Middle Childhood Cognitive Intelligence
Video Transcript of two boys talking
>> Just to be smart in your own way, and not like--you should think of stuff on your own instead of like looking at somebody else's paper.
>> Like you're really advanced and you like challenges, and like stuff comes easy to you. And like you're really like you could--like where it says square root of 900 and then people like--I have one person in my class name Tom Bryan [assumed spelling], he's a Mormon, and he is like the smartest person in my class. He is--we something called "Accelerated Math," to see our smartness. I have got about 81 objectives I think, and then he's got like 116 objectives, and so like there's a bit difference.
1.What are the psychological implications for these two youths, based on their ideas about intelligence? Is believing in one explanation "better" than believing in the other for their development?
2.What elements of intelligence did these two children NOT express?