Theoretical construction of children s comprehensive ability, intellectual structure and subject abi

The level of cognitive (intellectual) development of children does not include intellectual disability.

Children's cognitive abilities include perceptual ability, attention, memory, problem-solving ability, and reasoning ability. Nesser, the father of modern psychology, emphasized in his first book on the systematic study of cognitive activity, "Cognitive Psychology", that cognition refers to all the processes of transformation, simplification, storage, rejuvenation, recovery and application of sensory input.

Perceptual perception is the basis of people's understanding of the world, in which sensation is transmitted through various sensory organs and does not have integrated information, while perception is organized, and the information of feeling Zhaotan is integrated and given meaning. In general, perception follows sensation, but in time, perception and sensory processes often overlap. Attention also includes common attention.

Shared attention, sometimes called joint attention, is the process by which an individual follows the attention of another individual so that two people pay attention to the same object.

Memory is the preservation and reproduction of people's past experiences, the basic process of memory includes recognition, retention and recall or recognition, the importance of memory is self-evident, if there is no memory, then people can not maintain the perceived information, nor can they learn and think. Thinking ability is an important embodiment of people's cognitive ability, which is the advanced stage of cognitive activities, in which problem-solving ability and reasoning ability are important parts of thinking ability.

Intelligence is human.

A kind of mental activity that combines wisdom and talent is the ability of human cognition, including the ability to perceive things, memory, imagination, thinking and creativity, which is what we usually call intelligence.

Children's intelligent structure is generally summarized into four aspects: Motor ability: reflects the child's posture, head balance, sitting, standing, crawling, walking, running, jumping and using fingers, and these motor abilities constitute the starting point for estimating the maturity of children.

Reflection of children's ability to analyze and synthesize external things, that is, to use past experience to solve new problems. Speech can:

Reflects children's ability to listen, understand and express language. Should people be able to:

It reflects the ability of children to live and interact with people, and is related to the integrity of neuromotor and intelligence.

Tags: Intelligence Intelligence is a kind of mental activity of comprehensive wisdom and talent unique to people, and it is the ability of people to know, including the ability to perceive things, memory ability, imagination ability, thinking ability and creativity, which is what we usually call intelligence.

Children's intelligence structure is generally summarized into four aspects:

Motor ability: reflects the child's posture, head balance, ability to sit, stand, crawl, walk, run, jump and use fingers, and these motor abilities constitute the starting point for estimating the child's maturity. Corresponding to the physical energy:

Reflects the child's ability to analyze and synthesize external things, that is, to use past experience to solve new problems. Verbal ability: reflects the child's ability to listen, understand and express language.

Responsive ability: reflects the child's ability to live and interact with people, and is related to the integrity of neuromotor and intelligence.

Children's intelligence tests are carried out through movements, homework, answering questions, doing arithmetic problems, puzzles, understanding the meaning of words, etc., which is an indirect measurement method, so it has its limitations. Its limitations are:

Intelligence tests cannot measure children's intellectual potential, they can only measure the performance of children's intelligence, and even if they measure the performance of intelligence, it is difficult to accurately describe the full picture of intelligence with limited test items.

Intelligence tests can only measure a certain manifestation of intelligence in a certain period of time, but cannot predict a person's intellectual development, and it is incorrect and harmful to attempt to determine a person's lifelong development prospect through an intelligence test.

During the intelligent examination, satisfactory and objective results may not be obtained, which is often related to the child's subjective emotions and examination environment.

In short, all kinds of intelligence examination methods can not be used as the only criterion for evaluating children's intelligence level, and they must be combined with the various abilities shown by children in daily life, as well as the evaluation of children's intelligence by school teachers, parents and neighbors, through analysis and synthesis, in order to make more objective conclusions.

Parents should treat their children with appreciation, relief, and gratitude, and always have confidence and hope in their children. Every kid is a potential genius! Every child has eight or nine intelligences to varying degrees!

Every child has the potential to bring out one or more of these intelligences to the fullest and excel!

Parents should re-understand "intelligence" and shift the focus of developing their children's "intelligence" in a timely manner. Traditional intelligence is centered on verbal-linguistic intelligence and logical-mathematical intelligence, and parents mainly focus on the cultivation and development of children's verbal-linguistic intelligence and logical-mathematical intelligence. Gardner's findings show:

Intelligence is "the ability of individuals to solve the real problems they face and to produce and create effective products that society needs, in a given socio-cultural context". Parents should shift the focus of developing their children's "intelligence" to cultivating and developing their children's "ability to solve practical problems" and "the ability to produce and create effective products that are needed by society", and pay attention to the overall improvement of children's quality to meet the needs of social development. (In a sense, the emphasis of quality education on cultivating children's practical and creative abilities is consistent with the direction pursued by Gardner's theory of pluralistic intelligence).