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Intelligence
 Intelligence and the child
Myths
Genetics
Study of intelligence
Nature of giftedness
Creativity
FAQ
Identification
Psychology tests
IQ score
Identifying talents
characteristics
Exceptional qualities
Observations
Lists and limitation
Nurture
Protegy and childhood
Secret of success
Genius factory
Objections
Assembly line
Growth
Cultivating talents
Problems
Play and exploration
Self concept
Family relationship
Kindergarten
Underachievers
Pre-school
Prenatal development
Infanthood
Stimulation
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| Intelligence and the Child |
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Talent exists in many forms and to varying degrees. This compilation aims to bring the general audience up-to-date on the general area of intellectual abilities and its development, and to dispel the numerous misconceptions generated in folk myths and pseudo-scientific publications. It is primarily for any parent and teacher who want to learn more about this area in order to uncover potential and foster the development of talents in children. Developing talents can be an enriching and enjoyable experience for youths and young adults as well. Information provided here may guide those of you who are interested in extending your own capabilities along this most rewarding path.
All children are special to someone. Research in various fields have together indicated that practically every normal child has some form of talent or the potential to develop them. Today's parents have certain responsibilities towards their children, not only in identifying potential and actual talent, but in nurturing and extending that talent. It cannot be over-emphasized that any normal child, if provided with the proper environment and nurture, can develop exceptional abilities and display properties that may be ranked as gifted in today's standards.
The near mystical qualities known variously as intelligence, wisdom, talent, giftedness or any of a dozen names on apparently super-human abilities has had more than its fair share of superstition generated in human history. As with many science-related disciplines, the proper assessment and management of normal and gifted children's intellectual needs demand, as a fundamental prerequisite, substantial knowledge and understanding of the underlying theories/principles and garden variety of conflicting information involved, in addition to a liberal dose of common sense. Intuitive conceptualization and action at this level without reference or access to up-to-date knowledge is often dangerous.
Not long ago, books on gifted children and intelligence were mostly about IQ tests and general and specific abilities, but research in artificial intelligence and cognitive psychology has transformed the landscape completely. Indeed, the field has been turned upside down. Researchers now study learning disabilities, idiot savants, animal intellectual capacities, computer simulations of human intelligence, strategy training to raise intelligence, expert knowledge, and a host of other new topics. However, little of this work has filtered through to a general audience and no current book brings it together into a coherent framework.
Only fundamental concepts and common misconceptions will be covered here. Information presented here are not intended to replace proper references or textbooks and only acts as an introduction and summary of one perspective of the current understanding of the field, of which much controversies still exist with even fundamental issues (such as the nature of intelligence).
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Mental abilities, what ever it may be, is like money. It is distributed unequally and unfairly. Some have a lot, and others less, and this basic fact of life has many consequences. As with differences in height and agility, this phenomenon exists for very sound evolutionary reasons. The species would be less adaptive and the world would be dull and gray if all were equal. Much talent would be squandered by insisting on all being average. One cannot legislate equality in all things, and trying to do so can lead to absurdity. Many controversies surrounding issues of abilities arise because people do not want to face them. A major reason is ideological. It offends egalitarian ideas, modern notions of social fairness and justice that these differences occur. This is especially true in the United States and Japan, where the idea that all are equal at birth and failure to do well in society is the individual's fault is deep rooted. |
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