Vision Development Cincinnati, Ohio, USA Cincinnati, Ohio, USA - - PDF document

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Vision Development Activities for Human Intelligence

ICBO 2006 Sydney, Australia Gregory Kitchener, O.D. Gregory Kitchener, O.D. Cincinnati, Ohio, USA Cincinnati, Ohio, USA

Vision Development Activities for Human Intelligence

ICBO 2006 Sydney, Australia Gregory Kitchener, O.D. Gregory Kitchener, O.D. Cincinnati, Ohio, USA Cincinnati, Ohio, USA

Kitchener/ICBO/2006 Kitchener/ICBO/2006 3 3

Vision Development Activities for Human Intelligence

• What are we talking about?

What are we talking about?

• When given this title, I had some concerns

When given this title, I had some concerns about the various terms and how they are about the various terms and how they are understood by various audiences. understood by various audiences.

• So, lets look at these terms.

So, lets look at these terms.

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Development

de de-

• vel

vel-

• op
• p \

\di di-

• ′

′vel vel-

• ə

əp p\ \ – – to cause to grow and to cause to grow and differentiate along lines natural to its kind; differentiate along lines natural to its kind;

• r to go through a process of natural
• r to go through a process of natural

growth, differentiation or evolution by growth, differentiation or evolution by successive changes. successive changes.

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“Development”

• Most of us readily acknowledge that

Most of us readily acknowledge that people develop, but there is much less people develop, but there is much less agreement about how or why. agreement about how or why.

• Some see human development as a

Some see human development as a genetically determined unfolding, genetically determined unfolding,

• while others see an environmentally

while others see an environmentally mediated acquisition of abilities in a logical mediated acquisition of abilities in a logical and reasonably consistent sequence. and reasonably consistent sequence.

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“Development”

• In this title and in many other contexts, the

In this title and in many other contexts, the discussion of human development quickly discussion of human development quickly turns to learning and intelligence. turns to learning and intelligence.

• So, let

So, let’ ’s look at s look at “ “intelligence. intelligence.” ”

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“Intelligence”

• Many opinions that I hear give an

Many opinions that I hear give an impression that newer and better ideas impression that newer and better ideas have settled at least some of the many have settled at least some of the many awkward issues related to awkward issues related to “ “intelligence. intelligence.” ”

• We like to think that modern research

We like to think that modern research based on new definitions, larger studies, based on new definitions, larger studies, and more sophisticated statistics do a and more sophisticated statistics do a better job of defining, describing, or better job of defining, describing, or measuring intelligence. measuring intelligence.

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“Intelligence”

Any such impression is mostly Any such impression is mostly

MISTAKEN! MISTAKEN!

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“Intelligence” and “Intelligences”

• Attempts have been made to replace the

Attempts have been made to replace the notion of a general intelligence factor notion of a general intelligence factor (often labeled (often labeled “ “g g” ” and measured by IQ and measured by IQ tests) by various theories of tests) by various theories of “ “multiple multiple intelligences. intelligences.” ”

• These theories of multiple intelligences

These theories of multiple intelligences have yielded only modest successes. have yielded only modest successes.

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“Intelligence” and IQ

• However the idea of and support for a

However the idea of and support for a general intelligence function (g) remains general intelligence function (g) remains strong. strong.

• IQ scores continue to show:

IQ scores continue to show:

• good PREDICTION ability,

good PREDICTION ability,

• high HERITABILITY,

high HERITABILITY,

• significant GROUP DIFFERENCES, and

significant GROUP DIFFERENCES, and

• high STABILITY.

high STABILITY.

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“Intelligence” Controversies

• None of the intuitive criticisms of these

None of the intuitive criticisms of these qualities of IQ tests have yielded qualities of IQ tests have yielded compelling research results. compelling research results.

• Please note that many of the common

Please note that many of the common conclusions or implications drawn from conclusions or implications drawn from these qualities are often not shared by the these qualities are often not shared by the researchers who produced them. researchers who produced them.

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“Intelligence” Tidbit #1

• Consider for a moment the possibility that

Consider for a moment the possibility that there is a general intelligence factor (g), there is a general intelligence factor (g), and that it has a high survival value for and that it has a high survival value for humans. humans.

• It might make sense for the biological

It might make sense for the biological basis for this intelligence to have some basis for this intelligence to have some “ “homeostatic homeostatic” ” mechanism that would tend mechanism that would tend to insulate it (g) from the vagaries of the to insulate it (g) from the vagaries of the environment.

• environment. Jensen A.R., The Limited Plasticity of Human

Jensen A.R., The Limited Plasticity of Human Intelligence, The Eugenics Bulletin, Fall 1982 Intelligence, The Eugenics Bulletin, Fall 1982

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Stability of “Intelligence”

• This stability, or

This stability, or “ “limited plasticity limited plasticity” ” of the

• f the

general intelligence factor (as reflected by general intelligence factor (as reflected by the general stability of IQ scores) could the general stability of IQ scores) could then resist unintentional, harmful forces of then resist unintentional, harmful forces of the environment, and the environment, and … …

• It might resist, equally well, the intentional,

It might resist, equally well, the intentional, benevolent forces we try to impose. benevolent forces we try to impose. Jensen

Jensen A.R., The Limited Plasticity of Human Intelligence, The Eugenics A.R., The Limited Plasticity of Human Intelligence, The Eugenics Bulletin, Bulletin, Fall 1982 Fall 1982

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Stability of “Intelligence”

• Of course this is simply speculation, but it

Of course this is simply speculation, but it is not at all unusual, and it seems prudent, is not at all unusual, and it seems prudent, for the organism to limit and protect the for the organism to limit and protect the range of certain critical variables. range of certain critical variables.

• What are the implications for our efforts to

What are the implications for our efforts to improve human improve human “ “intelligence? intelligence?” ”

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“Intelligence” Tidbit #2

• Let

Let’ ’s avoid defining s avoid defining “ “intelligence intelligence” ” for the for the moment and imagine that people implicitly moment and imagine that people implicitly think of think of “ “intelligence intelligence” ” in two different ways. in two different ways.

• One group might see intelligence as an

One group might see intelligence as an entity entity, i.e. , i.e. “ “an unchangeable internal an unchangeable internal characteristic. characteristic.” ”

• The other might see intelligence as

The other might see intelligence as incremental incremental, i.e. , i.e. “ “malleable and can be malleable and can be increased through effort. increased through effort.” ”

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“Intelligence” and Performance

• Dr. Carol
• Dr. Carol Dweck

Dweck has has “ “demonstrated demonstrated empirically that students who hold an empirically that students who hold an entity theory of intelligence are less likely entity theory of intelligence are less likely to attempt challenging tasks and are at to attempt challenging tasks and are at risk for academic underachievement. risk for academic underachievement.” ”

Plucker Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences , J. A. (Ed.). (2003). Human intelligence: Historical influences, current , current controversies, teaching resources. Retrieved Feb. 10, 2006, from controversies, teaching resources. Retrieved Feb. 10, 2006, from http:// http://www.indiana.edu/~intell www.indiana.edu/~intell

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“Intelligence” and Performance

• “

“In contrast, students who have an In contrast, students who have an ‘ ‘incremental incremental’ ’ theory of intelligence are not theory of intelligence are not threatened by failure. threatened by failure.” ”

• They believe that their intelligence can be

They believe that their intelligence can be increased through effort and persistence. increased through effort and persistence.

• They set goals and seek challenges that

They set goals and seek challenges that they believe will help them to grow they believe will help them to grow intellectually.

• intellectually. Plucker

Plucker, J. A. (Ed.). (2003). Human intelligence: Historical , J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources. Retrieved influences, current controversies, teaching resources. Retrieved Feb. 10, 2006, from

• Feb. 10, 2006, from

http:// http://www.indiana.edu/~intell www.indiana.edu/~intell

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“Intelligence” and Praise

• Dr.
• Dr. Dweck

Dweck has also, has also, “ “Provided evidence Provided evidence that praising students for their intelligence that praising students for their intelligence has the potential to limit their intellectual has the potential to limit their intellectual growth. growth.” ”

• “

“When kids were praised for their intelligence they didn't When kids were praised for their intelligence they didn't want a challenge afterwards. And when they hit difficult want a challenge afterwards. And when they hit difficult problems, their enjoyment crashed, they thought they problems, their enjoyment crashed, they thought they weren't smart anymore, and their performance on the IQ weren't smart anymore, and their performance on the IQ test plummeted. test plummeted.” ” Plucker

Plucker, J. A. (Ed.). (2003). Human intelligence: Historical , J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources. Retrieved influences, current controversies, teaching resources. Retrieved Feb. 10, 2006, from

• Feb. 10, 2006, from

http:// http://www.indiana.edu/~intell www.indiana.edu/~intell

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Intelligence????

• Every notion of what human

Every notion of what human “ “intelligence intelligence” ” is, or how to measure it brings with it great is, or how to measure it brings with it great controversies that are unlikely to be controversies that are unlikely to be resolved. resolved.

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Intelligence????

• Every notion of what human

Every notion of what human “ “intelligence intelligence” ” is, or how to measure it is, or how to measure it brings with it great controversies that are unlikely to be resol brings with it great controversies that are unlikely to be resolved. ved.

• Take whatever position you personally

Take whatever position you personally prefer, but realize that there is strong prefer, but realize that there is strong

• pinion and evidence that you are
• pinion and evidence that you are

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Intelligence????

• Every notion of what human

Every notion of what human “ “intelligence intelligence” ” is, or how to measure it is, or how to measure it brings with it great controversies that are unlikely to be resol brings with it great controversies that are unlikely to be resolved. ved.

• Take whatever position you personally prefer, but realize that t

Take whatever position you personally prefer, but realize that there here is strong opinion and evidence that you are is strong opinion and evidence that you are

WRONG! WRONG!

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“Vision”

• Some years ago an optometric publication

Some years ago an optometric publication ran an article about what terminology ran an article about what terminology

• ptometrists should use to describe their
• ptometrists should use to describe their

profession. profession.

• Should we be:

Should we be:

• Vision care professionals, or

Vision care professionals, or

• Eye care professionals?

Eye care professionals?

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Vision Care

• The best response seemed obvious to me.

The best response seemed obvious to me.

• I chose Optometry as a profession based

I chose Optometry as a profession based

• n a model provided by people like
• n a model provided by people like

Skeffington Skeffington and Bruce Wolff that depicted and Bruce Wolff that depicted vision as a very powerful and far reaching vision as a very powerful and far reaching factor in human behavior. factor in human behavior.

• Comments like,

Comments like, “ “Vision is the total action Vision is the total action system, system,” ” drew me to the profession. drew me to the profession.

• (Many more years passed before I could

(Many more years passed before I could really appreciate those comments.) really appreciate those comments.)

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“Eye Care”

• One opinion expressed very strongly in the

One opinion expressed very strongly in the article argued that we should promote article argued that we should promote

• urselves as eye care professionals
• urselves as eye care professionals

because vision was much too limited. because vision was much too limited.

• It was one of those occasions when I

It was one of those occasions when I could read all the words in a relatively could read all the words in a relatively simple English sentence and could not simple English sentence and could not make sense of it. make sense of it.

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Vision =

• I was completely flummoxed by his

I was completely flummoxed by his comment until I realized that comment until I realized that… …

• …

… his statement could make sense if he his statement could make sense if he was equating was equating “ “vision vision” ” with visual acuity. with visual acuity.

• At that point I could agree with the writer

At that point I could agree with the writer that a Visual Acuity Care profession would that a Visual Acuity Care profession would be very limited. be very limited.

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Defining Vision

• I suspect that most people in this room

I suspect that most people in this room have gone through one or more revisions have gone through one or more revisions in their concept and definition of vision. in their concept and definition of vision.

• It

It’ ’s also possible that many of the s also possible that many of the problematic issues in the world of problematic issues in the world of “ “intelligence intelligence” ” find parallels in the world of find parallels in the world of “ “vision. vision.” ”

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vi-sion \′vizh-ən\

• Could we view

Could we view “ “vision vision” ” as a single, general as a single, general factor (v)? factor (v)?

• We might even look at whether it has:

We might even look at whether it has:

• good PREDICTION ability,

good PREDICTION ability,

• high HERITABILITY,

high HERITABILITY,

• significant GROUP DIFFERENCES, and

significant GROUP DIFFERENCES, and

• high STABILITY.

high STABILITY.

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Vision(s)

• Maybe it should be viewed as multiple

Maybe it should be viewed as multiple visions such as: visions such as:

• Sports Vision,

Sports Vision,

• Color Vision,

Color Vision,

• Binocular Vision,

Binocular Vision,

• Learning Related Vision,

Learning Related Vision,

• Ambient Vision,

Ambient Vision,

• …

…? ?

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Tidbits

• Consider for a moment Jensen

Consider for a moment Jensen’ ’s s speculation about the survival value of speculation about the survival value of “ “intelligence intelligence” ” and the desirability of some and the desirability of some stability mechanism. stability mechanism.

• Does

Does “ “vision vision” ” have a high survival value have a high survival value for for homo sapiens homo sapiens? ?

• Wouldn

Wouldn’ ’t stability of t stability of “ “vision vision” ” also be also be desirable? desirable?

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Tidbits

• What are the implications for our programs

What are the implications for our programs

• f therapy if this stabilizing mechanism
• f therapy if this stabilizing mechanism

that might resist unintentional, harmful that might resist unintentional, harmful forces of the environment, also forces of the environment, also … …

• resisted, equally well, the intentional,

resisted, equally well, the intentional, benevolent forces we try to impose? benevolent forces we try to impose?

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Tidbits

• And what about

And what about Dweck Dweck’ ’s s findings? The findings? The more people thought of intelligence as an more people thought of intelligence as an entity the more likely they were to entity the more likely they were to underachieve. underachieve.

• Could it be that when people see

Could it be that when people see “ “vision vision” ” as an entity they are less able to imagine as an entity they are less able to imagine changing it through their efforts? changing it through their efforts?

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Nouns

• When we use a noun, we create an entity

When we use a noun, we create an entity – – a a “ “thing. thing.” ”

• We also engender a need to measure and

We also engender a need to measure and dissect this new dissect this new “ “thing. thing.” ”

• These constructions can have productive

These constructions can have productive uses, but uses, but

• they can also leave us with intractable

they can also leave us with intractable problems. problems.

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Nouns

• We can see examples of this with the

We can see examples of this with the nouns nouns “ “intelligence intelligence” ” and and “ “vision. vision.” ”

• They set artificial boundaries which limit

They set artificial boundaries which limit

• ur thinking and exploration.
• ur thinking and exploration.
• We are easily seduced into forgetting that

We are easily seduced into forgetting that

• ur measures of intangible
• ur measures of intangible “

“things things” ” like like intelligence and vision are arbitrary and full intelligence and vision are arbitrary and full

• f assumptions.
• f assumptions.

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Adjectives and Adverbs

• We can avoid some of the difficulties and

We can avoid some of the difficulties and misunderstandings surrounding the nouns misunderstandings surrounding the nouns “ “intelligence intelligence” ” and and “ “vision vision” ” by using them as by using them as modifiers of things and acts that are more modifiers of things and acts that are more tangible or observable. tangible or observable.

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Adjectives and Adverbs

• Consider:

Consider:

• an intelligent decision,

an intelligent decision,

• behaving intelligently,

behaving intelligently,

• driving intelligently

driving intelligently (on the RIGHT side of the road.) (on the RIGHT side of the road.) ☺ ☺

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Adjectives and Adverbs

• What about:

What about:

• visually directing,

visually directing,

• visual acuity,

visual acuity,

• visual discrimination,

visual discrimination,

• the visual process.

the visual process.

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Adjectives and Adverbs

• These terms are more open

These terms are more open-

• ended with

ended with respect to what respect to what “ “intelligence intelligence” ” is or what is or what “ “vision vision” ” is. is.

• We don

We don’ ’t have to know the limits in order t have to know the limits in order to explore the possibilities. to explore the possibilities.

• And so, the full title of this topic is:

And so, the full title of this topic is:

Activities to Develop the Role of the Visual Process in Intelligent Human Behavior

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Our Goal

• What do we want these

What do we want these “ “Activities Activities” ” to help to help this child become? this child become?

An Independent Learner An Independent Learner

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Our Means

• How do we expect the child to achieve this

How do we expect the child to achieve this goal? goal?

Through Constant Growth Through Constant Growth and and Development Development

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Our Assumptions

• The primary purpose of the visual process

The primary purpose of the visual process is to direct action. is to direct action.

• The visual process is a pervasive aspect

The visual process is a pervasive aspect

• f human behavior.
• f human behavior.

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Infants

Google Search on Google Search on “ “Infant Stimulation Infant Stimulation” ”

• http://

http://www.envisagedesign.com/ohbaby/smart.html www.envisagedesign.com/ohbaby/smart.html

• http://www.geniusbabies.com/preninstim.html

http://www.geniusbabies.com/preninstim.html

• http://www.geniusbabies.com/wimintoy.html

http://www.geniusbabies.com/wimintoy.html

• http://www.preksmarties.com/babies/

http://www.preksmarties.com/babies/

• http://www.babyeinstein.com/

http://www.babyeinstein.com/

This is merely a sampling and is by no This is merely a sampling and is by no means an endorsement. means an endorsement.

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Infants

• Lots of high contrast pictures and

Lots of high contrast pictures and materials are available. materials are available.

• Some provide an interesting commentary

Some provide an interesting commentary

• n modern life.
• n modern life.
• Consider this example:

Consider this example:

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Car Seat Toy- The Car Seat Gallery, by Wimmer Ferguson- will make traveling in the car more enjoyable for a young passenger. This toy is easily installed (for BOTH front and rear facing infants) and features ten double sided cards that are displayed and stored in four clear plastic pockets. The cards are comprised of twenty research-correct graphics (ten in black & white, and ten in color) that can easily be changed and interchanged, providing a wealth of visual stimulation. Developmental Value: Encourages visual activity (scanning, focusing,tracking, orienting and pattern recognition.) Age - birth and up $15.95 USD Downloaded from: http://www.geniusbabies.com/preninstim.html http://www.geniusbabies.com/preninstim.html

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Recommended Use

• Someone using this toy should consider:

Someone using this toy should consider:

• that maybe they are spending too much time

that maybe they are spending too much time in their car, in their car,

• the value of restricting the infant

the value of restricting the infant’ ’s/child s/child’ ’s s movement for prolonged periods, movement for prolonged periods,

• the interest value of 2

the interest value of 2-

• dimensional, dumb

dimensional, dumb pictures that you can pictures that you can’ ’t even get in your mouth. t even get in your mouth.

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Recommended Alternative

• Now, here we

Now, here we have a mother have a mother who is properly who is properly prepared and prepared and equipped to equipped to stimulate stimulate fixation, fixation, … … and visually guided and visually guided grasping grasping

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Activities

• Active

Active

• Movement

Movement

• Directed action

Directed action

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Activities

• Exploratory

Exploratory

• Inviting

Inviting

• Textures

Textures

• Get their hands on it

Get their hands on it

• Get their mouth on it

Get their mouth on it

• 3 dimensional

3 dimensional

• To be manipulated,

To be manipulated,

• And tossed

And tossed

• And dropped

And dropped

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Activities

• Play

Play

• Interactive

Interactive

• Flexible boundaries

Flexible boundaries

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Visually

• Purposeful Fixation

Purposeful Fixation

• Anticipate

Anticipate

• Select

Select

• Observe

Observe

• Plan

Plan

• Direct

Direct

• Monitor

Monitor

• Tracking

Tracking

• Fixation in motion

Fixation in motion

• Stability

Stability

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Intelligently

• To understand

To understand

• Plan

Plan

• Initiate

Initiate

• Fail

Fail

• Evaluate

Evaluate

• Re

Re-

• direct

direct

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Children

• This is where the fun comes in.

This is where the fun comes in.

• This is also where we tend not to provide

This is also where we tend not to provide enough enough

• self

self-

• generated,

generated,

• self

self-

• directed

directed movement. movement.

• This is where we screw it up.

This is where we screw it up.

• Comments on mother

Comments on mother’ ’s role. s role.

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Activities

• Calendar

Calendar

• Something to look at

Something to look at

• Can be manipulated

Can be manipulated

• Days numbered sequentially

Days numbered sequentially

• Past, present, and future

Past, present, and future

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Maps

• “

“Measuring Measuring” ”

• Floorplans

Floorplans

• Trips

Trips

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Time

• Timer

Timer

• Stopwatch

Stopwatch

• Clock

Clock

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Moving

• “

“Look where you are going. Look where you are going.” ”

• Explore variations

Explore variations

• Get out of the way

Get out of the way – – give them a way to do give them a way to do

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Speech - Communication

• Universal first word/gesture

Universal first word/gesture

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Speech - Communication

Universal, voice Universal, voice activated, remote activated, remote control device control device

• Two models

Two models

• Mother

Mother

• Father

Father

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A brief note on cards

• If there are no objections (religious type), playing

If there are no objections (religious type), playing cards can be a great way to develop a variety of cards can be a great way to develop a variety of visual skills. visual skills.

• You have a limited universe (52 cards) that can

You have a limited universe (52 cards) that can be ordered in a variety of ways (color, suit, etc.) be ordered in a variety of ways (color, suit, etc.)

• Despite the limitations, chance and probability

Despite the limitations, chance and probability reign. reign.

• Barry Cohen

Barry Cohen’ ’s game of s game of “ “Spit Spit” ” is excellent is excellent

• example. Rules available from
• example. Rules available from

barney24@gmail.com barney24@gmail.com

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Summary

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What do we want the visual process to do?

• What qualities of the visual process do we

What qualities of the visual process do we want to engage? want to engage?

• Looking

Looking – – an active, directed selection an active, directed selection

• Anticipation

Anticipation -

• looking ahead

looking ahead

• Direct action

Direct action -

• guide movement

guide movement

• Monitor

Monitor – – the specious present the specious present

• Evaluate errors

Evaluate errors – – looking ahead compare looking ahead compare similarities and differences similarities and differences

• Re

Re-

• direct

direct

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The End

Thank you for this Thank you for this

• pportunity!
• pportunity!