Chapter 9

CHAPTER 9: INTELLIGENCE AND LANGUAGE PSY 102

THINKING ABOUT INTELLIGENCE

• Intelligence: Subjective interpretations, personal definitions vary.

UNDERSTANDING HUMAN INTELLIGENCE

• Influence of Intelligence on Success:

  • Crucial for educational, occupational, and social achievements.

  • Correlates with performance across fields and positive life outcomes.

• IQ and Job Performance:

  • Higher IQs linked to better job performance, especially in complex roles.

• Language and Intelligence:

  • Language as a key differentiator in human communication; enhances expression of intelligence.

GENERAL (G) VERSUS SPECIFIC (S) INTELLIGENCES

• Charles Spearman's Hypothesis:

  • Proposed general intelligence (g) as an underlying factor across abilities.

  • g linked to abstract thinking, knowledge acquisition, adaptability, and experiential learning.

• Development of Intelligence Tests:

  • Lewis Terman's adaptation of Binet's test, the Stanford-Binet Intelligence Test, assesses general intelligence via various cognitive tasks.

• Specific Intelligence (s):

  • Measures abilities in particular domains; recognition of varied intelligences.

OTHER FORMS OF INTELLIGENCE

• Fluid vs. Crystallized Intelligence:

  • Fluid Intelligence: New problem-solving abilities, dynamic learning capacity.

  • Crystallized Intelligence: Accumulated knowledge, generally increases with age.

  • Older adults often perform better in tasks requiring crystallized intelligence.

• Thurstone's Model:

  • Seven primary mental abilities: word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory.

• Sternberg's Triarchic Theory:

  • Analytical Intelligence: Problem-solving skills assessed via traditional tests.

  • Creative Intelligence: Innovation and adaptability in problem-solving.

  • Practical Intelligence: Application of knowledge in everyday contexts.

CREATIVITY AND INTELLIGENCE

• Creativity differs from analytical intelligence; not always correlated.

  • Brain regions activating during convergent (specific answers) vs. divergent thinking (multiple solutions).

• General Intelligence Relationship:

  • Creativity involves basic abilities linked to g: experience learning, memory, and reasoning.

HOWARD GARDNER'S THEORY OF MULTIPLE INTELLIGENCES

• Proposed multiple intelligences to highlight various human talents through an evolutionary lens.

• Types of Intelligences:

  • Linguistic: Ability to articulate effectively.

  • Logical-Mathematical: Problem-solving using logic.

  • Spatial: Three-dimensional reasoning.

  • Musical, Kinesthetic, Interpersonal, Intrapersonal, Naturalistic.

MEASUREMENT OF INTELLIGENCE

• Goal of Intelligence Tests:

  • Measure general intelligence factor (g).

  • Tests must exhibit reliability and construct validity.

• Standardization Process:

  • Administered to a diverse population; computes age-specific averages.

THE FLYNN EFFECT

• Significant rise in intelligence test scores over the decades, averaging 3 IQ points every decade.

  • Influenced by nutrition, information access, and test familiarity.

CALCULATING IQ SCORE

• IQ is calculated as (Mental Age ÷ Chronological Age) × 100.

• Understands relative intelligence compared to peers.

COMMON TYPES OF INTELLIGENCE TESTS

• Wechsler scales: WAIS, WPPSI, WISC for different age groups.

• Aptitude Tests: SAT, ACT, GRE, GMAT assessing task-specific capabilities.

THE BIOLOGY OF INTELLIGENCE

• Factors Influencing Intelligence:

  • Brain size, sensory abilities, neural transmission speed, working memory capacity.

• Correlations found between brain structure (volume, neuron density) and intelligence.

INTELLIGENCE: A CASE FOR NURTURE

• Twin studies highlight genetic and environmental influences.

• Early environmental exposures, especially in lower-income households, influence IQ.

INTELLIGENCE AND EDUCATION

• Correlation: More schooling equals higher IQ.

• Early school start leads to higher IQ outcomes.

• Summer breaks linked to declines in IQ scores.

EMOTIONAL INTELLIGENCE

• The capacity to understand and manage emotions; vital for social interaction and personal development.

LANGUAGE

• Language as complex behavior for communication, involving comprehension and articulation.

• Components of Language: Phonemes, morphemes, syntax, contextual understanding.

IMPORTANCE OF LANGUAGE ACQUISITION IN CHILDREN

• Children acquire languages naturally; delays can lead to permanent language deficits (e.g. case studies of "Wild Child").

• Early exposure critical for effective communication development, especially in deaf children.

AREAS OF THE BRAIN IMPORTANT IN LANGUAGE

• Language primarily controlled by the left cerebral cortex, specifically in Broca's and Wernicke's areas.

CRITICAL PERIOD HYPOTHESIS

• Language learning is most effective between infancy and puberty; later acquisition less efficient, supported by various studies.

THE ROLE OF NATURE AND NURTURE IN LANGUAGE LEARNING

• Both innate capacities and environmental influences are significant in language development.

LEARNING PRINCIPLES IN LANGUAGE DEVELOPMENT

• Language development influenced by principles of association, reinforcement, and observational learning.

EVIDENCE AGAINST PURELY EXPERIENCE-BASED LANGUAGE LEARNING

• Deaf children can create and learn languages independently of exposure, indicating innate language learning capabilities.

CHOMSKY'S THEORY OF UNIVERSAL GRAMMAR

• Universal grammar proposes that underlying language structures are hardcoded in the human brain.

BILINGUALISM AND COGNITIVE DEVELOPMENT

• Familiarity with multiple languages can enhance cognitive skills, despite earlier beliefs about slower processing speeds in bilingual children.

ANIMALS AND LANGUAGE

• Nonhuman animal communication systems showcase various behavioral adaptations; Kanzi, a bonobo, demonstrates learned language-like abilities.

LINGUISTIC RELATIVITY

• The relationship between language and thought; varying perspectives on the influence of language on cognition.

FINAL EXAM ANNOUNCEMENTS

• Date: FRI 12/20/2024, 2:00PM - 3:50PM in AC-4M05

• SONA requirement participation by 12/14, impacting overall grade.

CHAPTER 9: INTELLIGENCE AND LANGUAGE PSY 102

THINKING ABOUT INTELLIGENCE

Intelligence

• Subjective interpretations; personal definitions vary across cultures and contexts.

UNDERSTANDING HUMAN INTELLIGENCE

Influence of Intelligence on Success

• Intelligence is crucial for educational achievements, occupational success, and positive social interactions.

• It correlates with performance across numerous fields, influencing positive life outcomes such as higher income levels and better health.

IQ and Job Performance

• Higher IQs are linked to better job performance, especially in roles that require complex problem-solving and critical thinking skills.

Language and Intelligence

• Language serves as a key differentiator in human communication, significantly enhancing the expression of intelligence and complex ideas.

GENERAL (G) VERSUS SPECIFIC (S) INTELLIGENCES

Charles Spearman's Hypothesis

• Proposed that general intelligence (g) is a common factor underlying various cognitive abilities.

• General intelligence is linked to abstract thinking, knowledge acquisition, adaptability to new situations, and experiential learning over time.

Development of Intelligence Tests

• Lewis Terman's adaptation of Binet's original test, now known as the Stanford-Binet Intelligence Test, assesses general intelligence through various cognitive tasks including problem-solving, memory, and reasoning challenges.

• Specific Intelligence (s) refers to the measurement of abilities in particular domains, acknowledging the existence of varied intelligences beyond general cognitive abilities.

OTHER FORMS OF INTELLIGENCE

Fluid vs. Crystallized Intelligence

• Fluid Intelligence: Refers to new problem-solving abilities and dynamic learning capacity, typically peaks in early adulthood.

• Crystallized Intelligence: Represents accumulated knowledge like vocabulary and facts, generally increases with age, leading older adults to perform better in tasks that require this type of knowledge.

Thurstone's Model

• Identifies seven primary mental abilities: word fluency, verbal comprehension, spatial reasoning, perceptual speed, numerical ability, inductive reasoning, and memory.

Sternberg's Triarchic Theory

• Analytical Intelligence: Represents problem-solving skills often assessed via traditional tests, emphasizing critical thinking.

• Creative Intelligence: Involves the ability to come up with innovative solutions and adapt to new problems creatively.

• Practical Intelligence: Involves the application of knowledge in everyday contexts, often termed as 'street smarts.'

CREATIVITY AND INTELLIGENCE

• Creativity is distinct from analytical intelligence; the two do not always correlate, indicating that innovative thinking does not solely depend on traditional forms of intelligence.

• Different brain regions activate during convergent thinking (seeking specific answers) versus divergent thinking (generating multiple solutions).

General Intelligence Relationship

• Creativity engages basic abilities linked to general intelligence (g), such as experiential learning, memory recall, and logical reasoning.

HOWARD GARDNER'S THEORY OF MULTIPLE INTELLIGENCES

• Gardner proposed multiple intelligences to highlight diverse human talents from an evolutionary perspective, recognizing that traditional measures of intelligence may not capture all human capabilities.

• Types of Intelligences include:

  • Linguistic: Ability to articulate effectively, enhance persuasion, and storytelling.

  • Logical-Mathematical: Ability to solve problems using logic or mathematical reasoning.

  • Spatial: Skill in three-dimensional reasoning, important for architects and artists.

  • Other intelligences: Musical, Kinesthetic, Interpersonal (social understanding), Intrapersonal (self-awareness), and Naturalistic (understanding nature).

MEASUREMENT OF INTELLIGENCE

Goal of Intelligence Tests

• The primary goal of intelligence tests is to measure the general intelligence factor (g) reliably and accurately.

Tests must exhibit:

• Reliability: Consistency of results over time.

• Construct Validity: Tests must measure what they claim to measure, ensuring the accuracy of intelligence assessment.

Standardization Process

• Requires administration to a diverse population and computing age-specific averages to determine a percentile rank.

THE FLYNN EFFECT

• Describes a significant rise in intelligence test scores over decades, typically averaging an increase of 3 IQ points every decade.

• Factors influencing the Flynn Effect may include improved nutrition, broader access to information, and increased familiarity with testing formats.

CALCULATING IQ SCORE

• Intelligence Quotient (IQ) is calculated using the formula: (Mental Age ÷ Chronological Age) × 100, allowing comparisons of intelligence relative to age peers.

COMMON TYPES OF INTELLIGENCE TESTS

• Wechsler Scales: Include WAIS (adult), WPPSI (preschool), WISC (children), used across different age groups.

• Aptitude Tests: Such as SAT, ACT, GRE, GMAT, assess specific capabilities and predict future academic and professional performance.

THE BIOLOGY OF INTELLIGENCE

Factors Influencing Intelligence

• Brain size, sensory abilities, neural transmission speed, and working memory capacity significantly contribute to individual intelligence levels.

• Studies find correlations between brain structure (including volume and neuron density) and intelligence scores, highlighting physiological aspects of cognitive abilities.

INTELLIGENCE: A CASE FOR NURTURE

• Twin studies spotlight the importance of both genetic factors and environmental influences on intelligence.

• Early environmental exposures, particularly in lower-income households, are shown to have lasting impacts on IQ results.

INTELLIGENCE AND EDUCATION

• A strong correlation exists where more schooling generally leads to higher IQ levels.

• Early school start ages contribute positively to higher IQ outcomes, while lengthy summer breaks may be linked to declines in IQ scores.

EMOTIONAL INTELLIGENCE

• Emotional Intelligence (EQ) refers to the capacity to understand, manage emotions, and utilize emotional information effectively; vital for social interaction and personal development.

LANGUAGE

• Language poses as a complex behavioral skill essential for communication, encompassing both comprehension and articulation.

• Language consists of various components including:

  • Phonemes: The smallest units of sound in speech.

  • Morphemes: The smallest units of meaning.

  • Syntax: The arrangement of words to create meaningful sentences.

  • Contextual understanding: Importance of situational context in interpreting language.

IMPORTANCE OF LANGUAGE ACQUISITION IN CHILDREN

• Children inherently acquire languages; significant delays in this process can lead to permanent language deficits (illustrated by case studies of "Wild Child").

• Early exposure to language is critical, especially for effective communication development in deaf children to ensure social interactions and cognitive development.

AREAS OF THE BRAIN IMPORTANT IN LANGUAGE

• Language functions predominantly controlled by the left cerebral cortex, with significant regions including:

  • Broca's Area: Involved in language production and articulation.

  • Wernicke's Area: Critical for language comprehension and processing.

CRITICAL PERIOD HYPOTHESIS

• Proposes that the most effective language learning occurs between infancy and puberty; later acquisition tends to be less efficient as supported by various longitudinal studies.

THE ROLE OF NATURE AND NURTURE IN LANGUAGE LEARNING

• Both innate capacities and environmental influences play significant roles in the process of language development, indicating a blend of biological and experiential factors.

LEARNING PRINCIPLES IN LANGUAGE DEVELOPMENT

• Language development is influenced by principles such as association between words and meanings, reinforcement of language skills through rewards, and observational learning from interactions with others.

EVIDENCE AGAINST PURELY EXPERIENCE-BASED LANGUAGE LEARNING

• Observations of deaf children who independently create and learn languages, exemplifying innate language learning capabilities despite lack of external exposure.

CHOMSKY'S THEORY OF UNIVERSAL GRAMMAR

• Noam Chomsky's theory posits that the human brain is prewired with an inherent ability to understand the universal structures of language, allowing for rapid acquisition.

BILINGUALISM AND COGNITIVE DEVELOPMENT

• Familiarity with multiple languages can enhance cognitive abilities, often refuting earlier beliefs about bilingual children processing information more slowly than monolinguals.

ANIMALS AND LANGUAGE

• Nonhuman animal communication systems illustrate various behavioral adaptations, particularly with studies showing Kanzi, a bonobo, demonstrating learned language-like skills, indicating a unique form of cognitive ability.

LINGUISTIC RELATIVITY

• Explores the relationship between language and thought; presents differing perspectives on how language shapes cognition and influences perceptions of reality.

FINAL EXAM ANNOUNCEMENTS

• Date: FRI 12/20/2024, 2:00PM - 3:50PM in AC-4M05