COGNITIVE DEVELOPMENT

Module 4: Cognitive Development

Piaget's theory of Cognitive Development :Process of development, 4
stages- Sensory Motor, Preoperational, Concrete operational and Formal
Operational stage. Language development: Pre- linguistic, Phonological,
Semantic, Grammatical and Pragmatic Development, Cognitive changes
in early adulthood- Post formal thought, Schaie's Model of Cognitive
Development, Sternberg - Cognitive Development of middle adulthood.
● Cognition is a term referring to the mental processes involved in
gaining knowledge and comprehension. Some of the many
different cognitive processes include thinking, knowing,
remembering, judging, and problem solving.
● Cognitive psychology is the field of psychology that investigates
how people think and the processes involved in cognition.
JEAN PIAGET’S COGNITIVE DEVELOPMENT
THEORY
JEAN PIAGET
● One of the most widely known perspectives about cognitive development is the
cognitive stage theory of a Swiss psychologist named Jean Piaget.
● Piaget did not believe that children's learning depends on reinforces, such as
rewards from adults. According to his cognitive developmental theory, children
actively construct knowledge as they manipulate and explore their world.
● Children as ‘little scientists’.
● Piaget suggested that cognitive development begins with an inborn ability to
adapt to the environment.
● By rooting for a nipple or exploring the boundaries of a room, young children
develop a more accurate picture of their surroundings and greater competence in
dealing with them. This : organization, adaptation, and equilibration.
What processes do children use as they
construct their knowledge of the world?
● Piaget developed several concepts to answer this question.
● i.e., the cognitive growth occurs through some interrelated processes
 schemes,
 Adaptation
• Assimilation
• accomodation
 organization,
 equilibrium
 equilibration.
1.Schema
● Basic building bocks of thinking
● A mental structure that serves as a framework for organising
information about individuals, locations, things, and events.
2.Adaptation
● children learn by adjusting to the world
● child changes his or her cognitive structure in an attempt to
understand new information.
● Adaptation is Piaget's term for how children handle new information
in light of what they already know.
● Adaptation occurs through two complementary processes:
 Assimilation
 Accomodation
Assimilation

● Individuals incorporate new experiences or information into

their existing cognitive structures or schemas.
Accomodation

● Occurs when new information or experiences cause you to modify

your existing schemas.
● Rather than make the new information fit into an existing
schema, you change the schema in order to accommodate
the new information.
Organization

● Tendency to organize thinking processes into psychological.

structures/schemes.
● When they can use their existing schemas to organise new
information, they are in equilibrium.
Equilibrium

● Equilibration a constant striving for a stable balance.

● When children cannot handle new experiences within their existing cognitive
structures, they experience an uncomfortable state of disequilibrium.
● By organizing new mental and behavioral patterns that integrate the new experience,
the child restores equilibrium.
● Thus, assimilation and accommodation work together to produce equilibrium.
Throughout life, the quest for equilibrium is the driving force behind cognitive
growth.
● Equilibration is the name Piaget gave to this mechanism by which children shift from one
stage of concert to thought to the next.
PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT
1.SENSORIMOTOR STAGE (BIRTH- 2 YRS)

● The sensory stage lasts from birth to about 2 years of age.

● In this stage, infants construct an understanding of the world by
coordinating sensory experiences (seeing and hearing) with
physical, motoric actions – hence the term “sensorimotor”.
● At the beginning of this stage, newborns have reflexes with which to
work.
● At the end of the sensorimotor stage, 2 year olds can produce
sensorimotor patterns and primitive symbol.
● Piaget divided the sensorimotor stage into six sub stages:
1) Simple reflexes
2) First habits and primary circular reactions
3) Secondary circular reactions
4) Coordination of secondary circular reactions
5) Tertiary circular reactions, novelty, and curiosity;
6) Internalization of schemes.
1. Simple reflexes
● The first sensorimotor substage,
● correspond to the first month after birth.
● In this sub stage, sensation and action are coordinated primarily through
reflexive behavior such as rooting and sucking.
● Soon the infant produces behaviors that resemble reflexes in the absence of
the usual stimulus for the reflex.
● For example, a newborn will suck a nipple or bottle only when it is placed directly in
the baby's mouth or touched to the lips. But soon the infant might suck when a bottle
or nipple is only nearby. Even in the first month of life, the infant is initiating
action and actively structuring experiences.
2. First habits and primary circular reactions
● second sensorimotor substage.

● develops between 1 and 4 months of age.

● In this sub stage, the infant coordinates sensation and two types of schemes:
 habits

 primary circular reactions

● A habit is a scheme based on a reflex that has become completely separated

from its eliciting stimulus. For example, infants in substage 1 suck when bottles

are put to their lips or when they sea bottle. Infants in substage 2 might suck

even when no bottle is present.

● A circular reaction is a repetitive action. A primary circular

reaction is a scheme based on the attempt to reproduce an event

that initially occurred by chance. For example, suppose an infant

accidentally sucks his fingers when they are placed near his mouth.

Later, he searches for his fingers to suck them again, but the fingers do

not cooperate because the infant cannot coordinate visual and manual

actions.
● 3. Secondary circular reactions
● Third sensorimotor substage,
● develops between 4 and 8 months of age.
● In this substage, the infant becomes more object-oriented, moving beyond
preoccupation with the self.
● The infant's schemes are not intentional or goal-directed, but they are repeated
because of their consequences.
● By chance, an infant might shake a rattle. The infant repeats this action for the sake of its
fascination. This is a secondary circular reaction: an action repeated because of
its consequences.
● The infant also imitates some simple actions, such as the baby talk or burbling of
adults, and some physical gestures However, the baby imitates only actions that he or
she is already able to produce.
4. Coordination of secondary circular reactions
● Piaget's fourth sensorimotor substage.

● develops between 8 and 12 months of age.

● To progress into this substage the infant must coordinate vision and touch, hand and

eye. Actions become more outwardly directed.

● Significant changes during this substage involve the coordination of schemes and

intentionality. Infants readily combine and recombine previously learned schemes in a

coordinated way.
● They might look at an object and grasp it simultaneously, or they might visually

inspect a toy, such as a rattle, and finger it simultaneously, exploring it tactilely. Actions

are even more outwardly directed than before. Related to this coordination is the

second achievement-the presence of intentionality.

5.Tertiary circular reactions
● novelty, and curiosity is Piaget's fifth sensorimotor substage
● develops between 12 and 18 months of age.
● In this substage, infants become intrigued by the many properties of objects and by the
many things that they can make happen to objects. A block can be made to fall, spin, hit
another object, and slide across the ground. Tertiary circular reactions are schemes
in which the infant purposely explores new possibilities with objects,
continually doing new things to them and exploring the results. Piaget says that
this stage marks the starting point for human curiosity and interest in novelty.
6. Internalization of schemes
● Piaget's sixth and final sensorimotor substage
● develops between 18 and 24 months of age.

● In this substage, the infant develops the ability to use primitive symbols.

● For Piaget, a symbol is an internalized sensory image or word that represents an

event. Primitive symbols permit the infant to think about concrete events without directly

acting them out or perceiving them. Moreover, symbols allow the infant to manipulate

and transform the represented events in simple ways. In a favorite Piagetian example,

Piaget's young daughter saw a matchbox being opened and closed. Later, she mimicked the

event by opening and closing her mouth. This was an obvious expression of her image of the

event.
Object Permanence

● Object permanence is the understanding that objects continue

to exist even when they cannot be seen, heard, or touched.
Acquiring the sense of object permanence is one of the infant's
most important accomplishments by the end of the
sensorimotor period, according to Piaget.
2. PREOPERATIONAL STAGE (2-7 YRS)
● Jean Piaget called early childhood the preoperational stage of
cognitive development because children this age are not yet
ready to engage in logical mental operations.
● However, the preoperational stage, which lasts from approximately
ages 2 to 7, is characterized by a great expansion in the use of
symbolic thought, or representational ability, which first
emerged during the sensorimotor stage.
Preoperational Thought
1.Centration
● Inability to decenter
● Children focus on one aspect of a situation and neglect
others.
● Example : Jacob teases his younger sister that he has more juice
than she does because his juice box has been poured into a tall,
skinny glass, but hers has been poured into a short, wide glass
2. Irreversibility
● Children fail to understand that some operations or actions
can be reversed, restoring the original situation.
● Example: Jacob does not realize that the juice in each glass can be
poured back into the juice box from which it came, contradicting his
claim that he has more than his sister.
3. Focus on states rather than transformations
● Children fail to understand the significance of the
transformation between states.
● Example: In the conservation task, Jacob does not understand that
transforming the shape of a liquid (pouring it from one container
into another) does not change the amount.
4. Transductive reasoning
● Children do not use deductive or inductive reasoning;
instead they jump from one particular to another and see
cause where none exists.
● Example :Luis behaved unkindly to his sister. Then she got sick. Luis
concludes that he made his sister sick.
5. Egocentrism
● Children assume everyone else thinks, perceives, and feels
as they do.
● Kara doesn't realize that she needs to turn a book around so that
her father can see the picture she is asking him to explain to her.
Instead, she holds the book directly in front of her, where only she
can see it.
6. Animism
● Children attribute life to objects not alive.
● Amanda says that spring is trying to come but winter is saying, "I
won't go! 1 won't go!"
7. Inability to distinguish appearance from reality
● Children confuse what is real with outward appearance.
● Mini is confused by a sponge made to look like a rock. She states
that it looks like a rock and it really is a rock.
3.CONCRETE OPERATIONAL STAGE(7-12 YRS)

● At about age 7, according to Piaget, children enter the stage of

concrete operations when they can use mental operations,
such as reasoning, to solve concrete (actual) problems.
● Children can think logically because they can take multiple
aspects of a situation into account. However, their thinking is
still limited to real situations in the here and now.
Cognitive advances
1. Spatial Relationships and Causality: children in the stage of concrete
operations can better understand spatial relationships. They have a clearer
idea of how far it is from one place to another and how long it will take to get there,
and they can more easily remember the route and the landmarks along the
way.
● Experience plays a role in this development: A child who walks to school
becomes more familiar with the neighbour hood. Both the ability to use maps and
models and the ability to communicate spatial information improve with age.
Judgments about cause and effect also improve.
2. Categorization: The ability to categorize helps children think logically.
Categorization includes such relatively sophisticated abilities as seriation,
transitive inference, and class inclusion, which improve gradually between
early and middle childhood.
● Children show that they understand seriation when they can arrange objects in a
series according to one or more dimensions, such as weight (lightest to heaviest)
or color (lightest to darkest). By 7 or 8, children can grasp the relationships
among a group of sticks on sight and arrange them in order of size (Piaget, 1952).
3. Transitive inference
● It is the ability to infer a relationship between two objects from the
relationship between each of them and a third object.
● Marcela is shown three sticks: a yellow one, a green one, and a blue one.
She is shown that the yellow stick is longer than the green one, and the
green one is longer than the blue. Without physically comparing the
yellow and blue sticks, she immediately says that the yellow one is
longer than the blue one.
4. Class inclusion
● It is the ability to see the relationship between a whole and
its parts.
● Piaget (1964) found that when preoperational children are shown a
bunch of 10 flowers-7 roses and 3 sun flowers and are asked
whether there are more roses or more flowers, they are likely to say
there are more roses, because they are comparing the roses with
the sun flowers rather than with the whole bunch.
5. Inductive and Deductive Reasoning
● According to Piaget, children in the stage of concrete operations
use only inductive reasoning.
● Starting with observations about particular members of a class of people,
animals, objects, or events, they draw general conclusions about the
class as a whole. ("My dog barks. So does Terry's dog and Melissa's dog.
So, it seems that all dogs bark.")
● Deductive reasoning which Piaget maintained does not develop
until adolescence, starts with a general statement (premise) about a
class and applies it to particular members of the class.
● Eg : “all dogs bark. Jimmy is a dog. Jimmy barks."
6. Conservation
● In solving various types of conservation problems, children in the age of concrete
operations can work out the answers in their heads, they do not have to measure or
weigh the objects.
● Understands the principle of identity.
● He also understands the principle of reversibility (Reversibility means that some
things that have changed can return to their original state, while others cannot.)
● E.g.: Water can be frozen and then thawed to become liquid again. But eggs cannot be
unscrambled. Arithmetic operations are reversible as well: 2 + 3 = 5 and 5 – 3 = 2.
● He can decenter. He can focus on both length and width.
7. Number and Mathematics
● By age 6 or 7, children learn to count on: to add 5 and 3, they start
counting at 5 and then go on to 6.7, and 8 to add the 3. It may take
two or three more years for them to perform a comparable
operation for subtraction.
4. FORMAL OPERATIONAL STAGE
● Adolescents enter what Piaget called the highest level of cognitive development
formal operations, when they develop the capacity for abstract thought.
● This development, usually around age 11, gives them a new, more flexible, way to
manipulate information.
● No longer limited to the here and now.
● They can use symbols to represent other symbols and thus can learn algebra and
calculus.
● They can better appreciate metaphor and allegory and thus can find richer
meanings in literature.
● They develop hypothetical-deductive reasoning Ability, believed by Piaget to
accompany the stage of formal operations, to develop, consider, and test hypotheses.
LANGUAGE DEVELOPMENT
● Language is a form of communication-whether spoken, written, or signed-that is
based on a system of symbols.
● Language consists of the words used by a community and the rules for varying and
combining.
● Young children master language very quickly with relative ease.
● B. F. Skinner (1957) proposed that language is learned through reinforcement.
● Noam Chomsky (1965) criticized this behaviorist approach, asserting instead that the
mechanisms underlying language acquisition are biologically determined.
● Moreover, it appears that there is a critical period for language acquisition, such that
this proficiency at acquiring language is maximal early in life; generally, as people
age, the ease with which they acquire and master new languages diminishes.
PRE-LINGUISTIC STAGE
● Before babies can use words, they make their needs and feelings known
through sounds that progress from crying to cooing and babbling,
then to accidental imitation, and then deliberate imitation. These
sounds are known as prelinguistic speech.
● Infants also grow in the ability to recognize and understand speech
sounds and to use meaningful gestures. Babies typically say their first
word around the end of the first year, and toddlers begin
speaking in sentences about eight months to a year later.
● Early Vocalization - Crying is a newborn's only means of
communication (different pitches, patterns, and intensities signal hunger,
sleepiness, or anger).
● Between 6 weeks and 3 months, babies start cooing when they are
happy-squealing, gurgling, and making vowel sounds like "ahhh."
● At about 3 to 6 months, babies begin to play with speech sounds,
matching the sounds they hear from people around them.
● Babbling repeating consonant-vowel strings, such as "ma-ma-ma-ma
between ages 6 and 10 months. Although it is often mistaken for a
baby's first words, babbling is not real language because it does not
hold meaning for the baby, Imitation is a key to early language
development.
● First, infants accidentally imitate language sounds and then
imitate themselves making these sounds. Then, at about 9 to
10 months, infants deliberately imitate sounds without
understanding them. Once they have a repertoire of sounds, they
string them together in patterns that sound like language but seem
to have no meaning. Finally, after infants become familiar with
the sounds of words and phrases, they begin to attach
meanings to them.
SOME LANGUAGE MILESTONES
TYPICAL AGE LANGUAGE MILESTONES
Birth Crying
2 to 4 months Cooing
5 months Understands first word
6 months Babbling begins
7 to11 months Change fromuniversal linguist to
language specific listener
8 to 12 months Uses gestures, such as showing and
pointing .comprehension of words
appears
13 months First word spoken
 TYPICAL AGE LANGUAGE MILESTONES

18 months Vocabulary spurt starts

18 to 24 months Uses two-word utterances.

Rapid expansion of
understanding of words.
2-3 years Sentences of three or more
words
3-5 years Complex sentences; has
conversations
LANGUAGE RULE SYSTEM
● All human languages have some common characteristics. These
include infinite generativity and organizational rules.
● Infinite generativity is the ability to produce an endless
number of meaningful sentences using a finite set of words and
rules.
● Rules describe the way language works.
● The language rule system involves five system of rules:
phonology, morphology, syntax, semantics, and pragmatics.
1.Phonology
● Every language is made up of basic sounds. Phonology is the sound

system of the language, which includes the sounds that used in that

language and how they can be combined.

● Phonology can be broke down further into units known as phonemes-

basic unit of sound in a language; it is the smallest unit of sound that

affects meaning.
● i.e., a language's sound system is made up of a set of phonemes which are

used according to phonological rules.

● An example of a phoneme is the sound /k/ as the c in “cat” or the k in “ski”.
2.Morphology
● Morphology refers to the units of meaning involved in word formation.
● A morpheme is a minimal unit of meaning; it is a word or a part of a word that
cannot be broken into smaller meaningful parts.
● Every word in the English language is made up of one or more morphemes. Some
words consist of a single morpheme (for example, help). whereas others are made up
of more than one morpheme (for example, helper has two morphemes, helper, with
the morpheme - er meaning "one who," in this case "one who helps").
● Just as the rules that govern phonology describe the sound sequences that can
occur in a language, the rules of morphology describe the way meaningful units
(morphemes) can be combined in words.
3.Syntax
● Syntax involves the way words are combined to form
acceptable phrases and sentences.
● If someone says to you, "Bob slugged Tom" or "Bob was slugged by
Tom," you know who did the slugging and who was slugged in each
case because you have a syntactic understanding of these
sentence structures.
4.Semantics
● Semantics refers to the meaning of words and sentences.
● Every word has a set of semantic features, which are required attributes related
to meaning.
● Girl and woman, for example, share many semantic features, but they differ
semantically in regard to age.
● Words have semantic restrictions on how they can be used in sentences.
The sentence ‘The bicycle talked the boy into buying a candy bar’ is syntactically
correct but semantically incorrect. The sentence violates our semantic knowledge
that bicycles don't talk.
5.Pragmatics
● Pragmatics - A final set of language rules involves pragmatics, the
appropriate use of language in different contexts.
● Pragmatics is a field of linguistics concerned with what a speaker implies and a
listener infers based on contributing factors like the situational context, the
individuals’ mental states, the preceding dialogue, and other elements.
● An example is using polite language in appropriate situations, such as being
mannerly when talking with one's teacher.
COGNITIVE DEVELOPMENT AT
EARLY ADULTHOOD
● Piaget described the stage of formal operations as the pinnacle of
cognitive achievement; some developmental scientists maintain that
changes in cognition extend beyond that stage.
● One line of neo-Piagetian theory and research concerns higher levels of
reflective thinking, or abstract reasoning.
● Another line of investigation deals with post- formal thought, which
combines logic with emotion and practical experience in the resolution of
ambiguous problems.
REFLEXIVE THINKING
● Reflective thinking is a complex form of cognition, first defined by the
American philosopher and educator John Dewey (1991) as "active,
persistent, and careful consideration of information or beliefs in
the light of the evidence that supports them and the conclusions
to which they lead”.
● Reflective thinking is a complex cognitive process that requires practice
and nurturing over time. It involves the ability to analyze, evaluate,
and synthesize information in a thoughtful and systematic manner.
● Reflective thinkers continually question supposed facts draw inferences, and make
connections.
● The capacity for reflective thinking seems to emerge between ages 20 and 25.
Not until then are the cortical regions of the brain that handle higher-level thinking fully
myelinated. At the same time, the brain is forming new neurons, synapses, and dendritic
connections.
● Environmental support can stimulate the development of thicker, denser cortical connections
( the development of reflective thinking and cognitive abilities is influenced by environmental
support ).
● Although almost all adults develop the capacity for becoming reflective thinkers, few attain
optimal proficiency in this skill, and even fewer can apply it consistently to various kinds of
problems.
POST-FORMAL THOUGHT
● Mature type of thinking that relies on subjective experience and
intuition as well as logic and is useful in dealing with ambiguity,
uncertainty, inconsistency, contradiction, imperfection, and compromise.
● Post-formal thought is flexible, open, adaptive, and individualistic.
● It draws on intuition and emotion as well as on logic to help people cope
with a seemingly chaotic world.
● It applies the fruits of experience to ambiguous situations.
One prominent researcher, Jan Sinnott (1984, 1998, 2003), has proposed the

following criteria of post-formal thought.

 Shifting gear - Ability to think within at least two different logical

systems and to shift back and forth between abstract reasoning and

practical, real world considerations.("This might work on paper but not in real

life.")
 Problem definition - Ability to define a problem as falling within a class

or category of logical problems and to define its parameters. ("This is an

ethical problem, not a legal one, so judicial precedents don't really help solve it.").
 Process-product shift- Ability to see that a problem can be solved
either through a process, with general application to similar problems,
or through a product, a concrete solution to the particular problem.
("I've come up against this type of problem before, and this is how I
solved it" or "In this case, the best available solution would be...")
 Pragmatism- Ability to choose the best of several possible logical
solutions and to recognize criteria for choosing. ("If you want the
cheapest solution, do this; if you want the quickest solution, do that.")
 Multiple solutions - Awareness that most problems have more than one cause,
that people may have differing goals, and that a variety of methods can be
used to arrive at more than one solution. ("Let's try it your way; if that
doesn't work, we can try my way.")
 Awareness of paradox: Recognition that a problem or solution involves
inherent conflict. ("Doing this will give him what he wants, but it will only make
him unhappy in the end.")
 Self-referential thought - A person's awareness that he or she must be
the judge of which logic to use: in other words, that he or she is using post-
formal thought.
SCHAIE'S MODEL OF COGNITIVE
DEVELOPMENT
● K. Warner Schaie's life-span model of cognitive development
looks at the developing uses of intellect within a social context.
● His seven stages revolve around motivating goals that come to the
fore at various stages of life. These goals shift from acquisition of
information and skills (what I need to know) to practical integration of
knowledge and skills (how to use what I know) to a search for meaning
and purpose (why I should know).
The seven stages are as follows:

1. Acquisitive stage (childhood and adolescence)

Children and adolescents acquire information and skills mainly for their own
sake or as preparation for participation in society.
2. Achieving stage (late teens or early twenties to early thirties)
Young adults no longer acquire knowledge merely for its own sake; they use what
they know to pursue goals, such as career and family.
3. Responsible stage (late thirties to early sixties)
Middle-aged people use their minds to solve practical problems associated
with responsibilities to others, such as family members or employees.
4. Executive stage (thirties or forties through middle age)
People in the executive stage, which may overlap with the achieving and responsible
stages, are responsible for societal systems (such as governmental or business
organizations) or social movements. They deal with complex relationships on multiple
levels.
5. Reorganizational stage (end of middle age, beginning of late adulthood)
People who enter retirement reorganize their lives and intellectual energies around
meaningful pursuits that take the place of paid work.
6. Re-integrative stage (late adulthood)
Older adults may be experiencing biological and cognitive changes and tend to be more
selective about what tasks they expend effort on. They focus on the purpose of what
they do and concentrate on tasks that have the most meaning for them.
7. Legacy-creating stage (advanced old age)
Near the end of life, once reintegration has been completed (or
along with it), older people may create instructions for the
disposition of prized possessions, make funeral arrangements,
provide oral histories or write their life stories as a legacy for
their loved ones. All of these tasks involve the exercise of cognitive
competencies within a social and emotional context.
STERNBERG'S COGNITIVE
THEORY
● The componential approach studies reasoning by analyzing a task into

its component cognitive processes.

● Robert Sternberg has expanded the componential approach into a

comprehensive theory that regards intelligence as a product of both inner

and outer forces.

● Sternberg's (1988) Triarchic theory of intelligence combines the

elements that go into information processing.

● Triarchic theory of successful intelligence identifies three broad, interacting

intelligences:

(1)Analytical intelligence, or information processing skills;

(2)Creative intelligence, the capacity to solve novel problems; and

(3)Practical intelligence, application of intellectual skills in everyday

situations
● Intelligent behavior involves balancing all three intelligences to achieve

success in life according to one's personal goals and the requirements of one's

cultural community.
Analytical intelligence (Componential intelligence)

● Analytical intelligence consists of the information-processing

components that underlie all intelligent acts: applying strategies,

acquiring task-relevant and metacognitive knowledge, and

engaging in self-regulation.
● This is essentially academic intelligence. Analytical intelligence is

the type of intelligence evaluated by a regular IQ test and used to

solve issues.
● According to this sub type, cognition is at the centre of intelligence.
Information processing in cognition can be viewed in terms of three
different kinds of components.
 First are meta-components - higher-order executive processes (i.e.,
meta-cognition) used to plan, monitor, and evaluate problem solving.
 Second are performance components - lower-order processes used for
implementing the commands of the meta-components.
 And third are knowledge-acquisition components-the processes used
for learning how to solve the problems in the first place.
● The components are highly interdependent.
Creative Intelligence (Experiential intelligence)

● In any context, success depends not only on processing familiar

information but also on generating useful solutions to new
problems.
● Creative intelligence is marked by inventing or imagining a
solution to a problem or situation.
Practical Intelligence (Contextual intelligence)

● According to Sternberg, practical intelligence is the ability to connect

with the everyday world successfully.
● -Practically intelligent people are particularly skilled at behaving
successfully in their surroundings.
● Being practical means you find solutions that work in your everyday life by
applying knowledge based on your experiences. This type of intelligence
appears to be separate from the traditional understanding of IQ; individuals
who score high in practical intelligence may or may not have comparable
scores in creative and analytical intelligence.