Language &

&
Intelligence
Ma. Queenie A. Adrales
 What is
Intelligence?
Intelligence
The ability to learn from one’s
experiences, acquire
knowledge, and use resources
effectively in adapting to new
situations or solving problems.
Theories of
intelligence
Spearman’s g factor
• Charles Spearman (1904)
• g factor (general intelligence)
• s factor (specific intelligence)
• Believed that superiority in one type
of intelligence predicts superiority
overall.
• Researchers felt that Spearman had
oversimplified the concept of
Gardner’s multiple intelligence

• Howard Gardner
• Believes that there are different
aspects of intelligence, along with
several other abilities.
• Originally listed seven different kinds
of intelligence but later added an
eight type and then proposed a
tentative ninth.
Gardner’s multiple intelligence
Sternberg’s triarchic theory
• Robert Sternberg
• Analytical intelligence – ability to break
problems down into component parts, or
analysis or problem solving.
• Creative intelligence – ability to deal with
new and different concepts and to come up
with new ways of solving problem.
• Practical intelligence – ability to used
information to get along in life.
Sternberg’s triarchic theory

• Analytical: Being able to run a

statistical analysis on data from the
experiment.
• Creative: Being able to design the
experiment in the first place.
• Practical: Being able to get funding
for the experiment from donors.
 Measuring
intelligence
 Binet’s mental ability test

• Alfred Binet
• Design a formal test of intelligence that
would help identify children who were
unable to learn as quickly or as well as
other, so that they could be given remedial
education.
• He and colleague Theodore Simeon
eventually came up with a test that not
only distinguished between fast and slow
 Binet’s mental ability test

• Noticed that fast learners give answers that

were more typical of children might give,
whereas the slow learners gave answers
that were more typical of a younger child.
• Binet decided that the key element to be
tested was a child’s mental age or the
average age children could successfully
answer a particular level of questions.
 Stanford-binet
and iq
• Lewis Terman
• Adopted German psychologist William
Stern’s method for comparing mental age
and chronological age (number of years
since birth) for use with the translated
Binet test.
• IQ = MA/CA x 100
• Intelligent quotient is used to compare the
intelligence levels of people of different age
 The Wechsler
tests
• David Wechsler
• First to devise a series of tests designed for specific
age groups.
• Dissatisfied with the fact that the Stanford-Binet was
designed for children but being administered to adults.
• Wechsler Adult Intelligence Scale (WAIS)
• Wechsler Intelligence Scale for Children (WISC)
• Wechsler Preschool and Primary Scale of Intelligence
(WPPSI)
IQ Vs EQ
 Emotional quotient
• Wayne Payne (1985) & Daniel Goleman
(1995)
• Individual’s ability to identify, evaluate,
control and express emotions.
• Mayer-Salovey Caruso Test (emotion-based
problem solving tasks)
• Daniel Goleman model Score (based on
emotional competencies)
 Intelligence
quotient
• Francis Galton (1883) & Alfred Binet (1905)
• Score derived from one of several
standardized tests designed to assess an
individual’s intelligence.
• Stanford-Binet Test
• Wechsler Test
• Woodcock-Johnson Tests of Cognitive Abilities
 Intellectual
deficiencies
Intellectual disability
• Intellectual developmental disorder
(formerly mental
retardation/developmentally delayed)
• Person exhibits deficits in mental abilities
• Adaptive behavior is severely below a level
appropriate for the person’s age.
• Limitations must begin in the
developmental period.
 causes
• Unhealthy living conditions can affect brain
development. Lead poisoning from eating paint
chips, prenatal exposure to mercury and other
toxicants.
• Factors resulting in inadequate brain development
associated with poverty. Malnutrition, health
consequences are the result of not having adequate
access to health care, lack of mental stimulation
through typical cultural and educational experiences.
 causes
• Fetal Alcohol Syndrome – condition that
results from exposing a developing embryo
to alcohol.
• Fragile X Syndrome – a male has a defect in
a gene on the X chromosome of the 23rd
pair.
• Lack of oxygen at birth, damage to the
fetus in the womb from diseases, infections
or drug use by the mother and even
Language
 Language
• System for combining symbols (such as
words) so that an infinite number of
meaningful statements can be made for the
purpose of communicating with others. It
allows people not only to communicate
with one another but also to represent their
own internal mental activity. In other words,
language is a very important part of how
people think.
 theory
• Skinner argued that children learn
language based on behaviorist
reinforcement principles by associating
words with meanings. Correct utterances
are positively reinforced when the child
realizes the communicative value of words
and phrases.
 theory
• Chomsky argued that children will never
acquire the tools needed for processing an
infinite number of sentences if the
language acquisition mechanism was
dependent on language input alone.
Stages of language
 errors
• A deviation from accepted rules of a
language made by a learner of a second
language. Such errors result from the
learner's lack of knowledge of correct rules
of the target language.
 errors
• In linguistics, it is considered important to
distinguish errors from mistakes. A
distinction is always made between errors
and mistakes where the former is defined
as resulting from a learner's lack of proper
grammatical knowledge, whilst the latter as
a failure to utilize a known system correctly.
Thank
you!