PSYC 107 1st Edition Lecture #20 – Lingual Development and ProcessesOutline of Last Lecture I. Intelligence 1. Steven Wiltshire – traditional intelligence theory.b. Psychometric approach (Spearman’s view of intelligence)c. Cattell1. Fluid2. CrystallizedII. Triarchic theoryIII. CreativityIV. How do we measure intelligencea. Binet b. Stanford-Bineti. IQ – Intelligence quotientV. Army Testinga. Army Alpha was the first group administered testb. Army Beta was the version made for people who could not read EnglishOutline of Current LectureI. Quality of Testsa. Systematic process for determining the behavior in a standard situation. i. Reliability – the extent to which results are repeatable and stable. ii. Validity – degree to which test measures what it is supposed to measure. II. Nature vs Nurturea. Heritability versus environmental effectsIII. Languagea. System of communication that uses symbols in a regular way to create meaning. Complex, little, sounds. b. Rulesc. Surface and deep structured. Critical period hypothesise. Phonological developmentf. Morphological developmentg. Symantic developmenth. AphasiaLecture 20 NotesI. Quality of Testsa. Systematic process for determining the behavior in a standard situation. i. Reliability – the extent to which results are repeatable and stable. 1. Test retest2. Alternate form3. Split halfii. Validity – degree to which test measures what it is supposed to measure. 1. Depends on how the test is used. 2. In other words a math test cannot measure the personalityof someone. 3. Content – does it test the material that it claimed it was going to cover?4. Criterion – does the test relate to something it should?II. Nature vs Nurturea. Heritability versus environmental effectsi. Twin studies1. Identical have almost matching IQ2. Fraternal have more differentiationii. Adoption studiesiii. Summer effect1. IQs drop over the summertime. III. Languagea. System of communication that uses symbols in a regular way to create meaning. Complex, little, sounds. i. Phoneme – littlest bits of sound.ii. Morpheme – smallest units of meaning, makes a word. iii. Words – morphemes come together to make these. iv. Syntax – rules of how words go together.v. Context – matters to what our language means. b. Rulesi. Grammar ii. Syntax – orderiii. Semantics – meaningc. Surface and deep structurei. Surface – words that people string togetherii. Deep – abstract representation of relationships expressed in a sentence. d. Critical period hypothesisi. There is a critical period of time in which we can learn things easily. ii. Not impossible to learn after CP, more work just has to be put in. e. Phonological developmenti. 2 days they are able to distinguish between foreign languagesii. 6-8 weeks vowel sounds beginiii. 7 months babblingiv. 1-3 years the utterances contain many errorsf. Morphological developmenti. 10-12 months they begin to understand commonly used wordsii. 1 year first words and lots of nounsiii. 2 years several hundred words in vocabularyiv. 5 years several thousand wordsv. 10 years 50,000 wordsvi. late teens over 200,000 words in vocabularyg. Symantic developmenti. 1 word stage telegraphic stage simple sentences complexsentences. h. Aphasiai. Difficulty in language comprehension or production1. Brocas – location in brain affected is the motor cortex, language production2. Wernicke’s – near the auditory complex, language
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