Intelligence: Verbal Intelligence ​ ​ 1

ABSTRACT

This test measures verbal intelligence in terms of the lexical decision on semantics, phonology,

syntax, and pragmatics. In 1993, Howard Gardner termed multiple intelligence which consists

of nine modalities of intelligence and one of the modalities of multiple intelligence is

verbal-linguistic intelligence. Verbal-linguistic intelligence is the capacity to use words and to

communicate is a skill that comes from the temporal cortex on the left side of the brain. This

region of the brain is named Broca’s area which controls language expression- it is the area in

the dominant hemisphere. It serves a vital role in the generation and articulation of speech and

even directs muscle movements involved in speech. Broca’s area has four areas of sensitivity

that is Semantics, Phonology, Syntax, and Pragmatics. The test aims at measuring the four

sensitive areas of the Broca’s area contributing to verbal intelligence. Semantics involves​ the

analysis of word meanings ​and relations between them. Phonology is the smallest unit of

sounds that makes a meaningful difference and the meter of words. Syntax involves the correct

choice of words, tenses, and proper arrangement of words and phrases. And the Pragmatics is

the alternate way the words can be used in the sentence to invoke different meanings.

Keywords: Intelligence, semantics, phonology, syntax, pragmatics.

 Intelligence: Verbal Intelligence ​2

INTRODUCTION

“Howard Gardner 1983” he argued that it would be evolutionarily functional for different

people to have different talents and skills and proposed that there are eight modalities of

intelligence that can be differentiated from each other. He proposed the idea of multiple

intelligences. Gardner noted that some evidence for multiple intelligences comes from the

abilities of autistic savants. The people who score low on intelligence tests overall but who may

nevertheless have exceptional skills in each domain. The eight intelligence are verbal-linguistic,

Logical-mathematical, Spatial, Musical, Kinesthetics (body), Interpersonal, Intrapersonal, and

naturalistic.

Verbal linguistic intelligence is a skill that is developed and formed in the temporal cortex. The

brain region has been named Broca’s area. Broca’s area controls language expression- that

directs muscle movements in speech. Broca’s area is sensitive towards four areas namely

semantics, phonology, syntax, and pragmatics. Broca’s area seems important for the perception

and production of sentences. Wernicke’s area is another area of the brain involved in Verbal

intelligence that reflects latent general abilities.​ A person’s verbal intelligence is assessed

through performance on one or more specific tests involving receptive or expressive spoken

language and even written tests. Verbal-linguistic intelligence uses both written and spoken

language. The individuals possessing high verbal-linguistic intelligence are sensitive to

meanings, sounds, and rhythms of words.

Intelligence: Verbal Intelligence ​3

Multiple intelligence focuses on different types of intelligence individuals possess. An

individual may lack or not be proficient in some of the intelligence although, having extremely

gifted in other types of intelligence. Thus, it is important to examine an individual on multiple

aspects of intelligence rather than just one intelligence or general intelligence. Individuals

possessing high verbal intelligence may not be scoring well on some other parts of the

intelligence. Individuals who are strong in verbal-linguistic intelligence are able to use words

accurately, both when writing and speaking. These individuals are extremely well at writing

stories, memorizing information, and reading. An individual who might struggle with writing

and understanding the basics can perform well when the same material would be presented in

some different way such as graphics or some real-life experiences. This suggests that it is

important to evaluate an individual on multiple intelligence rather than one intelligence.

Verbal intelligence is majorly associated with Broca’s area in the frontal lobe of the dominant

hemisphere. Broca’s area is sensitive towards verbal intelligence as it controls language and

speech. It was found that Broca’s area not only also plays an important role in language

production but also language comprehension. Language production is what words an

individual uses and language comprehension is what an individual understands about words

and word combinations. Research states that when there are lesions near Broca’s area usually

named Aphasia defined as an inability to comprehend or formulate language due to damage of

specific brain regions. Broca’s area is sensitive towards majorly four areas: Semantics,

Phonology, Syntax, and Pragmatics. Verbal intelligence is majorly controlled by these four

areas in Broca's area. Each of them has unique functions and is completely not dependent on
Intelligence: Verbal Intelligence ​4

each other. Semantics is the branch of linguistics and logic concerned with the meanings of the

words. The semantics is further divided into two logical semantics and lexical semantics.

Logical semantics concerns sense, reference, presumption, and implication of the word or

sentence, and lexical semantics concern the analysis of word meanings and relations between

them.

Phonology is the branch of linguistics that deals with systems of sounds including or excluding

phonetics- with the sounds and meter of words. Phonemes refer to the smallest unit of sound

that makes a meaningful difference in a given language. Phonology is concerned with the

mental aspect of the sound in a language. The syntax is another variable in verbal intelligence

where it deals with the order of words and phrases to create a well-formed language. It is the

rules to be followed when forming the sentences of words, clauses, and phrases. Syntax

involves the correct choice of words, tenses, and proper arrangement of words and phrases. It

involves abiding by the rules in formal writing. Pragmatics is the alternate way the words can

be used in the sentence to invoke different meanings. It deals with understanding the context

and the purpose of the utterance. Semantics blend into pragmatics recognizing that people

involved in the conversation manipulate, qualify in what they say, and even rely on the

utterances. Pragmatics is the basis of natural language processing.​ ​It is a process of

understanding human language as it is spoken.

 Intelligence: Verbal Intelligence ​5

REVIEW OF LITERATURE

Sue Ramsden, Fiona M. Richardson, et. al (2011) conducted research studying verbal and

non-verbal intelligence changes in the adolescent brain. Neuroimaging allows us to test

longitudinal fluctuations in a teenage brain. A unique combination of structural and functional

imaging merely showed that verbal IQ changed with the lifeless matter in an equatorial region

that was typically activated by impassioned speech, whereas non-verbal IQ (performance)

changed with the grey matter in a distinct region that was typically activated by finger

movements. The further longitudinal assessment allowed them to dissociate neural markers for

the two distinct types of IQ. The study focused on three quotients of intelligence that are verbal,

performance, and full-scale IQ. The changes in the brain structure can also cause a difference in

the motor speech area. The change in the local brain structure, the grey matter density in the left

motor cortex resulted in the articulation of speech. Thus, as the local brain structure changes in

the teenager’s it impacts the VIQ, PIQ, and FSIQ are subject to change. Verbal IQ will be more

affected by tasks such as reading, writing, and speaking. Verbal IQ changes with the change in

the local structure of the brain.

Alan Baddeley, et. al (1993) studied premorbid intelligence on the basis of lexical-semantics for

verbal intelligence. Semantics is one of the important functions of Broca’s area for language

processing and comprehension. It deals with linguistics and logic concerned with meaning.

Lexical semantics focuses on the analysis of words and relations between them. Baddeley

(1993) studied lexical semantics through “Spot The Word Technique”. Baddeley rejected the

NART (National Adult Reading Test) and tested premorbid intelligence on the basis of lexical

semantics as that could be easier to make a decision. Although testing verbal premorbid
Intelligence: Verbal Intelligence ​6

intelligence on the basis of just lexical semantics is not sufficient, other brain regions that can

be affected is directly related to verbal intelligence such as phonology, syntax, and pragmatics.

Gabor Recski, et. al (2016) studied measuring semantic similarity of words using concept

networks” the study aimed at measuring semantic similarity using word pairs of similar

embeddings. Worldnet and concept dictionary of four languages. The study focused on lexical

semantics and how an individual can differentiate words of different languages based on lexical

decisions. The above study is to know the ability of an individual to judge semantic similarities

(meaning) of two linguistic structures. Thus, from the study, we can conclude that the

semantics, one of the important structures of verbal intelligence, can be measured through

lexical decision making and results can be highly reliable as lexical decisions considered as an

important task to measure semantics.

Semantics works by understanding the underlying meaning of the sentence or words and

making the decision on the basis of lexical decision.One of the methods that individuals use to

process verbal information by using verbal intelligence is to use semantic similarities to process

the information presented to understand, process and use the information presented verbally.

Semantics assist the individual to process the verbal information presented in different ways.

Kseniya Zablotskaya, et. al (2010) studied Speech Data Corpus for Verbal Intelligence

Estimation. The purpose of the study was to measure the level of verbal cognitive processes -

based on the analysis of transcribed spoken utterances. That is to understand the development of

algorithms for the automatic estimation of a person’s verbal intelligence. The study aimed at

estimating verbal intelligence on the basis of the corpus that is the monologue from different

speakers. The study aimed at how the spontaneous vocabulary of an individual reflects their
Intelligence: Verbal Intelligence ​7

verbal intelligence. The research measured Information, digit span, comprehension, arithmetic,

the similarity in dissimilar objects, and vocabulary. Estimating verbal intelligence on the basis

of arithmetic and digit span would be vague. Testing the understanding of numerical by solving

arithmetic on a verbal test. Comprehension was measured to test if the individual focuses on the

social sense and the conception of cultural values. This can also be stated as pragmatics,

according to the theory mentioned above. Measurement of vocabulary by asking the subjects to

explain different meanings of the word given. This can be attributed to logical semantics i.e.

using on the basis of information one has. This research sheds light on some aspect of the test

components that is semantics and pragmatics.

Edgar Miller (1984) conducted research on Verbal fluency as a function of a measure of verbal

intelligence and in relation to different types of cerebral pathology. Subjects were tested for

verbal fluency. The subjects were going through frontal lobe lesions and dementia were tested

along with the normal control subjects. The participants were given a single letter and they had

to make words on names or animals starting from that letter. Rosen used the same task on

demented subjects. The participants in this test who had lesion or dementia performed badly as

compared to normal subjects. There has also been evidence that subjects with diffuse brain

pathology might produce low scores on word fluency tests. It was found that left posterior and

right posterior subjects also scored low on verbal fluency tests. The subject with frontal lobe

lesion performed badly on the verbal fluency that is because the verbal fluency and the verbal

tasks are controlled by the frontal lobe in Broca’s area and any damage or lesion over this area

causes impaired verbal fluency. Thus, any damage or lesion in the frontal lobe region can cause

impaired verbal fluency.

Intelligence: Verbal Intelligence ​8

Leggio, M. G., et. al (2000) conducted research on Phonological grouping is specifically

affected in cerebellar patients: a verbal fluency study. The aim was to investigate the influence

of cerebellar lesions on verbal fluency abilities with a specific focus on the verbal searching

strategies employed by patients with cerebellar damage. Two verbal fluency task was

administered, one to state the names of animals and birds and the other to test the phonology of

the subjects, that is by recording the names written one after the other with the same letter.

Phonology is the smallest unit sound that makes a meaningful difference. Phonology can even

be tested through several other ways such as state the rhyme of the given word. The results of

the study stated that cerebellar damage also affects verbal fluency which includes semantics and

phonology. This study parts light on the importance of the cerebellar area, which affects the

verbal fluency (verbal intelligence). Verbal fluency is a function of a measure of verbal

intelligence. It is important to measure verbal fluency to test verbal intelligence.

Kevin M. Beaver, et. al (2014) conducted a research on the role of parenting-related influences

on verbal intelligence over the life course: Results from an adoption-based research design. The

study claims that insufficient influence of parents during childhood and adolescence does not

affect the verbal IQ of the child. Although parenting styles may affect the verbal IQ during

adolescence and young adulthood. Thus genetic confounding does not influence the verbal

intelligence of an individual, but the environment and exposure can affect the verbal

intelligence.

SG Fillman, et. al (2015) studied ​elevated peripheral cytokines characterize a subgroup of

people with schizophrenia displaying poor verbal fluency and reduced Broca’s area volume.
Intelligence: Verbal Intelligence ​9

They studied schizophrenic patients with elevated cytokines, genetic abnormalities and

inflammation in both cognitive deficits and brain volume which contributed to lesser scores on

verbal fluency. This is due to high levels of inflammation near the region of the frontal lobe in

the brain that is sensitive to verbal fluency and language in the Broca’s area and Wernicke’s

area impairs verbal intelligence. This concludes that patients suffering through schizophrenia

have lower verbal intelligence due to cytokines, and elevated brain volumes as compared to

normal functioning individuals.

Delphine Raucher-Chéné et. al (2016) researched about Verbal fluency in bipolar disorders: a

systematic review and meta-analysis. The study aims to study that the patients suffering through

bipolar disorder have lower verbal fluency as compared to normally functioning individuals.

The results were discrepant although individuals with BD and other depressive disorders will

have impairment in verbal fluency as the frontal lobe in the brain seems to be affected due to the

existing disease or mood states. The study measured verbal intelligence by phonological and

semantic processes. The study could have also measured verbal fluency through pragmatics,

vocabulary, and syntax used in language comprehension.

Nikolaev, Boris, and McGee, et. al (2016) studied Relative Verbal Intelligence and Happiness.

The study focuses on how verbal intelligence correlates with happiness. High IQ scores do not

guarantee that the individual is leading a happy life i.e. high IQ does not correlate with

happiness. Although the study has found that individuals with high verbal intelligence and

verbal fluency are relatively happier because they can portray their ideas and viewpoints clearly.

Thus, verbal intelligence correlates with emotions i.e happiness. And verbal intelligence has a

positional effect on happiness.

 Intelligence: Verbal Intelligence
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Marco Catani, et. al (2013) conducted a research on novel frontal pathway underlies verbal

fluency in primary progressive aphasia”. The frontal aslant tract is a direct pathway connecting

Broca’s region that is stated in the above theories that how Broca’s area is related to verbal

intelligence. The study claims that there are several other damages too that affect or hinder

verbal intelligence i.e. damage to the frontal aslant tract correlated with performance in verbal

fluency hindrance. Thus, this study states that damage or lesion in the frontal lobe tract where

Broca’s area is. It will affect the verbal fluency of an individual.

Chris Cherpas (1992) studied Natural language processing, pragmatics, and verbal behavior.

The study focuses on NLP and verbal behavior. Pragmatics is the support for semantics and

syntax about what is the utterance for. That is the purpose of the sentence or the word. In the

current study, pragmatics is evaluated through the noun phrase problem. Pragmatics in verbal

intelligence helps an individual to understand the purpose of the statement. In the study,

researchers claim that Pragmatics can also be measured through the interpretation of utterances

and stating what does the sentence state is it declarative, request, command, or question, etc.

Thus, we state this as modal auxiliaries and the current test is based on the theory stated by

Gazdar and Melish for Pragmatics.

Cecilia Brynskov et. al (2016) conducted research on Syntax and Morphology in

Danish-speaking Children with Autism Spectrum Disorder. The study focused on the delays in

syntax, vocabulary, and morphology (semantics) caused to children with ASD. The syntax is

described as the ability to use words and phrases for a well-formed language. It was found the

preschoolers and other children who were diagnosed with ASD have delayed syntax, semantics,

and vocabulary. The research conducted measured syntax on the basis of word formation,
 Intelligence: Verbal Intelligence
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sentence structure, and word structure. The results state that ASD hinders the development of

verbal intelligence in children and it is a significant concern of high-functioning children with

ASD.

Rosanna Francis, et. al (2018) conducted research on Cognitive mechanisms for worry in early

adolescence: Re-examining the role of high verbal intelligence. The following study focuses on

worry, intolerance, and uncertainty in relation to verbal intelligence. As stated earlier verbal

intelligence helps an individual to express themselves, and share the knowledge which can, in

turn, help an individual to express their worry, intolerance, and uncertainty when they have a

high command of language. Thus, verbal intelligence helps the individual to reduce worry,

intolerance, and uncertainty in adolescence.

Daniel E. Gustavson, et. al (2018) studied Genetic and Environmental Influences on Verbal

Fluency in Middle Age: A Longitudinal Twin Study. The research measured verbal fluency on

the basis of two dimensions of verbal intelligence that is semantics and phonology. The study

measured verbal fluency by subjects first performing the phonemic fluency subtests, followed

by two semantic fluency subtests (Animals and Boys’ Names). Finally, subjects performed a

category switching subtest. There are also genetic factors that influence intelligence. The

studies claim that verbal fluency deteriorates with the age that is by middle adulthood the scores

for verbal fluency decreases.

 Intelligence: Verbal Intelligence
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Verbal intelligence is the basis of communication and a very important basis to use language

effectively, reasoning, expressing, etc. Verbal intelligence​ aids an individual to communicate in

a better way by using higher vocabulary and communicating in an effective way. An individual

scoring higher on verbal intelligence has higher activities in Broca’s area that is the brain region

that controls verbal intelligence, as this was also observed in a study conducted by (​Marco

Catani, et. al 2013 ​)

RATIONALE

The study is conducted to understand how individuals use verbal intelligence in their day to day

life in the form of language, to understand which brain regions regulate the verbal intelligence.

Verbal intelligence is mainly regulated by Broca’s area and Wernike’s area. In the current

study, we look at the function of broca’s area which mainly regulate semantics, phonology,

syntax, and pragmatics. These dimensions are measured on the basis of lexical decisions.

HYPOTHESIS

To study verbal intelligence on the basis of four core areas controlling verbal intelligence that

are semantics, phonology, syntax, and pragmatics. Higher score indicates higher level of verbal

intelligence.
 Intelligence: Verbal Intelligence
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METHOD

Participants: The population targeted for the test would be adolescents i.e 15 to 25 years of age

and who have an understanding of English language can take the test.

Operational definitions:

Verbal Intelligence- It is a specific human language-based skill for reasoning and expressing

knowledge by words and phrases controlled by the frontal lobe in Broca’s area.

Semantics- It is the branch of linguistics concerned with the meaning of words.

Phonology- The way in which speech sounds and which makes a meaningful difference in a

language.

Syntax- The arrangements of words that could make sense in a sentence.

Pragmatics- The rules that are to be followed in a language.

​MEASUREMENT ​The measuring tool used to test verbal intelligence is a questionnaire.

Semantics refers to the word meaning and analysis of the word. For testing semantics, subjects

will be presented with the description of the object (a definite description) and the subject has to

write the word correctly according to the description given.

Phonology is the study of systematic ways in which speech sounds are combined and altered.

For testing phonology, the subjects will be presented with the two words that rhyme to each

other or not, the participants have to select if the words presented to them rhyme or not and

select either true or false.

 Intelligence: Verbal Intelligence
14
Syntax refers to the arrangement of words within the sentence such that it is legal (accepted) by

the language and not illegal. For testing syntax, the subjects will have to select the appropriate

word to complete the given sentence.

Pragmatics is the alternate way the words can be used in the sentence to invoke different

meanings, the subject will be presented with the sentence and their task will be to select the

correct utterance i.e if the sentence is a question, request, command, advice, order or

permission,

DESIGN ​The test measuring verbal intelligence having four dimensions semantics, phonology,

syntax, and pragmatics will be in the form of a questionnaire.

The subject will have to select the correct option from the given alternatives. The test will

consist of approximately 15 items in each subscale` . The correct response will be scored 1.

PSYCHOMETRIC ANALYSIS

Descriptive Statistics: Mean, Standard Deviation

Inferential Statistics: Reliability- Test-retest reliability measure to be applied for testing the

reliability. To test the same subjects after a period of time and the mean of correct items to be

the estimate of reliability.

Validity- Construct Validity

 Intelligence: Verbal Intelligence
15

ITEM POOL

Read the description object and name the object correctly.

1.A piece of furniture with a flat surface having four legs and a back.

2. A set of blank sheets for writing sewn together along one side and bound in covers.3. ​ A

movable structure used for opening and closing an entrance.

4. A piece of furniture with a flat top with one or more legs, used for eating, writing, working,

etc.

5. A shallow oval or round bowl on a long handle, used for eating, stirring and serving food.

6. An instrument for writing and drawing.

7. A computer that is portable and suitable for use while traveling.

8. A road vehicle, typically with four wheels, and able to carry a small number of people.

9. A pair of lenses set in a frame resting on the nose and ears used to correct or assist defective

eyesight.

10. a pocket-sized flat folding case for holding money and plastic cards.

11. An equipment for taking photographs.

12. an implement that has hairs or bristles set into a handle.

13. Polished surface that forms images by reflecting light.

14. An instrument that wakes a sleeper at a preset time.

15. a system for transmitting voices over a distance using wire or signals.
 Intelligence: Verbal Intelligence
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Select true if the words rhyme and if the words don’t rhyme select false.

1. cat - bat

a) true

b) false

2. ball – tall

a) true

b) false

3. pick – jump

a) true

b) false

4. Chalk- hawk

a) true

b) false

5. feed- hook

a) true

b) false

6. cake- bake
 Intelligence: Verbal Intelligence
17
a) true

b) false

7. bridge- fridge

a) true

b) false

8. wish- dish

a) true

b) false

9. hill- sing

a) true

b) false

10. change- range

a) true

b) false

11. smog- frog

a) true

b) false
 Intelligence: Verbal Intelligence
18
12. harp - sharp

a) true

b) false

13. band- rough

a) true

b) false

14. state- trap

a) true

b) false

15. draw- straw

a) true

b) false

Choose the correct alternative to fill the blank

1. You go to _______ every Saturday.

a) holiday

b) wallet

2. She ______ German in school.

 Intelligence: Verbal Intelligence
19
a) pencil

b) studies

3. Paul is popular among his friends, yet he feels _____ in front of strangers

a) shy

b) kitchen

4. The dog barked all night long, I had to _____ the windows.

a) door

b) shut

5. They travelled for months and returned _______.

a) happily

b) food

6. You do not ______ your elders.

a) disobey

b) laptop

7. He found out the ______ to the problem.

a) room
 Intelligence: Verbal Intelligence
20
b) solution

8. Those ______ used to be mine but I gave it to her.

a) dresses

b) mother

9. Rachel ​always gives his best effort in the ______.

a) computer

b) team

10. Chemistry is my ________ subject, I like to study chemistry.

a) favorite

b) bath

11. The _____ is late today.

a) book

b) train

12. He went to the ________ to buy a new laptop.

a) store

b) sky
 Intelligence: Verbal Intelligence
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13. The children were playing in the _______ with their friends.

a) playground

b) keyboard

14. Many people enjoyed the ______, yet Alex did not like it

a) key

b) play

15. Because she was on a new _______, she drove slowly.

a) home

b) route

Select a suitable option for the given statements about what the sentence means.

1. Shut the door!

a) Permission

b) Order

2. Can I please get a glass of water.

a) Command

b) Request
 Intelligence: Verbal Intelligence
22
3. You should not lie.

a) Question

b) Advice

4. Shut the front door and sit quietly.

a) Request

b) Command

5. Can I come in?

a) Question

b) Order

6. Please let me know if you come or not.

a) Order

b) Request

7. Take your shoes off before you go into the room

a) Command

b) Question

8. I think you should exercise more.

 Intelligence: Verbal Intelligence
23
a) Request

b) Advice

9. Can I please borrow your car for a day?

a) Permission

b) Order

10. I am sorry to trouble you, but I need your help.

a) Request

b) Order

11. Find my leather jacket.

a) Advice

b) Command

12. Can you get me a new pen?

a) Order

b) Question

13. I think you should buy a blue one.

a) Advice
 Intelligence: Verbal Intelligence
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b) Permission

14. Complete these by tomorrow.

a) Request

b) Command

15. Please close the door

a) Order

b) Request

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 Intelligence: Verbal Intelligence
25
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DRIVE:

https://drive.google.com/drive/folders/1h9TiuAOlKzAa1Kjbvhp7nZZBMroWSNen?usp=sharin