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Intellectual Development (intellectual + development)
Selected AbstractsCreating Mature Thinkers in Interior Design: Pathways of Intellectual DevelopmentJOURNAL OF INTERIOR DESIGN, Issue 3 2010Candy Carmel-Gilfilen M. Arch. Critical thinking skills are essential to meeting the economic, sustainable, and social challenges of the future. The purpose of this study was to explore critical thinking in interior design students using the W. G. Perry (1968) scheme, a model of epistemic cognitive development describing how thinking in college students progresses from black-and-white absolutes to a contextual understanding of knowledge. The authors present findings from a study involving 32 beginning and intermediate interior design students who were empirically assessed on global and design-specific thought development using the Measure of Intellectual Development (Widick & Knefelkamp, 1974) and the Measure of Designing (Portillo, 1987), respectively. The study objectives were to examine thought development in interior design students, investigate the relationship between global and design thinking, and explore relationships between thought development, student performance, and class standing. The results supported three levels of thought development: dualistic, transitional, and multiplistic with overall thinking appeared to be more advanced than thinking in design. The study also revealed both types of thinking significantly related to studio performance and class standing. The Perry model appears to have strong potential for understanding thought development in interior design students. [source] The Importance of Deviance in Intellectual DevelopmentAMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 1 2004Especially at Virginia Tech in the 1970s This paper seeks to explain the success of public choice at Virginia Tech in the 1970s in two ways. First, I reflect on my graduate school experience at Virginia Tech, with the intent of identifying particular characteristics of the people and location of Virginia Tech, including its remoteness, that facilitated the development of the paradigm shift that public choice, in the late 1960s and early 1970s, represented. Second, I argue that the success of public choice at Virginia Tech depended critically upon the willingness of the people here to disconnect from professional constraints and to think outside the conventional economics box. I make this point with the aid of a computer simulation of the evolutionary development of "people" (or "trials") as they attempt to scale the highest "mountain" within a "mountain range," the exact features of which (including the heights of the various "mountains") are not known before the climb is started. In such an environment, finding the highest peak, the assumed goal, is critically dependent on a measure of "deviance," or the willingness to shun short-run opportunities of exploiting accepted methods. [source] Prenatal and family risks of children born to mothers with epilepsy: effects on cognitive developmentDEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 2 2008Karl Titze PhD The offspring of mothers with epilepsy are considered to be at developmental risk during pregnancy from: (1) generalized maternal seizures (hypoxia); (2) teratogenicity of antiepileptic drugs (AEDs); and (3) adverse socio-familial conditions associated with having a chronically sick mother. Sixty-seven children of mothers with epilepsy and 49 children from non-affected mothers, matched for control variables, were followed from birth to adolescence (53 males, 63 females; mean age 14y 2mo, range 10-20y). Prediction of intellectual performance of these children during adolescence was calculated from the following variables: maternal generalized seizures, prenatal exposure to AEDs, and quality of family stimulation (HOME Inventory) assessed in children at 2 years of age. Children who were prenatally exposed to AEDs achieved lower IQs than control children at adolescence. This effect was moderately significant for children who had been exposed to monotherapy (6 IQ points lower), but was considerable in those exposed to polytherapy (12 IQ points lower). Generalized seizures during pregnancy, observed in half the mothers, did not exacerbate this effect. Relative to prenatal risk status, the quality of the family environment had varied effects on intellectual development. Children with prenatal risks appeared to be more vulnerable to environmental disadvantage than control children, but they also showed longer-lasting effects of environmental support. [source] Deletion of 8p: a report of a child with normal intelligenceDEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 12 2001Linda Gilmore PhD The case is presented of a female infant with a distal deletion of 8p (8p23.1,pter) whose development was monitored over a 5-year period from 12 months of age. Although previous literature has suggested that 8p deletion is associated with mild to moderate intellectual disability, the child reported here has normal intelligence. Despite initial delays in gross motor and language skills, cognitive development (assessed with the Bayley Scales of Infant Development) and intellectual ability (measured on the Stanford-Binet Intelligence Scale) were within average range. It is argued that the small number of previous case reports may have created a misleading impression of intellectual development in individuals with distal deletions of 8p. [source] Intellectual abilities and white matter microstructure in development: A diffusion tensor imaging studyHUMAN BRAIN MAPPING, Issue 10 2010Christian K. Tamnes Abstract Higher-order cognitive functions are supported by distributed networks of multiple interconnected cortical and subcortical regions. Efficient cognitive processing depends on fast communication between these regions, so the integrity of the connections between them is of great importance. It is known that white matter (WM) development is a slow process, continuing into adulthood. While the significance of cortical maturation for intellectual development is described, less is known about the relationships between cognitive functions and maturation of WM connectivity. In this cross-sectional study, we investigated the associations between intellectual abilities and development of diffusion tensor imaging (DTI) derived measures of WM microstructure in 168 right-handed participants aged 8,30 years. Independently of age and sex, both verbal and performance abilities were positively related to fractional anisotropy (FA) and negatively related to mean diffusivity (MD) and radial diffusivity (RD), predominantly in the left hemisphere. Further, verbal, but not performance abilities, were associated with developmental differences in DTI indices in widespread regions in both hemispheres. Regional analyses showed relations with both FA and RD bilaterally in the anterior thalamic radiation and the cortico-spinal tract and in the right superior longitudinal fasciculus. In these regions, our results suggest that participants with high verbal abilities may show accelerated WM development in late childhood and a subsequent earlier developmental plateau, in contrast to a steadier and prolonged development in participants with average verbal abilities. Longitudinal data are needed to validate these interpretations. The results provide insight into the neurobiological underpinnings of intellectual development. Hum Brain Mapp, 2010. © 2010 Wiley-Liss, Inc. [source] Working memory functioning in children with learning disabilities: does intelligence make a difference?JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 1 2009C. Maehler Abstract Background Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are characterised by differences in their cognitive functioning. The present study explored several functions of working memory. Method A working memory battery with tasks for the phonological loop, the visual,spatial sketchpad and central executive skills was presented in individual sessions to 27 children with learning disabilities and normal IQ (ICD-10: mixed disorders of scholastic skills), 27 children with learning disabilities and low IQ (intellectual disabilities), and a control group of 27 typically developing children with regular school achievement levels and normal IQ. Results The results reveal an overall deficit in working memory of the two groups with learning disabilities compared with the control group. However, unexpectedly, there were no differences between the two groups of children with disabilities (normal vs. low IQ). Conclusions These findings do not support the notion of different cognitive functioning because of differences in intelligence of these two groups. In the ongoing discussion about the role of intelligence (especially as to the postulated discrepancy between intelligence and school achievement in diagnosis and special education), our findings might lead to rethinking the current practice of treating these two groups as fundamentally different. [source] Self-efficacy, reasoning ability, and achievement in college biologyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2007Anton E. Lawson Abstract This study compared the relationships of self-efficacy and reasoning ability to achievement in introductory college biology. Based on the hypothesis that developing formal and postformal reasoning ability is a primary factor influencing self-efficacy, a significant positive correlation was predicted between reasoning ability and degree of self-efficacy to complete biological tasks. Further, reasoning ability was predicted to be more highly correlated with course achievement than self-efficacy. The study involved pre- and posttesting 459 introductory biology students. Both self-efficacy and reasoning ability increased during the semester. As predicted, self-efficacy and reasoning ability were positively correlated. Depending on the nature of the achievement measure, reasoning ability accounted for some 15 to 30 times more variance in achievement than self-efficacy. Also, as predicted, reasoning ability was a strong predictor of self-efficacy, but self-efficacy was not a strong predictor of reasoning ability. Self-efficacy estimates and achievement were higher for the concrete tasks than for the formal tasks and higher for the formal tasks than for the postformal tasks. In general, students tended to overestimate their abilities to carry out the concrete, formal, and postformal tasks. Results support the study's working hypothesis that intellectual development continues for some students during the college years, that a postformal level of intellectual development exists, and that reasoning ability is a primary factor influencing both self-efficacy and achievement. Student overestimation of their abilities may contribute to complacency, lack of effort, and to less than optimal achievement. Consequently, it may be advantageous early in the semester to provide students with particularly challenging tasks that "shock" them out of their complacency and perhaps increase their effort, their reasoning skills, and their achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 706,724, 2007 [source] Engaging differences: Self-Authorship and the decision-making processNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 109 2007Anne Laughlin Decisions that involve consideration of inconsistent or contradictory information provide a context for understanding and supporting intellectual development. [source] From Miasma to Fractals: The Epidemiology Revolution and Public Health NursingPUBLIC HEALTH NURSING, Issue 4 2004Marjorie A. MacDonald Ph.D. Abstract If public health nursing is truly a synthesis of public health science and nursing science, then nurses must keep track of current developments in public health science. Unfortunately, the public health nursing literature has not kept pace with revolutionary developments in epidemiology, one of the sciences that informs population-focused nursing practice. Most epidemiology chapters in community health nursing texts do not reflect the intellectual development that has taken place in epidemiology over the past two decades. The purpose of this article therefore is to facilitate an updated synthesis by (a) reviewing the development of epidemiology and the focus of public health nursing practice through three historical eras, (b) discussing current controversies and tensions within epidemiology, (c) introducing an emerging paradigm in epidemiology based on an ecosocial perspective, and (d) discussing the congruence of this perspective with the evolving theory and practice of public health nursing. [source] Breastfeeding and school achievement in Brazilian adolescentsACTA PAEDIATRICA, Issue 11 2005CESAR G. VICTORA Abstract Aim: To assess the effect of breastfeeding duration on school achievement in a Brazilian cohort. Methods: In a population-based birth cohort, we analysed the highest grade achieved in school of over 2000 male 18-y-olds relative to breastfeeding information collected in early life. Analyses were adjusted for birthweight, family income, maternal and paternal schooling, household assets, number of siblings, social class, maternal smoking during pregnancy, and ethnicity. Results: After adjustment for confounding variables, there was a highly significant trend in school achievement with increasing breastfeeding duration. Those breastfed for 9 mo or more were ahead by 0.5,0.8 school grades, relative to those breastfed for less than 1 mo. Data from a cross-sectional survey in the same population suggest that such a difference corresponds to a 10,15% difference in adult income levels. The duration of exclusive or predominant breastfeeding was also positively associated with schooling. Conclusion: Unlike studies from developed countries, there was no clear association between breastfeeding duration and either the family's socio-economic level or parental schooling in our sample and therefore residual confounding is improbable. These results suggest that the impact of breastfeeding on intellectual development may lead to sizeable differences in adult education and wage-earning performance. [source] Material progress and the challenge of affluence in seventeenth-century EnglandECONOMIC HISTORY REVIEW, Issue 3 2009PAUL SLACK In the later seventeenth century, material progress was first identified in England as a recent achievement with boundless future promise, and it was welcomed despite fears about the threats that it was perceived to present to national and personal well-being. The article investigates the roots of that confidence, and finds them in political economy and other intellectual developments that shaped interpretations of changing standards of living. The civic and moral ,challenge of affluence' was fully recognized but never resolved. Progress was accepted, and had to be defended in war-time, as the route to general happiness, ,ease', and plenty. [source] | ||||||||||||||||