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por Sheyla Phillips (2020-05-18)

Here some tips for improve child's IQ by buy an essay online service. You can use this for education and learning at home or school. The school, having classified and grouped the child on the basis of his I Q-and, in some instances, with the aid of such related factors as reading ability and arithmetic level-begins to expect and accept of the child the kind of performance his I Q indicates as most probable. The parent, usually placing confidence in the school's superior experience in evaluating the educational progress of children, begins to accept the school's general picture of the child's strengths and weaknesses. And the child, always to some extent unsure of his ability to go beyond a familiar level, and normally preoccupied with the more exciting everyday aspects of growth and life, develops a self-image that is strongly shaped by the attitudes of his parents, his teachers, and his fellow schoolmates.
Even though the school does not identify the average, bright, or slow groups in any way, it does not take long for the children themselves to sense the I Q-based distinctions. The teachers, of course, know of the differences, and this knowledge affects their conscious and unconscious attitudes toward the children of each group. The parents, whose attitudes toward their children's abilities are so highly colored by the school's evaluation, often betray their attitudes to the children. Thus, though in many thousands of instances the school is underrating the potential of individual children, the child will develop and reinforce a self-image that incorporates many unreal limitations. And once these limitations become part of the child's self-image, they operate just as if they were real.
It is generally known that the I Q is a number, that the number measures level of intelligence, and that the level of intelligence is determined by the individual's performance on an intelligence test. Beyond that the average person knows little about the I Q.
The letters I Q stand, of course, for Intelligence Quotient. This quotient is obtained by dividing mental age by chronological age and multiplying the result by 100. It is Mental Age that is supposedly measured by the test. For example, if a child's test score indicates a mental age of nine years and the child is actually aged eight years and six months, his IQ would be computed as follows.
What, then, is Mental Age? It is the average score made by children of a particular age group. Mental Age is arrived at by a process known as "standardiz-ing" a test. The test is given to a large number of children of all ages and of presumably representative backgrounds. When the results are averaged for each age group, norms are established. The score for the average ten year-old is, let us say, 120. If a ten year-Did taking the test scores 120, his I Q is: distance learning education
If he scores more than 120 his IQ will be over 100, or above average; if he scores below 120 his I Q will be under 100, or below average.
General categories of intelligence have been set up, based on the I Q and what is considered the normal distribution of intelligence. While there are differences among psychologists* concerning these classifications, a typical one, based on one particular test, would look like this.
Notice that although a particular test may be standardized so that a score of 100 is established as normal, there is leeway of up to fifteen points on either side of 100 in forming the normal category. This leeway is the result of what is known as a standard deviation, a statistician's phrase used to describe the extent to which a score may be influenced by numerous factors that have nothing to do with intelligence. In this instance, it would mean that a child scoring 85 might well have scored 100 if other extraneous factors were not involved; therefore a score of 85 would be considered average.
Standard deviations are arrived at by a mathematical process and are different for each I Q test. It is one of the unfortunate realities of life that the people who use the I Q most-teachers, guidance counselors, and personnel workers-practically never take the standard deviation into account. In fact, many of them are not even aware of its existence!