HDFS 2317 1st Edition Lecture 14IntelligenceOutline of Previous LectureI. What is Intelligence?II. Theories of Intelligencea. Alfred Binetb. Charles Spearmanc. L.L. Thurstoned. J.P. Guilforde. Howard Gardnerf. Sternberg’s Triarchic TheoryIII. Do People Have One or Many Intelligences?IV. Intelligence TestsV. Emotional IntelligenceVI. The Influence of Heredity and the EnvironmentVII. Group Comparisons and IssuesVIII. Ethnic ComparisonsIX. Ethnic and Gender ComparisonsX. Intelligence in AdulthoodXI. Intellectual DisabilityThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.XII. Creative ThinkingOutline of Current Lecture I. What is Language?II. How Language DevelopsIII. Biological and Environmental InfluencesCurrent LectureI. What is Language?a. Defining languagei. Form of communication, whether spoken, written, or signed, based on system of symbolsii. Infinite generativity: ability to produce an endless number of meaningful sentences using a finite set of words and rulesb. Language’s Rule Systemsc.II. How Language Developsa. Infancyi. Babbling, gestures, and other vocalizationsii. Crying present at birthiii. Cooing: occurs at 2 to 4 months of ageiv. Babbling: begins at about 6 months of agev. Gestures: begin 8 to 12 months of ageb. Infants recognizing language soundsi. “Citizens of the world” - they understand different sounds in other languages, but then start to recognize their own languageii. Newborns recognize sound changesiii. Recognize own language sounds at 6 monthsiv. First wordsv. Receptive vocabulary exceeds spoken vocabularyvi. Timing of first word, vocabulary spurt variesc. Infants recognizing language soundsi. Asian child learns verbs earlier than child learning Englishii. Overextension and underextension of wordsiii. Overextension - learn a word but apply it inappropriately to everything1. Dad is “da-da”, but then baby walks outside and every man is da-daiv. Underextension - learn appropriate word but can’t generalize1. Baby sees brother and calls him “boy”, but sees another boy and doesn’t call him “boy”.v. Two-word utterances (18-24 months of age)vi. Telegraphic speechd. Variations in Language Milestonesi.ii. Parents that talk more to their babies - the babies have better knowledge of languagee. Early childhoodi. Complex sentences at 2 to 3 years of ageii. Become more sensitive to language sounds; morphology rules, some overgeneralizations1. When kids learn “-ed”, they will use it inappropriatelyiii. Learn and apply syntax rules; auxiliary-inversion rule takes longer1. Kids tend to evert words into sentences.a. “Where is daddy going?” to “Where daddy is going?”f. Early childhoodi. Vocabulary development is dramatic to age 6ii. Fast mapping1. How do children learn so quickly?2. Many hypotheses why this occursa. Children’s ability to make initial connection between a word and its referent with relatively little exposure (better with repeated exposure over several days than in one day)b. Benefit from hearing mature speakersc. Motivationg. SES is linked to language developmenti. Welfare parents talk less to their children1. Provide less elaboration2. Talk less about past eventsii. Maternal language and literacy skills positively related to child’s vocabulary; not talkativeness1. Frequent pointing, gestures2. Use of diverse vocabularyh. Language Input and Young Children’s Vocabulary Developmenti.ii.i. Advances in pragmaticsi. 6-year-old is better conversationalistii. Young children start using extended discourse1. Learn cultural rules, politeness, and become sensitive to adapting their speech to the settingiii. Age 4 to 5: can change speech style at will1. More polite, formal when with adultsj. Middle and late childhoodi. New skills learned when entering school1. Alphabetic principle2. Learning diverse uses of language, soundsii. Vocabulary and grammar1. Process of categorizing becomes easier2. From age 6 to 11 — 14,000 to 40,000 words3. Improved logical reasoning, analytic skillsk. Middle and late childhoodi. Development of metalinguistic awareness1. Knowledge about language; improves considerably during elementary school yearsii. In adolescence: most know rules for appropriate language useiii. Child with large vocabulary learns to read easieriv. Vocabulary development linked to comprehensionl. Adolescencei. Increased use and understanding of1. Sophisticated words2. Analysis and abstract thinking3. Metaphors: Implied comparison of unlike things4. Satire: Use of irony, derision, or wit to expose folly or wickednessm. Adolescencei. Much better at organizing ideas and writing1. Dialect: Variety of language distinguished by vocabulary, grammar, or pronunciationa. Adolescents often use jargon, or “slang” termsb. Jargon is used within adolescent’s peer groupn. Adulthood and agingi. Distinct personal linguistic style is part of identityii. Vocabulary often continues to increase throughout adult years until late adulthood1. Most common complaints:a. Retrieving wordsb. Tip-of-the-tongue phenomenonc. Hearingiii. Non-language factors may be cause of decline in language skills in older adultsIII. Biological and Environmental Influencesa. Biological influencesi. Evolution and the brain’s role in language1. Human language acquired 100,000 years ago2. Specific brain regions predisposed to languageii. Wernicke’s area: In brain’s left hemisphere involved in language comprehensioniii. Broca’s area: In brain’s left frontal lobe involved in speech production1. If damaged — fluent incomprehensible speech producediv. Aphasia: Language disorder resulting from brain damage; loss of ability to use wordsv. Broca’s and Wernicke’s Areas of the Brain1.vi. Chromsky1. Humans biologically prewired for language2. Language acquisition device (LAD): Biological endowment to detect features, rules of language3. Theoretical, not physical part of brain that helps humans learn language easily4. Evidence of uniformity in language milestones across languages and cultures5. LAD tells us that there is uniformity in language all over the worldb. Environmental influencesi. Behavioral view1. Language is reinforced chain of responses; a complex skill that is learnedii. Criticisms1. Cannot explain creation of novel sentences2. Children learn syntax of native language without reinforcementiii. No longer considered a viable explanationiv.