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Change Intelligence Factor - Trainers Publishing House

Flagello devotes her time and attention to motivational speaking, training, writing, and coaching people in organizations through change initiatives to produce extra-ordinary results. Serving the business and education community for more than 40 years, Jane embraces the idea people have the ability to create great places to work, places that feed the creative spirit and ignite the innovative talents so necessary today.

With a doctorate in adult learning and certification as an ontological coach, Jane helps people figure out what their gifts and talents are and shows them how to best leverage these talents to generate a rich and rewarding life. Jane resides in Williamsburg, Virginia. Learn more about Jane and her work on change intelligence at www. By Jane R. Bookmark Main Site Sign in Page. Don't have an ATD account?

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P54. Intelligence – Factors Affecting IQ Sore

Read More Read Less Change or die! Book Details. The mental test performance of, say, a year-old is generally no better than that of a or year-old, and in later adulthood some test scores seem to start declining. Second, many psychologists believe that intellectual development does not exhibit the kind of smooth continuity that the concept of mental age appears to imply.

Rather, development seems to come in intermittent bursts, whose timing can differ from one child to another.

General intelligence factor

The landmark work in intellectual development in the 20th century derived not from psychometrics but from the tradition established by the Swiss psychologist Jean Piaget. His theory was concerned with the mechanisms by which intellectual development takes place and the periods through which children develop. Piaget believed that the child explores the world and observes regularities and makes generalizations—much as a scientist does.

Intellectual development, he argued, derives from two cognitive processes that work in somewhat reciprocal fashion. The first, which he called assimilation , incorporates new information into an already existing cognitive structure. The second, which he called accommodation , forms a new cognitive structure into which new information can be incorporated. The process of assimilation is illustrated in simple problem-solving tasks. Suppose that a child knows how to solve problems that require calculating a percentage of a given number. The child then learns how to solve problems that ask what percentage of a number another number is.

Suppose that the child is then asked to learn how to solve time-rate-distance problems, having never before dealt with this type of problem. This would involve accommodation—the formation of a new cognitive structure.

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Cognitive development , according to Piaget, represents a dynamic equilibrium between the two processes of assimilation and accommodation. As a second part of his theory, Piaget postulated four major periods in individual intellectual development. The first, the sensorimotor period, extends from birth through roughly age two. During this period, a child learns how to modify reflexes to make them more adaptive, to coordinate actions, to retrieve hidden objects, and, eventually, to begin representing information mentally.

The second period, known as preoperational , runs approximately from age two to age seven. In this period a child develops language and mental imagery and learns to focus on single perceptual dimensions, such as colour and size. The third, the concrete-operational period, ranges from about age 7 to age A preoperational child, asked which beaker has more water, will say that the second beaker does the tall thin one ; a concrete-operational child, however, will recognize that the amount of water in the beakers must be the same.

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