Download The Raising of Intelligence: A Selected History of Attempts by H. H. Spitz PDF

By H. H. Spitz

The heritage of makes an attempt to bring up the intelligence of mentally retarded contributors is wrought with controversy. Spanning the years from 1800 to the current, this e-book deals a severe evaluate of the equipment and philosophy at the back of those efforts. a desirable contribution to the long-standing debate at the malleability of intelligence and the effect of heredity and environment.

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20). This list of pronouncements reveals Séguin’s ultimate debt to Locke and Condillac’s sensory philosophy, and also clearly illustrates that methods for educating retarded persons were drawn from the methods used to teach deaf-mute (and blind) individuals to communicate. Condillac, in fact, believed that we learn to see objects, and do so by generalizing from the sense of touch. Lane (1976, p. ” This solution to the mystery of how we are able to see objects merely transformed the problem from vision to touch; that is, the question of how the fingers construct shapes that are recognized by the mind is no less a problem than how vision performs the same feat, but Condillac's solution is wrong in any case.

2 In recalling that period, Goddard wrote that he laid the article aside with the mental comment that there was nothing in it because it was “impossible to mea­ sure intelligence in any such way” (Goddard, 1943, p. 155). 3 Using this revised scale he tested 378 residents at the Vineland School and related their mental ages to three levels of retardation (idiot, imbecile, and moron) and to the levels of work they could perform. Additionally, his five assistants tested about 2,000 nonretarded children in the Vineland public schools (Goddard, 1910a, 1910b, 1911).

In one of the Montessori tasks—finger tracing around the outline of objects—the students had difficulty because, according to Porteus, they were unable to anticipate changes in direction of movement and conse­ quently they cut across or rounded the corners. With this in mind, Porteus subsequently developed his Maze Test to measure this capacity for fore­ sight and planning, which he considered to be deficient in retarded individuals. By the 1920s, under a barrage of criticism, the popularity of the Montessori method for younger normal children went into a period of decline.

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