verydifficulttograsptheabstractsubjectsinschool.Moderate:
IQ49-25,lifecanbehalfself-care,basicorpartoftheactioncanbedisabled,canonlysaysimplewordsorveryfewtermsoflife.Severe:
IQbelow25,lifecannottakecareofthemselves,movement,speakingdifficulties.
Themaincharacteristicsofsubnormalchildrenareslowperception,narrowrange,poormemoryability,slowlanguagedevelopment,poorvocabulary,poorabilityofthinkingandpoorabilitytotakecareofthemselves.Inaword,thedevelopmentlevelofallaspectsofpsychologicalactivitiesofsubnormalchildrenislow.
Therearemanyreasonsforlowintelligence.Mostmentalretardationisnotcausedbyphysicalillness,norhastherebeenahistoryofbraindamageinthepast.Mostofthemareingoodhealthandlessintelligent.Thesepeoplehavelowerlevelsofintelligenceintheirparents,andthereisoftenalackofgoodlearningenvironmentinthefamily,orpoornutritionintheprocessofgrowingup.Thesemaybethecauseofthiskindofmentalretardation.
Moreseriousmentalproblems,mostlycausedbydiseases,poisoning,endocrinedisordersandmaternaldiseases.
(two)typesofdifferencesinabilities
Thedifferenceofability
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