The Stanford-Binet and Wechsler intelligence -difference

 The difference between The Stanford-Binet . Wechsler intelligence scales and Kaufman Battery

The Stanford-Binet and Wechsler intelligence scales are two of the most widely used and well-regarded intelligence tests. While both aim to measure cognitive abilities and provide an Intelligence Quotient (IQ) score, they have distinct origins, methodologies, and approaches.

Here's a breakdown of their key differences:

Good for identifying extreme scores (giftedness, intellectual disability).

The Stanford-Binet scales  are good for identifying extreme scores (giftedness, intellectual disability).

Wechsler intelligence scales are Excellent for identifying strengths and weaknesses across cognitive domains, useful for diagnosing learning disabilities and other cognitive profiles.

1. Historical Development and Theoretical Basis:

Stanford-Binet Intelligence Scales:

Origins: Developed by Alfred Binet and Theodore Simon in France in the early 1900s to identify children who needed special educational assistance. It was later adapted and standardized by Lewis Terman at Stanford University.

Early Focus: Primarily focused on verbal abilities and used the concept of "mental age" divided by chronological age to derive an IQ.

Modern Version (SB5): The current fifth edition (SB5) has evolved to incorporate a broader range of abilities, measuring five weighted factors: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. It includes both verbal and nonverbal subtests.

Wechsler Intelligence Scales:

Origins: Developed by David Wechsler, who was critical of the Stanford-Binet's heavy reliance on verbal ability and the single IQ score. He sought to create a more comprehensive measure of intelligence.

Key Idea: Wechsler believed intelligence was made up of many aspects and aimed to create a test that tapped into a wider range of intellectual abilities, including both verbal and nonverbal skills.

Versions: There are different Wechsler scales for different age groups:

Wechsler Adult Intelligence Scale (WAIS): For adults and older adolescents. The current version is WAIS-5.

Wechsler Intelligence Scale for Children (WISC): For children aged 6 to 16. The current version is WISC-V.

Wechsler Preschool and Primary Scale of Intelligence (WPPSI): For younger children (2.5 to 7.7 years).

2. Test Structure and Scoring:

Stanford-Binet:

Adaptive Testing: The SB5 uses an adaptive testing approach, meaning the difficulty of the questions adjusts based on the test-taker's performance. This allows for a more efficient and precise assessment, especially at the extremes of the intelligence spectrum (e.g., highly gifted or intellectually disabled).

Factors/Domains: Provides scores for five cognitive factors (Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory), as well as a Full-Scale IQ, Nonverbal IQ, and Verbal IQ.

Single Score Emphasis (Historically): While it now offers multiple scores, its historical emphasis was on a single, overall IQ score.

Wechsler:64

Point Scale Concept: Wechsler tests use a "point scale" concept, where points are assigned to each item, allowing for items to be grouped by content. This enables the calculation of both an overall score and scores for different content areas (subtests).

Index Scores: Provides a Full Scale IQ (FSIQ) and multiple "Index Scores" that represent distinct cognitive abilities. For example, the WAIS-IV and WISC-V typically provide:

Verbal Comprehension Index (VCI)

Perceptual Reasoning Index (PRI) / Visual Spatial Index (VSI) and Fluid Reasoning Index (FRI)

Working Memory Index (WMI)

Processing Speed Index (PSI)

Separate Verbal and Performance IQs (Historically): Early Wechsler scales distinctly separated verbal and performance (nonverbal) abilities, and while modern versions use index scores, the distinction remains foundational.

3. Age Range:

Stanford-Binet: The SB5 covers a very wide age range, from 2 years to 89 years.

Wechsler: The Wechsler scales are divided by age: WPPSI for preschoolers, WISC for school-aged children, and WAIS for adults.

4. Emphasis on Verbal vs. Nonverbal Abilities:

Stanford-Binet (Historically): Was initially criticized for its heavy reliance on verbal abilities. While the SB5 has addressed this by including more nonverbal components, its legacy is still associated with a stronger verbal emphasis.

Wechsler: Was designed specifically to address the verbal bias of earlier tests and provide a more balanced assessment of both verbal and nonverbal (performance) abilities.

**************************************************************************

Both tests are highly reliable and valid measures of intelligence, and the choice between them often depends on the specific age of the individual being tested, the purpose of the assessment, and the clinician's preference.

Feature: Stanford-Binet Intelligence Scales (SB5)

Origin/Emphasis Early focus on mental age and verbal ability; now broader.

Age Range: Very broad: 2 to 89 years.

Test Structure: Adaptive testing; five factors (Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial, Working Memory).

IQ Calculation: Traditionally mental age/chronological age; now standard scores and composite IQs.

Primary Output: Full Scale IQ, Verbal IQ, Nonverbal IQ, and five factor scores.

Clinical Usefulness: Good for identifying extreme scores (giftedness, intellectual disability).

************************************************************************

Feature :Wechsler Intelligence Scales (WAIS, WISC, WPPSI)

Origin/Emphasis: Developed to provide a multi-faceted view of intelligence, balancing verbal and nonverbal skills.

Age Range :Age-specific tests: WPPSI (preschool), WISC (children), WAIS (adults).

Test Structure :Point scale concept; comprehensive index scores (Verbal Comprehension, Perceptual Reasoning/Visual Spatial/Fluid Reasoning, Working Memory, Processing Speed).

IQ Calculation: Point scale leading to Full Scale IQ and separate Index Scores.

Primary Output: Full Scale IQ and distinct index scores for specific cognitive domains.

Clinical Usefulness: Excellent for identifying strengths and weaknesses across cognitive domains, useful for diagnosing learning disabilities and other cognitive profiles.

*****************************************************************************

DIFFERENCE BETWEEN The Stanford-Binet and the Kaufman Assessment Battery for Children (KABC) 

Both are prominent individually administered intelligence tests. While they share the goal of measuring cognitive abilities, they differ significantly in their theoretical foundations, test structures, and target populations.

Here's a breakdown of their key differences:

1. Theoretical Foundation:

Stanford-Binet Intelligence Scales (SB5): The current edition (SB5) is largely grounded in the Cattell-Horn-Carroll (CHC) theory of cognitive abilities. This theory proposes a hierarchical model of intelligence, with a general intelligence factor (g) at the top, supported by broad abilities (e.g., fluid reasoning, crystallized intelligence, short-term memory, processing speed), which are in turn supported by narrow abilities. The SB5 measures five weighted factors that align with CHC theory: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory.

Kaufman Assessment Battery for Children (KABC-II): The KABC-II offers two distinct theoretical models for interpretation:

Luria's Neuropsychological Theory: This model emphasizes how the brain processes information, distinguishing between sequential processing (solving problems by organizing information in a step-by-step manner) and simultaneous processing (solving problems by integrating information into a whole). This was the primary framework for the original K-ABC.

Cattell-Horn-Carroll (CHC) Theory: The KABC-II also allows for interpretation based on the CHC model, similar to the Stanford-Binet. This dual-model approach provides flexibility for clinicians.

2. Test Structure and Subtests:

Stanford-Binet (SB5):

Uses an adaptive testing approach, meaning the difficulty of the items adjusts based on the test-taker's performance. This allows for a more precise measurement, especially at the extremes of the intellectual range.

Subtests are grouped into the five CHC-aligned factors mentioned above, with both verbal and nonverbal measures within each.

KABC-II:

The KABC-II is known for its distinct separation of "mental processing" abilities from "achievement" (knowledge-based) abilities. This was a key innovation in its original version, aiming to provide a fairer assessment for children from diverse linguistic and cultural backgrounds.

It includes a wide array of subtests that align with either the Luria model (e.g., Sequential Processing and Simultaneous Processing scales) or the CHC model (e.g., Fluid Reasoning, Long-Term Storage and Retrieval, Crystallized Ability, Visual Processing, Short-Term Memory, Processing Speed).

The examiner chooses which interpretive model to use prior to administration.

3. Age Range:

Stanford-Binet (SB5): Has a very broad age range, from 2 years to 89 years.

KABC-II: Primarily designed for children and adolescents aged 3 to 18 years.

4. Emphasis on Verbal vs. Nonverbal/Processing:

Stanford-Binet (Historically): While the SB5 has a good balance of verbal and nonverbal tasks, the Stanford-Binet traditionally had a stronger emphasis on verbal abilities.

KABC-II: Was specifically developed to reduce reliance on verbal skills and general knowledge, making it particularly useful for assessing individuals from diverse linguistic backgrounds, those with hearing impairments, or those who may not have had typical educational experiences. Its emphasis on sequential and simultaneous processing aimed to tap into more "culture-fair" aspects of intelligence.

5. Diagnostic Utility:

Stanford-Binet (SB5): Excellent for assessing a wide range of intellectual abilities and for identifying individuals at the extremes of the intelligence spectrum (e.g., highly gifted or intellectually disabled) due to its adaptive nature.

KABC-II: Often preferred when a clinician wants to differentiate between cognitive processing strengths and weaknesses, especially for diagnosing learning disabilities or understanding the cognitive profiles of culturally and linguistically diverse children. Its design aims to minimize bias related to language or acculturation.

*******************ckr with Gemini******************************

PASS THERY IGNOU

 The PASS theory of intelligence, developed by J.P. Das, Jack Naglieri, and Kirby, proposes that intelligent behavior is based on four key cognitive processes: Planning, Attention, Simultaneous processing, and Successive processing. This model offers an alternative to traditional intelligence testing, which often focuses on verbal and quantitative abilities. 

PASS Theory and Learning:

The PASS model offers a framework for understanding cognitive strengths and weaknesses in individuals. 

It has been used to develop assessment tools like the Cognitive Assessment System (CAS). 

The theory has also informed the development of interventions like the PASS Reading Enhancement Programme (PREP) and COGENT. 

Here's a breakdown of the four PASS processes:

Planning:

This involves the ability to formulate goals, develop strategies, and monitor the execution of tasks. It's crucial for problem-solving and decision-making. 

Attention:

This refers to the ability to focus on relevant information while ignoring distractions. It involves maintaining arousal and alertness. 

Simultaneous Processing:

This involves integrating information into a coherent whole, recognizing relationships between different pieces of information. It's important for tasks like understanding spatial relationships or recognizing patterns. 

Successive Processing:

This involves processing information in a sequential or serial order. It's important for tasks like remembering a list of items or following instructions. 

The PASS theory is rooted in the neuropsychological work of A.R. Luria. It suggests that these four processes are supported by three functional units of the brain: Attention-Arousal, Simultaneous and Successive Processing, and Planning. The PASS theory has been used in the development of assessment tools like the Cognitive Assessment System (CAS)

Frontal Lobe: Primarily responsible for Planning.

Brainstem and Reticular Activating System: Associated with Attention.

Parietal and Occipital Lobes: Involved in Simultaneous processing.

Temporal and Frontal Lobes: Associated with Successive processing

ജെ.പി. ദാസ്, ജാക്ക് നാഗ്ലിയേരി, കിർബി എന്നിവർ വികസിപ്പിച്ചെടുത്ത പാസ് സിദ്ധാന്തം, ബുദ്ധിപരമായ പെരുമാറ്റം നാല് പ്രധാന വൈജ്ഞാനിക പ്രക്രിയകളെ അടിസ്ഥാനമാക്കിയുള്ളതാണെന്ന് നിർദ്ദേശിക്കുന്നു: ആസൂത്രണം, ശ്രദ്ധ, ഒരേസമയം പ്രോസസ്സിംഗ്, തുടർച്ചയായ പ്രോസസ്സിംഗ്. പരമ്പരാഗത ഇന്റലിജൻസ് പരിശോധനയ്ക്ക് ഒരു ബദൽ ഈ മാതൃക വാഗ്ദാനം ചെയ്യുന്നു, ഇത് പലപ്പോഴും വാക്കാലുള്ളതും അളവ്പരവുമായ കഴിവുകളിൽ ശ്രദ്ധ കേന്ദ്രീകരിക്കുന്നു.

നാല് പാസ് പ്രക്രിയകളുടെ ഒരു വിശകലനം ഇതാ:

ആസൂത്രണം:

ലക്ഷ്യങ്ങൾ രൂപപ്പെടുത്താനും തന്ത്രങ്ങൾ വികസിപ്പിക്കാനും ജോലികളുടെ നിർവ്വഹണം നിരീക്ഷിക്കാനുമുള്ള കഴിവ് ഇതിൽ ഉൾപ്പെടുന്നു. പ്രശ്നപരിഹാരത്തിനും തീരുമാനമെടുക്കലിനും ഇത് നിർണായകമാണ്.

ശ്രദ്ധ:

ശ്രദ്ധാശൈഥില്യങ്ങൾ അവഗണിച്ചുകൊണ്ട് പ്രസക്തമായ വിവരങ്ങളിൽ ശ്രദ്ധ കേന്ദ്രീകരിക്കാനുള്ള കഴിവിനെ ഇത് സൂചിപ്പിക്കുന്നു. ഉത്തേജനവും ജാഗ്രതയും നിലനിർത്തുന്നതിൽ ഇത് ഉൾപ്പെടുന്നു.

ഒരേസമയ പ്രോസസ്സിംഗ്:

വിവിധ വിവര ഭാഗങ്ങൾ തമ്മിലുള്ള ബന്ധങ്ങൾ തിരിച്ചറിയുന്നതിൽ വിവരങ്ങൾ ഒരു യോജിച്ച മൊത്തത്തിൽ സംയോജിപ്പിക്കുന്നത് ഇതിൽ ഉൾപ്പെടുന്നു. സ്പേഷ്യൽ ബന്ധങ്ങൾ മനസ്സിലാക്കുകയോ പാറ്റേണുകൾ തിരിച്ചറിയുകയോ പോലുള്ള ജോലികൾക്ക് ഇത് പ്രധാനമാണ്.

തുടർച്ചയായ പ്രോസസ്സിംഗ്:

ഇതിൽ വിവരങ്ങൾ ഒരു ക്രമീകൃതമായ അല്ലെങ്കിൽ സീരിയൽ ക്രമത്തിൽ പ്രോസസ്സ് ചെയ്യുന്നത് ഉൾപ്പെടുന്നു. ഇനങ്ങളുടെ ഒരു ലിസ്റ്റ് ഓർമ്മിക്കുകയോ നിർദ്ദേശങ്ങൾ പാലിക്കുകയോ പോലുള്ള ജോലികൾക്ക് ഇത് പ്രധാനമാണ്.

എ.ആർ. ലൂറിയയുടെ ന്യൂറോ സൈക്കോളജിക്കൽ പ്രവർത്തനങ്ങളിൽ വേരൂന്നിയതാണ് പാസ് സിദ്ധാന്തം. ഈ നാല് പ്രക്രിയകളെയും തലച്ചോറിന്റെ മൂന്ന് പ്രവർത്തന യൂണിറ്റുകൾ പിന്തുണയ്ക്കുന്നുവെന്ന് ഇത് സൂചിപ്പിക്കുന്നു: ശ്രദ്ധ-ഉത്തേജനം, ഒരേസമയം, തുടർച്ചയായ പ്രോസസ്സിംഗ്, ആസൂത്രണം. കോഗ്നിറ്റീവ് അസസ്മെന്റ് സിസ്റ്റം (സിഎഎസ്) പോലുള്ള വിലയിരുത്തൽ ഉപകരണങ്ങളുടെ വികസനത്തിൽ പാസ് സിദ്ധാന്തം ഉപയോഗിച്ചുവരുന്നു.

ജഗന്നാഥ് പ്രസാദ് ദാസ് (ജെ പി ദാസ് എന്നും അറിയപ്പെടുന്നു) വിദ്യാഭ്യാസ മനഃശാസ്ത്രം, ബുദ്ധിശക്തി, ബാല്യകാല വികസനം എന്നിവയിൽ വൈദഗ്ദ്ധ്യം നേടിയ ഒരു ഇന്തോ-കനേഡിയൻ വിദ്യാഭ്യാസ മനഃശാസ്ത്രജ്ഞനാണ്. മനഃശാസ്ത്രത്തിന് അദ്ദേഹം നൽകിയ സംഭാവനകളിൽ ഇന്റലിജൻസിന്റെ പാസ് സിദ്ധാന്തവും ദാസ്-നാഗ്ലിയേരി കോഗ്നിറ്റീവ് അസസ്മെന്റ് സിസ്റ്റവും ഉൾപ്പെടുന്നു. ആൽബെർട്ട സർവകലാശാലയിലെ ജെ പി ദാസ് ഡെവലപ്‌മെന്റൽ ഡിസെബിലിറ്റീസ് സെന്ററിന്റെ ഡയറക്ടറായിരുന്നു ദാസ്. 1996-ൽ അദ്ദേഹം ഔദ്യോഗികമായി വിരമിച്ചു, നിലവിൽ സെന്റർ ഓൺ ഡെവലപ്‌മെന്റൽ ആൻഡ് ലേണിംഗ് ഡിസെബിലിറ്റീസിന്റെ എമെറിറ്റസ് ഡയറക്ടറും ആൽബെർട്ട സർവകലാശാലയിൽ എമെറിറ്റസ് പ്രൊഫസറുമാണ്. കാനഡയിലെ റോയൽ സൊസൈറ്റിയിലെ അംഗമായ അദ്ദേഹം ഓർഡർ ഓഫ് കാനഡയിലും [1] ഉൾപ്പെടുത്തി, സ്പെയിനിലെ വിഗോ സർവകലാശാലയിൽ നിന്ന് ഓണററി ഡോക്ടറേറ്റ് ബിരുദവും നേടിയിട്ടുണ്ട്

Frontal Lobe: 

Brainstem and Reticular Activating System: 

Parietal and Occipital Lobes:

Temporal and Frontal Lobes: 

speech on reading

 "Good morning, everyone. Today, I want to talk to you about something amazing – reading! Have you ever opened a book and found yourself in a different world? That's the magic of reading. For young learners like yourselves, reading is like having a superpower. 

When you read, you learn new words, which makes you a better communicator. You learn about different places, cultures, and people, which helps you understand the world around you. You learn to think critically, solve problems, and use your imagination. Reading opens doors to endless possibilities.

Think about your favorite stories. Maybe it's a thrilling adventure, a funny tale, or a story about brave heroes. Reading those stories helps you understand different perspectives and develop empathy. It makes you more creative and imaginative.

Reading also helps you in school. It makes it easier to understand your lessons, do your homework, and learn new things. It's like having a secret weapon that helps you succeed in all your studies.

So, how can we make reading a part of our daily lives? We can start by choosing books that interest us. Ask your teachers or parents for recommendations, or explore the library. We can also make reading a fun activity by reading together with friends and family.

Remember, reading is not just a school subject; it's a journey of discovery, a source of joy, and a path to a brighter future. Let's all embrace the power of reading and make it a part of our daily lives. Thank you."

My heart leaps up when I behold 

   A rainbow in the sky:

So was it when my life began; 

So is it now I am a man; 

So be it when I shall grow old, 

   Or let me die!

The Child is father of the Man;

And I could wish my days to be

Bound each to each by natural piety.

ആകാശത്ത് ഒരു മഴവില്ല് കാണുമ്പോൾ എന്റെ ഹൃദയം തുള്ളിച്ചാടുന്നു :

എന്റെ ജീവിതം തുടങ്ങിയപ്പോഴും അങ്ങനെയായിരുന്നു; 

ഇപ്പോൾ ഞാൻ വലിയ ഒരാളായപ്പോഴും അങ്ങിനെ തന്നെ .; 

ഞാൻ വാർദ്ധക്യമാകുമ്പോഴും അങ്ങനെയാകട്ടെ, 

അല്ലെങ്കിൽ ഞാൻ മരിക്കട്ടെ!

കുട്ടി മനുഷ്യന്റെ പിതാവാണ്;

എന്റെ ദിവസങ്ങൾ അങ്ങനെയായിരിക്കണമെന്ന് ഞാൻ ആഗ്രഹിക്കുന്നു

പ്രകൃതി ഭക്തിയാൽ എൻ്റെ ഇനിയുള്ള നാളുകൾ  ബന്ധിക്കപ്പെടട്ടെ .

Have you read the story -ALICE IN WONDERLAND ? What a wonderful story it is !  dreams.imagination , it is about Alice's growth .physical and emotional transformations.let us read stories and get transformed.read Basheer, read Shakespeare, read T Padmanabhan, read novels.read science . enjoy the new worlds of imagination. get in touch with life. fast , furius , ridiculous and f ascinating fantasies of life.

open a book and find yourself in a different world. That's the magic of reading .Reading also helps you in school. It makes our lessons easy.it helps to do our homework.it helps to learn new things . It's like having a secret weapon  for success. what is success in life ? we can find out by reading .what is the meaning of this life ? we can find out by reading.how much land does a man need in life ? six acres ?,six cents ?, or just six feet .read Tolstoy.find out. read the old man and the sea. yes .  ."The more that you read, the more things you will know. The more that you learn, the more places you'll go.happy reading to all.thank you.

GEMINI IS MY TUTOR

 COMPUTE Kendall's Tau for the data : - x : 5,3,7,6,2 ; y : 7,8,9,6,4

GEMINI -Kendall's Tau is a non-parametric measure of the strength and direction of association that exists between two variables. It's particularly useful when you're interested in whether the ranking of data points for one variable is similar or dissimilar to the ranking for another variable.

Here are the steps involved in computing Kendall's Tau:

Order the Data:

First, you sort the data based on the values of one of the variables (let's say x) in ascending order. If there are ties in x, you maintain the original relative order of the corresponding y values or break ties arbitrarily, but typically scipy handles this robustly.

Your original data:

x: 5, 3, 7, 6, 2

y: 7, 8, 9, 6, 4

Sorted by x:

| x | y |

|---|---|

| 2 | 4 |

| 3 | 8 |

| 5 | 7 |

| 6 | 6 |

| 7 | 9 |

Identify Pairs of Observations:

You then consider all possible pairs of observations. For each pair, you'll compare their relative order for both x and y. Since we've already sorted by x, for any two pairs (x 

i

​

 ,y 

i

​

 ) and (x 

j

​

 ,y 

j

​

 ) where x 

i

​

 <x 

j

​

 , we only need to look at the corresponding y values.

Classify Pairs as Concordant, Discordant, or Tied:

For each pair of observations (x 

i

​

 ,y 

i

​

 ) and (x 

j

​

 ,y 

j

​

 ) (where x 

i

​

 <x 

j

​

  due to sorting):

Concordant (C): If y 

i

​

 <y 

j

​

 . This means the ranks of both variables move in the same direction.

Discordant (D): If y 

i

​

 >y 

j

​

 . This means the ranks of the variables move in opposite directions.

Tied: If y 

i

​

 =y 

j

​

 . These pairs are not counted as either concordant or discordant in the calculation of the basic Kendall's Tau-a. More advanced versions (like Kendall's Tau-b, which scipy.stats.kendalltau computes) adjust the denominator for ties in either X or Y to provide a more robust measure.

Let's go through the sorted pairs (2,4), (3,8), (5,7), (6,6), (7,9):

Compare (2,4) with subsequent pairs:

(2,4) vs (3,8): 4<8 -> Concordant

(2,4) vs (5,7): 4<7 -> Concordant

(2,4) vs (6,6): 4<6 -> Concordant

(2,4) vs (7,9): 4<9 -> Concordant (Total 4 Concordant from this row)

Compare (3,8) with subsequent pairs:

(3,8) vs (5,7): 8>7 -> Discordant

(3,8) vs (6,6): 8>6 -> Discordant

(3,8) vs (7,9): 8<9 -> Concordant (Total 1 Concordant, 2 Discordant from this row)

Compare (5,7) with subsequent pairs:

(5,7) vs (6,6): 7>6 -> Discordant

(5,7) vs (7,9): 7<9 -> Concordant (Total 1 Concordant, 1 Discordant from this row)

Compare (6,6) with subsequent pairs:

(6,6) vs (7,9): 6<9 -> Concordant (Total 1 Concordant from this row)

Count Concordant (C) and Discordant (D) Pairs:

Sum up all the concordant and discordant pairs:

Total Concordant (C) = 4 + 1 + 1 + 1 = 7

Total Discordant (D) = 2 + 1 = 3

Apply the Kendall's Tau Formula:

The basic formula for Kendall's Tau (τ) is:

τ= 

C+D

C−D

​

 

Where:

C is the number of concordant pairs.

D is the number of discordant pairs.

Using the counts from your data:

τ= 

7+3

7−3

​

 = 

10

4

​

 =0.4

This value of 0.4 indicates a moderate positive association between the rankings of your x and y variables. A value of +1 indicates perfect agreement in ranking, -1 indicates perfect disagreement, and 0 indicates no association.

Miller's Magic Number, also known as "The Magical Number Seven, Plus or Minus Two,"

 മില്ലറുടെ മാജിക് നമ്പർ, "ദി മാജിക്കൽ നമ്പർ സെവൻ, പ്ലസ് അല്ലെങ്കിൽ മൈനസ് ടു" എന്നും അറിയപ്പെടുന്നു

മില്ലറുടെ മാജിക് നമ്പർ, "ദി മാജിക്കൽ നമ്പർ സെവൻ, പ്ലസ് അല്ലെങ്കിൽ മൈനസ് ടു" എന്നും അറിയപ്പെടുന്നു, ഇത് മനഃശാസ്ത്രജ്ഞനായ ജോർജ്ജ് എ. മില്ലർ നിർദ്ദേശിച്ചതുപോലെ, ഹ്രസ്വകാല മെമ്മറിയുടെ ശേഷിയെ സൂചിപ്പിക്കുന്നു. ശരാശരി വ്യക്തിക്ക് അവരുടെ ഹ്രസ്വകാല മെമ്മറിയിൽ 7 പ്ലസ് അല്ലെങ്കിൽ മൈനസ് 2 ഇനങ്ങൾ (അല്ലെങ്കിൽ "ചങ്കുകൾ") സൂക്ഷിക്കാൻ കഴിയുമെന്ന് ഇത് സൂചിപ്പിക്കുന്നു. 1956-ൽ പുറത്തിറങ്ങിയ "ദി മാജിക്കൽ നമ്പർ സെവൻ, പ്ലസ് അല്ലെങ്കിൽ മൈനസ് ടു: സം ലിമിറ്റ്സ് ഓൺ ഔർ കപ്പാസിറ്റി ഫോർ പ്രോസസിംഗ് ഇൻഫർമേഷൻ" എന്ന പ്രബന്ധത്തിൽ ഈ ആശയം പ്രശസ്തമായി വിവരിച്ചിട്ടുണ്ട്. 

കൂടുതൽ വിശദമായ വിശദീകരണം ഇതാ:

ഹ്രസ്വകാല മെമ്മറി ശേഷി:

നമ്മുടെ ഹ്രസ്വകാല മെമ്മറി ഒരേസമയം എത്ര വിവരങ്ങൾ ഉൾക്കൊള്ളാൻ കഴിയുമെന്നതിൽ പരിമിതമാണെന്ന് മില്ലറുടെ ഗവേഷണം സൂചിപ്പിച്ചു. 

മാജിക് നമ്പർ:

സാധാരണ ശേഷി ഏകദേശം 7 ഇനങ്ങളാണെന്ന് അദ്ദേഹം നിർദ്ദേശിച്ചു, പക്ഷേ ഇത് 5 മുതൽ 9 ഇനങ്ങളുടെ പരിധിയോടെ ചെറുതായി വ്യത്യാസപ്പെടാം. 

വിവരങ്ങളുടെ "ചങ്കുകൾ":

മില്ലറുടെ കൃതി "ചങ്കിംഗ്" എന്ന ആശയവും അവതരിപ്പിച്ചു. ഇതിനർത്ഥം നമുക്ക് വ്യക്തിഗത വിവരങ്ങളെ വലിയ യൂണിറ്റുകളായി (കഷണങ്ങളായി) തരംതിരിക്കാൻ കഴിയും, ഇത് വ്യക്തിഗത ഇനങ്ങളേക്കാൾ കൂടുതൽ വിവരങ്ങൾ നമ്മുടെ ഹ്രസ്വകാല മെമ്മറിയിൽ സംഭരിക്കാൻ അനുവദിക്കുന്നു. ഉദാഹരണത്തിന്, 7 വ്യക്തിഗത അക്കങ്ങളുടെ ഒരു സ്ട്രിംഗ് ഓർമ്മിക്കുന്നതിനുപകരം, നിങ്ങൾക്ക് അവയെ 2 അല്ലെങ്കിൽ 3 അർത്ഥവത്തായ ഗ്രൂപ്പുകളായി (ഒരു ഫോൺ നമ്പർ പോലെ) വിഭജിക്കാം. 

സ്വാധീനവും സ്വാധീനവും:

Miller ന്റെ സിദ്ധാന്തം മനഃശാസ്ത്ര മേഖലയിൽ കാര്യമായ സ്വാധീനം ചെലുത്തിയിട്ടുണ്ട്, കൂടാതെ  അനുസരിച്ച് വ്യാപകമായി പരാമർശിക്കപ്പെടുന്ന ഉപയോക്തൃ ഇന്റർഫേസ് ഡിസൈൻ പോലുള്ള മേഖലകളിലെ മെമ്മറി, വിവര പ്രോസസ്സിംഗ്, ഡിസൈൻ തത്വങ്ങൾ എന്നിവയെപ്പോലും നമ്മൾ എങ്ങനെ മനസ്സിലാക്കുന്നു എന്നതിനെ ഇത് സ്വാധീനിച്ചിട്ടുണ്ട്.

Miller's Magic Number, also known as "The Magical Number Seven, Plus or Minus Two," refers to the capacity of short-term memory, as proposed by psychologist George A. Miller. It suggests that the average person can hold 7 plus or minus 2 items (or "chunks") in their short-term memory. This concept was famously outlined in his 1956 paper, "The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information". 

Here's a more detailed explanation:

Short-term memory capacity:

Miller's research indicated that our short-term memory is limited in how much information it can hold at once. 

The magic number:

He proposed that the typical capacity is around 7 items, but this can vary slightly, with a range of 5 to 9 items. 

"Chunks" of information:

Miller's work also introduced the idea of "chunking." This means that we can group individual pieces of information into larger units (chunks), which allows us to store more information in our short-term memory than just individual items. For example, instead of remembering a string of 7 individual digits, you might chunk them into 2 or 3 meaningful groups (like a phone number). 

Impact and influence:

Miller's theory has had a significant impact on the field of psychology and is widely cited, according to Study.com. It has influenced how we understand memory, information processing, and even design principles in fields like user interface design. 

child with learning disabilty if dropped out of remediator care

 A child with learning disabilty has dropped out of my care and the running IEP. His parents also have chosen to keep away from me.The child needs early and

This is a challenging and sensitive situation. The child's well-being, especially with a learning disability, is paramount. Since the child has dropped out of your care and the IEP, and the parents are unresponsive, direct intervention by you might be difficult and potentially inappropriate. Here's a breakdown of what you can do, focusing on the legal and ethical aspects in India, particularly in Kerala:

1. Understand Your Legal and Ethical Responsibilities (Mandatory Reporting):

Child Protection: In India, the Juvenile Justice (Care and Protection of Children) Act, 2015, is crucial. If you believe the child is being neglected, abused, or is otherwise in need of care and protection, you have a moral and potentially legal obligation to report it. "Lack of early and continuous intervention" for a child with a learning disability could be interpreted as neglect, especially if it significantly impacts their development and well-being.

Rights of Persons with Disabilities Act, 2016 (RPWD Act): This Act emphasizes the right to education, including inclusive education and reasonable accommodation, for children with disabilities. Denying a child access to necessary interventions could be a violation of their rights under this act.

2. Contact Child Protection Services in Kerala:

This is the most critical and appropriate first step. You need to formally report your concerns to the relevant authorities.

District Child Protection Unit (DCPU): Each district in Kerala has a DCPU. They are responsible for child protection and welfare. You can find their contact details on the website of the Kerala State Commission for Protection of Child Rights or by searching for "DCPU [Your District in Kerala]" online.

Given your location is New Naduvil, Kerala, you would look for the DCPU in your district (e.g., Kannur, Kozhikode, depending on which district New Naduvil falls under).

Here are some general contact numbers for DCPUs in Kerala (you'll need to find the specific one for your district from the search results):

Thiruvananthapuram: 0471-2345121

Kollam: 0474-2791596

Kozhikode: 0495-2378920

Kannur: 0490-2326199

CHILDLINE 1098: This is a national, free, 24-hour emergency helpline for children in distress. You can call 1098 and report the situation. They will connect you to local intervention units.

Juvenile Justice Board (JJB): The JJB in your district also has a role in the care and protection of children. You can find their contact information through the Kerala State Commission for Protection of Child Rights.

When you contact them, clearly explain:

Your previous role in the child's care and the IEP.

The child's specific learning disability and the need for continuous intervention.

The parents' withdrawal from your services and their unresponsiveness.

Your concern that the child is not receiving the necessary support.

3. Document Everything:

Keep detailed records of all your interactions with the child, parents, and any services provided (IEP, progress notes).

Document all attempts to contact the parents (dates, times, methods, and outcomes).

Note down the dates and details of your communication with child protection services.

4. Network with Other Professionals/Organizations:

While your primary focus should be on reporting to official channels, you can also consider:

Rehabilitation Council of India (RCI) registered professionals: If you know any RCI-registered special educators or clinical psychologists in Kerala, you could consult them for advice on the best course of action from a professional standpoint. You can search the RCI website for registered professionals in Kerala.

NGOs/Charitable Organizations: There are organizations in Kerala that work with children with disabilities. While they cannot force parents, they might offer support or guidance to the parents if they become receptive, or they might have connections with local authorities. Some examples from the search results (though you'd need to verify their specific services for learning disabilities and current contact info): 

Prayatna (Kochi) - specifically mentions learning disability treatment.

Don Bosco Sneha Bhavan (Cochin) - works for underprivileged and at-risk children.

Kerala State Council for Child Welfare.

What NOT to do:

Do not confront the parents aggressively: This could further alienate them and make them less likely to cooperate with any future interventions.

Do not attempt to remove the child from their home yourself: This is illegal and dangerous.

Do not give up: The child's need for early and continuous intervention is crucial for their development.

Your role now shifts from direct care provider to an advocate for the child's rights and well-being. By reporting your concerns to the proper authorities, you are ensuring that the child's situation is brought to the attention of those who have the legal mandate and resources to intervene.

Relatives not greeting while visiting

MY relatives won't greet us or talk to us when I visit MY GRANDMOTHER who stays in their house.What to do ?

 It's a really difficult situation when you're visiting family and feel ignored or unwelcomed by some relatives. Here's what you can do:

1. Focus on Your Grandmother: Since your primary reason for visiting is your grandmother, make her your priority. Engage with her warmly, spend quality time, and ensure she feels your love and attention. Your positive interaction with her is the most important part of your visit.

2. Manage Interactions with Other Relatives:

• Acknowledge, but don't force: Offer a polite greeting (e.g., "Hello," "Good to see you") when you arrive or pass by. If they don't respond, don't press it. You've extended the courtesy.
• Don't take it personally: Their behavior often has more to do with their own issues or dynamics than with you. Try to detach emotionally and remember that their actions don't define your worth.
• Keep busy and engage elsewhere: Focus on conversation with your grandmother, other welcoming relatives, or even a book or activity if things get too quiet. Don't sit around waiting for them to engage you.
• Set boundaries if necessary: If their unfriendliness escalates to rudeness or hurtful comments, you can calmly say something like, "I'm here to visit Grandma, and I'd prefer a peaceful environment," or simply remove yourself from the immediate vicinity.
• Shorten visits if needed: If the atmosphere becomes consistently uncomfortable, it's okay to make your visits shorter or less frequent to protect your own well-being.

Ultimately, you can't control their behavior, but you can control your response and protect your peace of mind. Prioritize your bond with your grandmother and minimize the impact of the unwelcoming relatives.