MENTAL DEVELOPMENT OF CHILDREN
A. Definitions and TerminologyThere are three terms which are of particular significance in this chapter. The first of these is mind, or mental, the second is intellect, and the third is intelligence. These words are so closely related that one's first reaction may be that they are synonymous. In view of the fact that technically they bear different meanings, however, it may be well for us to give brief consideration to each, with its particular connotations or implications.The word mind, or the adjectival derivative mental, is the broadest in meaning of the three terms. It probably is possible for us to classify as "mental" any form of human behavior which involves awareness, or in which the dominant physiological activity is in the higher cortical centers. Thus, we might consider imagery, or thinking, or reasoning, or intelligence, or memory, or perception as mental phenomena, or as phases of mental experience, though each one of these differs from each other one in some significant way. Mind, then, has become a generic term, rather than a specifically descriptive one, and as such is broader and more inclusive than either of the terms intellect or intelligence. In fact, both intellectual responses and intelligent responses may be said to be but types of mental responses.At this point, it should be remembered that one does not have to accept a dualistic philosophy in order to use a term such as mind, or mental. In the last analysis all forms of human response are physiological; they are but 165