Introduction:
Research in the field of developmental psychology has concentrated on the elucidative relationship between oral exploratory behaviors in babies and the subsequent development of superior cognitive capacities, notably Intelligence Quotient (IQ). This study seeks to amalgamate empirical evidence supporting the hypothesis that the frequency and intensity with which babies engage in mouthing activities—that is, manipulating objects with their mouths—may be early indicators of advanced cognitive skills.
Development:
Valerie A. Whyte and colleagues (1994) reveal an intrinsic relationship between object manipulation and the differentiation in grip configuration performed by infants, suggesting an early perception of the physical properties of objects that may facilitate more complex cognitive processes in the future (WHYTE, V. A.; MCDONALD, P. V.; BAILLARGEON, R.; NEWELL, K. M., 1994).
Complementarily, research conducted by Lorraine McCune and H. Ruff (1985) articulates that the transition from simple manual strategies to more elaborate exploratory behaviors, such as rotating and transferring objects from one hand to another, correlates with high scores on mental development scales, such as the Bayley Scales of Infant Development (MCCUNE, L.; RUFF, H., 1985).
Furthermore, an extensive observational study by Juberg et al. (2001) quantified mouthing behavior in children under three years old, finding significant variability that may indicate individual differences in cognitive initiation and maturation (JUBERG, D.; ALFANO, K.; COUGHLIN, R.; THOMPSON, K. M., 2001).
Conclusion:
Therefore, the correlation between the frequency and intensity of mouthing behavior in babies and the development of high IQ is supported by a robust empirical base. Mouthing behaviors may not only reflect a transitional phase of sensory and motor development but also indicate a superior cognitive potential. Thus, exposure to environments rich in stimuli that promote oral exploration may be fundamental for cognitive development. Future investigations should continue to explore this relationship, potentially influencing parental and pedagogical practices in early development.
References:
WHYTE, V. A.; MCDONALD, P. V.; BAILLARGEON, R.; NEWELL, K. M. Mouthing and Grasping of Objects by Young Infants. Ecological Psychology, v. 6, p. 205-218, 1994.
MCCUNE, L.; RUFF, H. Infant Special Education: Interactions with Objects. Topics in Early Childhood Special Education, v. 5, p. 59-67, 1985.
JUBERG, D.; ALFANO, K.; COUGHLIN, R.; THOMPSON, K. M. An observational study of object mouthing behavior by young children. Pediatrics, v. 107, p. 135-142, 2001.
