By John Sants (eds.)
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Extra resources for Developmental Psychology and Society
Educational psychologists who have included intelligence tests as part of their stock in trade in the assessment and prediction of scholastic ability are often surprised to come across attempts to settle nature-nurture issues from the results of these tests. The assumption of a constancy in IQ has a professional convenience but does, of course, in certain political climates give rise to heated resentments. Nevertheless, the psychologists who have sparked off the rows have rarely been engaged in the practice of educational psychology.
The pioneer of the assessment of intelligence in England, Spearman, also names Galton as one of his most admired predecessors. The other was Wundt. The impetus for Spearman's work was the search for laws of cognition in the here and now of the laboratory and in his rejection of the 'romantic' spirit in science (Spearman, 1961). In studies of children's school learning, dominant in the child psychology of the 1920s and 1930s, Thorndike was the pioneer. Did he also find his life's work by reacting against Hall?
Complete and prolonged separation of a child from his mother in his first five years appeared to stunt his sociability. In other words, deprivation of the primary, maternal relationship was followed by a failure to make relationships with others. Bowlby's WHO review (Bowlby, 1952) deals with maternal care and mental health. Child-guidance practitioners in accordance with the theory outlined above, value the capacity to make personal relationships. Indeed, as Gun trip has made clear, the psychoanalytic description of development, following the work of Klein and Fairbairn, has become a relationship theory of personality.