Thinking, Language, and Intelligence PDF

THINKING, LANGUAGE, AND INTELLIGENCE TEACHER: LM HILATA – DELOS REYES WHAT IS THINKING? Psychologists define thinking as brain activity in which people mentally manipulate information, including words, visual images, sounds, or other data. Thinking transforms infor...

THINKING, LANGUAGE, AND INTELLIGENCE TEACHER: LM HILATA – DELOS REYES WHAT IS THINKING? Psychologists define thinking as brain activity in which people mentally manipulate information, including words, visual images, sounds, or other data. Thinking transforms information into new and different forms, allowing us to answer questions, make decisions, solve problems, and make plans. TWO BUILDING BLOCKS OF THOUGHT: 1. Mental images 2. Concepts  Mental Images: Examining the Mind’s Eye Mental images are representations in the mind of an object or event. They are not just visual representations; our ability to “hear” a tune in our heads also relies on a mental image. In fact, every sensory modality may produce corresponding mental images (De Beni, Pazzaglia, & Gardini, 2007; Gardini et al., 2009; Koçak et al., 2011). Research has found that our mental images have many of the properties of the actual stimuli they represent. Some experts also see the production of mental images as a way to improve various skills.  Concepts: Categorizing the World Concepts are mental groupings of similar objects, events, or people. Concepts enable us to organize complex phenomena into cognitive categories that are easier to understand and remember (Connolly, 2007; Kreppner et al., 2011; Mack, Love & Preston, 2017). Concepts also help us classify newly encountered objects on the basis of our past experience. Furthermore, these influence behavior.  Prototypes are typical, highly representative examples of a concept that correspond to our mental image or best example of the concept.  Grammar: Language’s Language Language is the communication of information through symbols arranged according to systematic rules. All languages have a grammar—a system of rules that determines how thoughts can be expressed—that encompasses the three major components of language: phonology, syntax, and semantics. Phonology is the study of phonemes, the smallest basic units of speech that affect meaning, and of the way we use those sounds to form words and produce meaning. Syntax refers to the rules that indicate how words and phrases can be combined to form sentences. Semantics refers to the meaning of words and sentences.  Language Development: Developing a Way with Words Language production, which follows language comprehension, develops out of babbling, which then leads to the production of actual words. After 1 year of age, children use two-word combinations, increase their vocabulary, and use telegraphic speech, which drops words not critical to the message. By age 5, acquisition of language rules is relatively complete.  Babble - Meaningless  Telegraphic speech - speechlike sounds made by consists of sentences in children from around the which only essential age of 3 months through 1 words are used, usually year. nouns and verbs only.  Intelligence - Is the ability to acquire knowledge, to think and reason affectively, and to deal adoptively with the environment. FACTORS AFFECTING INTELLIGENCE ADOPTED PARENT ENVIRONMENT CHILD ENVIRONMENT BIOLOGICAL PARENT CHILD GENES *comparison of an adopted child and adopted child reared in the family.  THEORIES OF INTELLIGENCE a. Spearman’s Theory of General Intelligence. This theory believes that all intellectual activities share a single common factor, called the “g” or the general intelligence factor. The theory also postulates numerous specific or s factors, each being strictly specific to a single activity.  b. THURSTONE’S THEORY OF PRIMARY MENTAL ABILITIES-INTELLIGENCE IS COMPOSED OF PRIMARY ABILITIES:  Perceptual speed  Spatial verbalization  Reasoning  Memory  Numerical ability  Verbal comprehension  Word fluency  C. Guilford’s Theory of the Structure of the Intellect. According to this theory, intellectual ability has three dimension namely: 1. Operation – which refer to how a person intellectually approaches a problem arising in a given situation. They may consist of evaluation, convergent production, divergent production, memory and cognition. 2. Products – which consists of six possible outcomes of intellectual operations, namely units, classes, relations, systems, transformation and implication. 3. Content – which involves figural, symbolic, semantic, and behavioral materials.  NEW AND EMERGING THEORIES OF INTELLIGENCE a. Moral Intelligence According to Robert Coles, moral intelligence is the ability to distinguish between right and wrong. b. Social Intelligence Interpersonal intelligence is the ability to understand other people.  NEW AND EMERGING THEORIES OF INTELLIGENCE c. Emotional Intelligence A type of social intelligence that involves the ability to monitor one’s own and others emotions, to discriminate among them and to use the information to guide one’s thinking and actions. d.Sternberg’s Conception Robert Sternberg (1988) is a leading proponent of the cognitive processes approach to intelligence. COMPONENT OF THE COGNITIVE PROCESS 1. Meta components - are the higher-order processes used to plan and regulate task performance. It includes the problem-solving skills. 2. Performance Components - are the actual mental processes used to perform task. 3. Knowledge Acquisition Components - are that which allows us to learn from our experiences, store information in memory, and combine new insights with previously acquired information.  THREE CLASSES OF COGNITIVE PROCESSES 1.Analytical Intelligence – involves the kinds of academically oriented problem-solving skills assessed by traditional intelligence tests. 2.Practical Intelligence – refers to the skills needed to cope with everyday demands and to manage oneself and other people effectively. 3.Creative Intelligence – comprises the mental skills needed to deal adaptively with novel problems.  GARDNER’S THEORY OF MULTIPLE INTELLIGENCES According to Howard Gardner, every individual possesses several different and independent capacities for solving problems and creating products. Gardner’s theory of multiple intelligence includes the following four premises: 1. There is more than one intelligence. 2. Intelligence can be taught. 3. A brain is as unique as a fingerprint. 4. Intelligences are forever changing throughout life.  GARDNER’S MULTIPLE INTELLIGENCES (SEVEN ORIGINAL PLUS 1 ½ ADDITIONAL) Core element: ability to make a rapid conversion Linguistic from a physical Symbol representation of stimuli to higher –level codes; Analyst ability to manipulate information in activated Intelligences memory. Core element: ability to generalize from specific Logical-mathematical experience and form new, more abstract concepts and rules; ability to reason quickly and well; ability to reason quantitatively.  GARDNER’S MULTIPLE INTELLIGENCES (SEVEN ORIGINAL PLUS 1 ½ ADDITIONAL) Core element: translate Musical written symbols into pitch, rhythm, timbre. Core element: ability to Spatial visualize and mentally rotate a stimulus or Non-canonical stimulus array. (normally described) Core element: control of Bodily-Kinesthetic one’s bodily motions Intelligences and capacity to handle objects skillfully. Core element: ability to Naturalist discern differences in the living environment.  GARDNER’S MULTIPLE INTELLIGENCES (SEVEN ORIGINALCorePLUS 1½ element: ability to notice ADDITIONAL) and make distinctions among other individuals and, in Interpersonal particular, among their moods, temperaments, motivations, and intentions. Possible Additional Core element: ability to Intelligence distinguish and identify various Intrapersonal thoughts and feelings and to use them to understand one’s own behavior. Core element: search for and Existential/Transpersonal connection with unknowns. ANOTHER WAY TO GROUP THESE INTELLIGENCE IS: Symbol manipulation – Linguistic, Logical- mathematical, and Musical Person-related – Interpersonal, Intrapersonal, and Existential Object-related – Spatial, Bodily-Kinesthetic, and Naturalist  THE CONCEPT OF MENTAL AGE AND INTELLIGENCE QUOTIENT Mental age (MA) refers to the degree of mental development of an individual as compared with the average of a particular chronological age. Chronological age (CA) is the actual age of the person. When the mental age is determined, it will be an easy matter to compute the Intelligence quotient (IQ) of the person through the use of this formula: DISTRIBUTION AND LEVELS OF INTELLIGENCE BASED ON THE STANFORD-BINET SCALE Description IQ Genius 140-above Very Superior 130-139 Superior 120-129 Bright Normal 110-119 Average Normal 90-109 Dull or below Average 80-89 Borderline 70-79 Feebleminded Less than 70 The feebleminded is further categorized as: a) Moron (EMR) 50-69 b) Imbeciles (TMR) 20-49 c) Idiots (PMR) 0-19  Educable Mentally Retarded (EMR) or morons The highest of the feebleminded. They have potentials for development in minimum educability in the academic subjects of the school, and in social adjustments. Trainable Mentally Retarded (TMR) or imbeciles Higher in intelligence than the idiots and their mental ages are from 3 to 8 years. They are not capable of learning in classes for the educable mentally retarded.  Profoundly Mentally Retarded (PMR) or idiots Mental ages ranges from less than 3 years. The idiot, having a markedly abnormal intelligences, is unable to be trained in self-care, socialization, or economic usefulness, and needs continuing assistance in attending to his personal needs. The average individual ranges from 90-110 The individual is usually well adjusted to the condition and circumstances of life. He is even-tempered, quiet and generally gets along well with his peers. The brilliant or gifted children They excel in verbal facility and in the use of numbers. They are early matures and reach puberty before others; emotionally stable and mature; socially, they are well liked and often they assume leadership roles. THANK YOU FOR LISTENING!