chapter 10 -intelligence

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Non-human animals and language

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  • Some animals show language-like communication: dogs (barks with tone), bees (waggle dance), ants (chemical trails), dolphins & whales (vocalizations), birds (songs + dialects).

  • Their communication is less complex than human language.

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Unique features of human language

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  • Writing systems: built on language, not universal historically.

  • Multiple dialects/languages often block communication (also in birds).

  • Ability for abstract talk and use of tone to change meaning.

  • Use of gestures extensively.

  • Generativity: create new sentences.

  • Arbitrary symbols: words have no direct link to meaning (e.g., “cat”).

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17 Terms

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Non-human animals and language

  • Some animals show language-like communication: dogs (barks with tone), bees (waggle dance), ants (chemical trails), dolphins & whales (vocalizations), birds (songs + dialects).

  • Their communication is less complex than human language.

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Unique features of human language

  • Writing systems: built on language, not universal historically.

  • Multiple dialects/languages often block communication (also in birds).

  • Ability for abstract talk and use of tone to change meaning.

  • Use of gestures extensively.

  • Generativity: create new sentences.

  • Arbitrary symbols: words have no direct link to meaning (e.g., “cat”).

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Parts of language

  • Phonemes: smallest speech sounds (e.g., “c” in cat).

  • Morphemes: smallest meaningful units (e.g., “ing”, “s”).

  • Syntax: grammar rules for word order.

  • Semantics: word meanings.

  • Pragmatics: context and tone effects.

  • Metalinguistics: language about language

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Bilingualism

  • Types: Simultaneous, Sequential, Heritage, Adult second-language.

  • Code switching: switching languages by context.

  • Bilinguals may start with smaller vocab but usually catch up.

  • Often better at rule-switching tasks

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Definitions and models of intelligence

  • General intelligence (g): overall ability.

  • Crystallized: facts & knowledge.

  • Fluid: problem-solving & adaptability.

  • Intelligence includes memory and learning ability

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Measuring intelligence and Binet’s contributions

  • IQ tests measure correlated abilities, not intelligence directly.

  • Binet-Simon IQ test (1904): first IQ test (puzzles, naming, counting).

  • Scores: mean 100, SD 15, vary by age & culture

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Importance and predictors of intelligence

intelligence predicts academic, economic, occupational success.

  • Effects are self-reinforcing via opportunities.

  • Education has a stronger effect on income than IQ alone.

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Sources influencing intelligence

  • Genetics: identical twins ~90% IQ correlation.

  • Environment: involved parents and stimulation help; low SES hurts.

  • Education: boosts IQ scores (practice effect).

  • IQ tests miss emotional intelligence and creativit

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Gardner’s Multiple Intelligences theory

  • Eight intelligences: Linguistic, Logical-math, Spatial, Body-kinesthetic, Musical, Interpersonal, Naturalistic, Intrapersonal.

  • Emotional intelligence = interpersonal + intrapersonal.

  • Intelligences are independent and develop at different speeds

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Early measures of intelligence and IQ tests

Sir Francis Galton:

-intelligence normally distributed (mean, median, mode).

Binet & Simon (1904):

-1st standardized IQ test for schooling; measured direction, adaptation, criticism; concept of mental age.

Stanford-Binet test:

-American adaptation; IQ = (mental age / chronological age) × 100 (problem: mental age stagnation).

Wechsler tests:

-use deviation IQ (mean=100, SD=15), most popular today, includes performance IQ.

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Measuring intelligence and Binet’s contributions

  • Deviation IQ: fixes mental age problem, used by Wechsler.

  • Modern IQ tests assess multiple cognitive areas (e.g., printed language, spatial skills).

  • Carroll’s Three-Stratum Model:

    • Stratum III = General intelligence (g)

    • Stratum II = Broad intelligence (e.g., fluid)

    • Stratum I = Narrow abilities(e.g., verbal reasoning)

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Gardner’s Multiple Intelligences theory

  • Musical – music smart

  • Bodily-Kinesthetic – body smart

  • Interpersonal – people smart

  • Verbal-Linguistic – word smart

  • Logical-Mathematical – logic smart

  • Naturalistic – nature smart

  • Intrapersonal – self smart

  • Visual-Spatial – picture smart

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Alfred Binet & Theodore Simon

Created first standardized intelligence test in 1904 for the French government.
Tested behavioral tasks like:

  • Puzzles

  • Object naming

  • Counting

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Binet’s 3 Test Abilities

  1. Direction – knowing what to do

  2. Adaptation – adjusting to problem-solving

  3. Criticism – evaluating correctness

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spearman’s Two-Factor Theory

  • g = general intelligence across domains

  • s = specific skills (e.g., math, verbal)

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Emotional Intelligence (EI)

  • Ability to perceive, understand, manage, and use emotions

  • Not captured by traditional IQ tests

  • High EI = more efficient emotion-related brain processing

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memeory

Episodic memory is the ability to remember past events. -

Semantic memory is the ability to remember general information