Age of Child | What You Might Observe |
Infancy (Birth - 2 Years) | * Success on test items that involve early development accomplishments (e.g. recognition of previously seen objects, visual performance, eye-hand coordination. * Distractibility and short attention span * Variability in performance from one assessment to the next * Performance dependent on examiner's ability to establish a positive relationship with the infant. |
Early Childhood (2 - 6 Years) | * Success on test items that involve naming objects, stacking blocks, drawing circles, remembering short lists, and following simple directions. * Short attention span, influencing test performance * Variability in test scores from one occasion to the next |
Middle Childhood (6 - 10 Years) | * Success on test items that involve defining concrete words, remembering sentences and short sequences of digits, understanding concrete analogies, recognizing similarities among objects, and identifying absurdities in illogical statements * Some consistency in test scores from one occasion to the next * Noticeable differences among children in mastery of classroom subject matters |
Early Adolescence (10 - 14 Years) | * Success on test items that involve defining commonly used abstract words, drawing logical inferences from verbal descriptions, and identifying similarities between opposite concepts. * Considerable individual differences in the ability to understand abstract material |
Late Adolescence (14 - 18 Years) | * Success on test items that involve defining infrequently encountered words, identifying differences between similar abstract words, interpreting proverbs, and breaking down complex geometric figures into their component parts * Relative stability in most adolescents' IQ scores * Increasing independence to seek out opportunities consistent with existing ability levels (niche-picking) |
Sources: Mcdevitt, Teresa and Ormrod, Jeanne (2010); Bayley (2005); Brooks-Gunn (2003); Brooks-Gunn, Klebanov, & Duncan (1996); Colombo (1993); G.A. Davis & Rimm (1998); S.I. Greenspan & Meisels (1996); Luckasson et al. (2002); Mayes & Bornstein (1997); Mcloyd (1994); Steele (1997); Terman & Merrill (1972); A. Thomas & Chess (1977); Thorndike at al. (1986); Wechsler (2002, 2003).
Posted by: Elizabeth Gonzalez
1 comments:
It's interesting to see the milestones of intelligence and how they relate to the milestones of language devlopment. It may be easy to infer that a child is unintelligent if a child's language is not developing according to the designated milestones. However, children like my nephew who have speech delays do possess the cognitive ability to identify words it is just their speech that isn't working correctly.
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