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• W2001444304 abstract "The concept of intelligence as fixed and unmodifiable, or only modifiable within very narrow limits, iS yielding to a viewpoint which conceives of intelligence in more functional terms. No longer can it be said that an early intelligence test rigidly classifies a child for life in terms of mental potentialities. Rather, changes in functional mental performance are seen to be related to environmental differences. Recent studies, especially of children at the younger ages, have shown that these changes may be large in extent and appear to follow certain trends in relation to general environmental influences. Studies of preschool and school age children by Wellman (4) and Skeels (3) have shown that groups of individuals at the mental levels below the central tendency of a popuilation appear to gain on retests, while those at the upper levels tend to gain less or to lose in IQ. The factors responsible for these phenomena are difficult to understand. Do gains (or smaller losses) at the lower IQ levels of a population mean that the average sets the stimulation for the group, tending thus to encourage those at the lower levels to greater attainment, while those in the upper categories are not challenged to attain their relative potentialities to a similar degree? Perhaps Sherman and Key (2) are right when they explain the general decreases in intelligence quotients of children in an isolated Virginia community as due to living in an environment which does not demand greater development. Do children develop only as the environment demands development? Or, applied in another way, does an environment geared to the average child of a population tend to stimulate more highly those individuals below the central tendency of the group, by demanding more of them, and fail to stimulate similarly those above the average? Do environments of differing mental levels show differences in these relationships? If the mental level of an environment is an important factor in a child's mental development, then the rate of mental development of a child in an institution designed for normal and dull-normal children should vary from that of a child of similar mental ability in an institution designed for the feeble-minded. It is the aim of this study to investigate the mental development of children of the same mental level in relation to residence in institutional environments of differing mental level." @default.
• W2001444304 created "2016-06-24" @default.
• W2001444304 creator A5076339219 @default.
• W2001444304 date "1937-09-01" @default.
• W2001444304 modified "2023-10-04" @default.
• W2001444304 title "THE MENTAL DEVELOPMENT OF CHILDREN OF THE SAME IQ IN DIFFERING INSTITUTIONAL ENVIRONMENTS" @default.
• W2001444304 cites W1965248081 @default.
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• W2001444304 doi "https://doi.org/10.1111/j.1467-8624.1937.tb05513.x" @default.
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