Child Capabilities and Adult Intelligence

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ChildCapabilities and Adult Intelligence

ChildCapabilities and Adult Intelligence

Theadult intelligence is largely dependent on the nature of his or hergrowth. The kind of environment and the families that infants aredeveloped affect their ways of reasoning and choices of life in theiradulthood. Infants, toddlers and growing children have a lot to shapetheir reasoning capabilities and intelligence when they becomeadults. How attentive they are, how they want to follow instructions,the desire to succeed in the daily routines are all an indication ofthe same. In their immature state, the young children cannot easilybe tested unlike when they are grown.

Indifferent occasions, the willingness of the child to followinstructions is directly linked to his or her attentiveness. Thepossibility of maintaining this concentration will hardly depart fromthe child as he grows. In testing of intelligence, it is easier togive predictions during the late ages from the usual concentrationthan when they are young. The motivation of little children is hardto determine since all seem okay to them. Some children preferappreciation after a good work others want material appreciation.This possibility makes it easier to understand the nature of thechild and the future behavior.

Inmost cases, it is difficult for children to sit still and payattention for a long time. The duration of attentiveness is usuallyvery short because of their interesting surrounding. The daily moodand their learning persistence give a little indication of theirfuture capabilities. The reaction of the kids when they aredisappointed could be hard to establish when they are young sincemost children will tend to forget quite fast. Testing the mood andanxiety could be hard too since they are very unstable and,therefore, the results could be unreliable (Madsen &amp Mortensen,2015).

References

Flensborg-Madsen,T., &amp Lykke Mortensen, E. (2015). Infant developmental milestonesand adult intelligence: A 34-year follow-up. Early HumanDevelopment, 91, 393–400.