Chapter 7: Thinking, Language, and Intelligence PDF

GOOD MORNING EVERYONE!!! Christel Haney Lovely Godwin 4 pics 1 Word Guess the word from the picture  Guess the word that links the four 1. pictures together. Game 2. You are given 10 seconds to answer Mechanics Kindly raise your han...

GOOD MORNING EVERYONE!!! Christel Haney Lovely Godwin 4 pics 1 Word Guess the word from the picture  Guess the word that links the four 1. pictures together. Game 2. You are given 10 seconds to answer Mechanics Kindly raise your hand if you know the 3. answer 4. Have fun! What's the word that links these four together? I T N G N I C L K H THINKING What's the word that links these four together? A G N G U I A L K E LANGUAGE What's the word that links these four together? T G N U E I C L L E A I A E N INTELLIGENCE Chapter 7: Thinking, Language and Intelligence TOPIC OUTLINE THINKING LANGUAGE LANGUAGE DEVELOPMENT THEORIES OF INTELLIGENCE THE MEASUREMENT OF INTELLIGENCE NATURE AND NURTURE OF INTELLIGENCE What is thinking?  THINKING: It’s a cognitive process that involves manipulating information through problem- solving, reasoning, and decision- making.  1.THINKING AND COGNITIVE PROCESS: Decision-Making: Reasoning: Problem solving Drawing Identifying Evaluating options conclusions from solutions by and choosing premises, including actions based on analyzing deductive (general cognitive to specific) and different assessments inductive aspects (Kahneman & reasoning (specific (Neisser, 1967). Tversky, 1979). to general) (Wason, 1968).  2. Thinking and Language: Linguistic Relativity: Language influences thought, affecting perception and categorization (Whorf, 1956). Example: In Guugu Yimithir (An Aboroginal langauage in Australia), people dont use words like "left" or "right." Instead, they use directions like "north," "south," "east," and "west."  2. Thinking and Language: Language as a Tool for Thought: Facilitates complex thought an communication (Vygotsky, 1978). Example: 1. Problem Solving: When you’re trying to solve a problem, you might talk yourself through the steps out loud or in your head. This verbalizing helps clarify the steps and organize your thoughts. 2. Planning: If you’re planning a project, you might write down a list of tasks or discuss your plan with someone. This use of language helps you structure your plan and think through each part systematically.  3. Thinking and Intelligence Cognitive Abilities: Intelligence relates to memory, processing speed, and problem-solving, with theories like Gardner's multiple intelligences expanding beyond traditional IQ (Spearman, 1904; Gardner, 1983) Fluid and Crystallized Intelligence: Fluid intelligence is problem-solving with novel situations, while crystallized intelligence involves using acquired knowledge (Cattell, 1963) LANGUAGE  WHAT IS LANGUAGE? A formed of human communication either a symbol that can be spoken, written, or signaled consisting of the use words in a structured or conventional ways.  PROPERTIES OF LANGUAGE: Semanticity Displacement Infinite Meaning Creativity Quality in which Communicate information in another time or place words are used as Capacity to create Transmit symbols for rather than imitate knowledge Objects, events, or ideas LANGUAGE COGNITION: LANGUAGE COGNITION: The relationship between language and thinking are complex and not always obvious. Jean Piaget (Inhelder & Piaget, 1958) believed that language reflects knowledge can be acquired without language  LANGUAGE AND CULTURE LANGUAGE AND CULTURE: Different languages have different words for the same concepts, and concepts do not necessarily overlap. As noted earlier, concepts expressed in our own language of another culture - and vice-versa.  LANGUAGE DEVELOPMENT Language development is a critical aspect of a child's overall development, and it is essential for social interactions, behavior, and academic skills. The first three to five years of life are the most intensive period for acquiring speech and language skills, during which the brain is programmed to attend to speech sounds and begin to mimic them.  STAGES OF LANGUAGE DEVELOPMENT  Infancy (Birth to 18 months) During this stage, infants begin to make cooing sounds, babble, and eventually say their first words. They also start to understand simple instructions and respond to their name. Toddlerhood (18 months to 3 years) At this stage, children's vocabulary expands rapidly, and they begin to combine two words together to form simple sentences. They also start to use pronouns and understand simple questions.  Preschool age (3 to 5 years) During this stage, children's language skills become more complex, and they start to use sentences with multiple words, understand more complex instructions, and engage in simple conversations. School age (6 to 8 years) At this stage, children's language skills continue to develop, and they start to use more complex grammar, vocabulary, and sentence structures.  FACTORS INFLUENCING LANGUAGE DEVELOPMENT Parent-child interaction: Parents play a significant role in stimulating language development in children. Responding to a child's coos and babbles, reading to them, and engaging in conversations can help promote language development. Environment: A child's environment can also impact language development. Exposure to multiple languages, a rich linguistic environment, and opportunities for social interaction can all contribute to language development. Cognitive development: Language development is closely tied to cognitive development. As children's cognitive skills develop, so do their language skills. TIPS  HERE ARE SOME TIPS FOR PARENTS TO PROMOTE LANGUAGE DEVELOPMENT IN THEIR CHILDREN: Talk to your child Engage in conversations with your child, even if they are not yet talking. Describe what you are doing, point out objects and s animals, and ask questions. Read to your child Reading to your child exposes them to new vocabulary, sentence structures, and encourages a love of reading.  Respond to your child's attempts to communicate Respond to your child's coos, babbles, and attempts to communicate. This encourages them to continue trying to communicate and helps build their confidence. Limit screen time Limiting screen time can help promote language development by encouraging more opportunities for social interaction and conversation.  THEORIES OF INTELLIGENCE  Theories of Intelligence 1. Spearman's Two- Factor Theory: This theory suggests that intelligence consists of two (s-factor) parts: a general The branches are like your intelligence factor (g) that specific abilities like math, reading, music, etc. affects overall cognitive ability and specific factors (g_factor) (s) that influence abilities The trunk of the tree is your general intelligence. in particular tasks or areas.  Theories of Intelligence 2. Thurstone's Primary Example: Mental Abilities Theory: jigsaw puzzle Thurstone proposed that intelligence is made up of several distinct abilities, rather than a single general intelligence. These abilities include things like verbal comprehension, numerical ability, spatial relations, and memory.  Theories of Intelligence 3. Gardner's Multiple Intelligences Theory: Musical Intelligence Linguistic Intelligence Gardner argued that there are multiple types of intelligence, each representing different ways of processing information. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences.  Theories of Intelligence 4. Sternberg's Triarchic Theory: Sternberg suggested that intelligence has three main aspects: analytical (problem-solving skills), creative (ability to deal with new situations), and practical (everyday problem-solving and adaptation). Example: Student is doing a science project: Analytical intelligence: Creative intelligence: When The student examines the the experiment doesn’t work, experiment results and figures out the student thinks of a new what they mean. idea to fix it.  Theories of Intelligence 5. Goleman's Emotional Five key components: IntellIgence Theory 1. Self-Awareness: Knowing your own emotions. : Goleman proposed that 2. Self-Regulation: Controlling emotional intelligence, which your emotions. includes understanding and 3. Motivation: Using emotions to managing one's own emotions stay positive and achieve goals. and recognizing and influencing 4. Empathy: Understanding the emotions of others, is others' feelings. 5. Social Skills: Building and crucial for success and managing relationships. effective functioning in life.  1. Intelligence Quotient, is a score derived from standardized tests that assess various cognitive abilities. The average IQ score is set at 100, and scores above or below this indicate higher or lower levels of intelligence relative to the population. SUMMARY OF IQ SCORES Below 70: 2-3% 70-79: 7-8% 80-89: 13.6% 90-99: 34% 100-109: 34% 110-119: 13.6% 120-129: 7-8% 130 and Above: 2-3  Binet-Simon Scale (Alfred Binet and Theodore Simon, 1905) Stanford-Binet Intelligence Scale (SBIS) by Louis Terman (1916) used in Stanford University Binet assumed that intelligence increases with age.  A french psycholgist and he is known for what’s he invented as the first practical IQ test which is the (bene simon test) and later on the stanford binet intelligence scale.  Fluid Reasoning: The ability to solve novel problems. Knowledge: General information acquired through learning and experience. Quantitative Reasoning: Numerical and mathematical ability. Visual-Spatial Processing: Understanding spatial relationships and visual patterns. Working Memory: The capacity to hold and manipulate information temporarily. THE STANFORD INTELLIGENCE SCALE MENTAL AGE (MA) INTELLIGIENCE QUOTIENT (IQ) Shows the intellectual Relationship of a level at which child us child’s mental age and functioning his/her chronological age (CA)  E WECHSLER SCAL TH E DAVID WECHSLER VERBAL AND PERFORMANCE IQS CHILDREN AND ADULTS HIGHLIGHT RELATIVE STRENGTHS AND WEAKNESSES, AS EACH SUBTEST WELL AS MEASURE MEASURES A DIFFERENT OVERALL INTELLECTUAL INTELLECTUAL TASK FUNCTIONIN NATURE AND NURTURE OF INTELLIGENCE The "nature" aspect of intelligence posits that cognitive abilities are primarily determined by genetic and biological factors. This view suggests that intelligence is largely inherited and is influenced by the structure and function of the brain. Francis Galton (1869) "Hereditary Genius" was his key work. Galton was one of the earliest proponents of the idea that intelligence is largely hereditary. He conducted studies on eminent men and concluded that intellectual abilities were passed down through generations, laying the groundwork for later research on the genetic basis of intelligence. The "nurture" perspective, on the other hand, emphasizes the role of environmental factors, such as education, socialization, and cultural context, in shaping intelligence. According to this view, while genetic potential may set certain limits, the environment plays a crucial role in realizing that potential. LEV VYGOTSKY (1934/1978) "MIND IN SOCIETY: THE DEVELOPMENT OF HIGHER PSYCHOLOGICAL PROCESSES" WAS HIS KEY WORK. VYGOTSKY EMPHASIZED THE SOCIAL AND CULTURAL INFLUENCES ON COGNITIVE DEVELOPMENT. HE INTRODUCED THE CONCEPT OF THE ZONE OF PROXIMAL DEVELOPMENT (ZPD), WHICH SUGGESTS THAT INTELLIGENCE IS NOT JUST AN INNATE QUALITY BUT IS SHAPED THROUGH INTERACTIONS WITH MORE KNOWLEDGEABLE OTHERS IN A SUPPORTIVE ENVIRONMENT. INTERACTION OF NATURE AND NURTURE:  Modern psychology largely agrees that intelligence is the result of the interaction between nature and nurture. This interactionist approach recognizes that while genetic factors provide a framework for cognitive abilities, environmental influences play a crucial role in how these abilities develop and are expressed.  Robert Plomin (1997) on his key work titled "Genetics and Experience: The Interplay Between Nature and Nurture" showed that both genetic and environmental factors contribute to intelligence, and that they often interact in complex ways. For instance, genetic predispositions can influence the types of environments individuals seek out, which in turn can enhance or suppress their cognitive development. His work represents the contemporary understanding that both nature and nurture are essential to understanding intelligence.  TIME FOR QUESTIONS!  THANK YOU FOR LISTENING