THINKING,

LANGUAGE AND
INTELLIGENCE
CHAPTER SEVEN
THINKING

COGNITION
- T H I N K I N G , A N D I T E N C O M PA S S E S
T H E P R O C E S S E S A S S O C I AT E D W I T H
PERCEPTION, KNOWLEDGE, PROBLEM
S O LV I N G , J U D G M E N T, L A N G U A G E
A N D M E M O RY
THINKING
- A C O G N I T I V E B E H AV I O R I N W H I C H I D E A S ,
I M A G E S , M E N TA L R E P R E S E N TAT I O N S , O R O T H E R
HYPOTHETICAL ELEMENTS OF THOUGHT ARE
E X P E R I E N C E D O R M A N I P U L AT E D . I N T H I S S E N S E ,
THINKING INCLUDES IMAGINING, REMEMBERING,
P R O B L E M S O LV I N G , D AY D R E A M I N G , F R E E
A S S O C I AT I O N , C O N C E P T F O R M AT I O N , A N D M A N Y
O T H E R P R O C E S S E S - H AV E T W O D E F I N I N G
CHARACTERISTICS:
THINKING
( A ) I T I S C O V E RT — T H AT I S , I T I S N O T D I R E C T LY
O B S E RVA B L E B U T M U S T B E I N F E R R E D F R O M
A C T I O N S O R S E L F - R E P O RT S ; A N D
( B ) I T I S S Y M B O L I C — T H AT I S , I T S E E M S T O
I N V O LV E O P E R AT I O N S O N M E N TA L S Y M B O L S O R
R E P R E S E N TAT I O N S , T H E N AT U R E O F W H I C H
REMAINS OBSCURE AND CONTROVERSIAL
 THINKING
TYPES OF THINKING
1. Perceptual or Concrete Thinking:
the simplest form of thinking the basis of this type is perception, i.e.
interpretation of sensation according to one’s experience

2. Conceptual or Abstract Thinking:

makes use of concepts, the generalized objects and languages, it is regarded as being
superior to perceptual thinking as it economizes efforts in understanding and problem-
solving.
 THINKING
TYPES OF THINKING
3. Reflective Thinking:
aims in solving complex problems, thus it requires reorganization of all the relevant
experiences to a situation or removing obstacles instead of relating with that
experiences or ideas

4. Creative Thinking
associated with one’s ability to create or construct something new, novel or unusua
 THINKING
TYPES OF THINKING
5. Critical Thinking:
helps a person in stepping aside from his own personal beliefs, prejudices and opinions
to sort out the faiths and discover the truth, even at the expense of his basic belief
system

6. Non-directed or Associative Thinking:

reflected through dreaming and other free-flowing uncontrolled activities
 THINKING
1. ADEQUACY OF THE KNOWLEDGE
AND EXPERIENCE:
considered to be the background of systematic thinking so care should be
taken to help the children with adequate knowledge and experiences which
DEVELOPMENT can be done by:
OF THINKING
(a) Training the children to enhance the process of sensation and perception
to gain better knowledge and experience to improve critical thinking.
(b) A person should be provided with opportunities for gaining adequate
experiences and should be encouraged for self-study, discussion and
participation in healthy and stimulating activities.
 THINKING
2. ADEQUATE MOTIVATION AND
DEFINITENESS OF AIMS:
one should try to think on definite lines with a definite end or purpose, the
problems we solve should have intimate connection with our immediate
DEVELOPMENT needs and basic motives, and such thinking should be directed on creative
OF THINKING and productive activities

3. ADEQUATE FREEDOM AND

FLEXIBILITY:
Thinking should not be obstructed by imposing unnecessary restrictions and
narrowing of the field of thought process. If the past experiences or habitual
methods do not help in solving the problem we should strive for new
association, relationships and possibilities for arriving at satisfactory results.
 THINKING
4. INCUBATION:
When we set ourselves to solve a problem but fail to solve it in-spite of our
strain, putting more efforts to thinking and persistent thinking, it is better to
lay aside the problem for some time and relax for a while or engage in some
DEVELOPMENT other activity. During this interval a solution is evolved to that specific
OF THINKING problem through the efforts of our unconscious mind. This phenomenon of
incubation is helpful.

5. INTELLIGENCE AND WISDOM:

Intelligence is defined as the ability to think properly, and thus proper
development of intelligence is essential for bringing adequate thinking.
Proper care should be taken to use intelligence, wisdom and other cognitive
abilities for carrying out the process of thinking.
 THINKING
6. PROPER DEVELOPMENT OF
CONCEPTS AND LANGUAGE:
Language is a highly developed system of symbols in which words within a
grammar can be written or spoken in different combinations. Much of the thinking
depends upon language although some imaging are also present.Concepts,
DEVELOPMENT symbols, signs, words and language are the vehicles as well as instruments of
OF THINKING thought. Without their proper development one cannot proceed effectively on the
path of thinking.

7. ADEQUACY OF REASONING
PROCESS:
Thinking is also influenced by the mode of reasons one adopts. Illogical reasoning
often leads to incorrect thinking. Logic is the science of correct reasoning which
helps to think correctly. Therefore, we should cultivate the habit of logical
reasoning among our children.
LANGUAGE
- T H E P R I N C I PA L M E A N S U S E D B Y H U M A N B E I N G S T O
C O M M U N I C AT E W I T H O N E A N O T H E R , I S D E F I N E D A S “ A
S Y S T E M O F V O L U N TA R I LY P R O D U C E D S Y M B O L S B Y
WHICH MEMBERS OF A COMMUNITY INTERACT AND
C O M M U N I C AT E I N T E R M S O F T H E I R C O M M O N
E X P E R I E N C E S A N D E X P E C TAT I O N S ”
- I S A C O M M U N I C AT I O N S Y S T E M T H AT I N V O LV E S U S I N G
W O R D S A N D S Y S T E M AT I C R U L E S T O O R G A N I Z E T H O S E
W O R D S T O T R A N S M I T I N F O R M AT I O N F R O M O N E
INDIVIDUAL TO ANOTHER
LANGUAGE

SYMBOL
- ” A W O R D , G E S T U R E O R O B J E C T T H AT S TA N D S F O R
I N T E R N A L M E A N I N G S T H AT P E O P L E I N A G I V E N L A N G U A G E
C O M M U N I T Y H AV E A S S I G N E D T O I T A C C O R D I N G T O W E L L -
U N D E R S TO O D A N D S H A R E D R U L E S . ”

GRAMMAR
- E S TA B L I S H E S S TA N D A R D WAY S F O R L I N K I N G A N D
MODIFYING CLASSES OF SYMBOLS (LIKE NOUNS, VERBS,
PRONOUNS AND ADJECTIVES) TO GIVE MORE PRECISION
A N D F L E X I B I L I T Y TO T H E I R U S E I N C O M P L E X M E S S A G E S
LANGUAGE

PRONUNCIATION
- A S O C I A L LY A C C E P T E D WAY T O M A K E T H E S O U N D S
REQUIRED FOR WORDS

VOCABULARY
-A SET OF MORPHEMES OR WORDS WITH MEANING
D I C TAT E D B Y S E M A N T I C S
LANGUAGE
IMPORTANT PRINCIPLES THAT UNDERLIE THE USE OF SYMBOLS
IN THE COMMUNICATION PROCESS AND REQUIRES
PERFORMANCE OF THE FOLLOWING ACTIVITIES:

1. NEURAL ACTIVITIES OF THE BRAIN

Intelligence is defined as the ability to think properly, and thus proper development of
intelligence is essential for bringing adequate thinking. Proper care should be taken to use
intelligence, wisdom and other cognitive abilities for carrying out the process of thinking.
LANGUAGE
IMPORTANT PRINCIPLES THAT UNDERLIE THE USE OF SYMBOLS
IN THE COMMUNICATION PROCESS AND REQUIRES
PERFORMANCE OF THE FOLLOWING ACTIVITIES:

2. PSYCHOLOGICAL ACTIVITIES OF
LEARNING, PERCEPTION AND
RECOGNITION OF MEANING
The sender and the receiver must both learn, perceive, recognize and consequently,
construct the meanings of words in their own consciousness. Thus, human
communication depends largely on these internal, subjective experiences.
LANGUAGE
IMPORTANT PRINCIPLES THAT UNDERLIE THE USE OF SYMBOLS
IN THE COMMUNICATION PROCESS AND REQUIRES
PERFORMANCE OF THE FOLLOWING ACTIVITIES:

3. CULTURAL ACTIVITIES OF SHARING

COMMON MEANINGS AND RULES
Communication is a social rather than a solitary activity. It is dependent on the use of shared
rules of language and linking of words and meanings by convention.
LANGUAGE
IMPORTANT PRINCIPLES THAT UNDERLIE THE USE OF SYMBOLS
IN THE COMMUNICATION PROCESS AND REQUIRES
PERFORMANCE OF THE FOLLOWING ACTIVITIES:

4. SOCIOLOGICAL ACTIVITIES GOVERNING

WHO WOLL COMMUNICATE WHAT, WHEN
AND WHERE
Human communication is a patterned social interaction taking place within a system
of norms, roles, ranks and social controls, which effectively limit who can speak to
whom, under what conditions, and about what topics.
LANGUAGE
LANGUAGE DEVELOPMENT
 LANGUAGE

OPERANT CONDITIONING
THEORIES -They thought that some of the sounds babies are reinforced
by their parents’ smiling, fondling or other forms of approval.
OF Hence, development of speech in babies is largely a function
LANGUAGE of reward or reinforcement

LEARNING
 LANGUAGE

1. MOTHER-REWARD
THEORY
THEORIES -holds that the mother’s immediate
OF reinforcement of the baby’s production of
speech sounds that she considers similar to
LANGUAGE conventional words is instrumental in
LEARNING furthering the development of her baby’s
capacity to speak
 LANGUAGE

2. BABBLE-LUCK THEORY
THEORIES -assumes that babies have been lucky enough to make sounds
that resemble words in their early babbling
OF -they babble because they derive satisfaction from it, not

LANGUAGE realizing that some of the sounds they make are actually
words
LEARNING
 LANGUAGE

3. CHOMSKY’S THEORY
THEORIES -the human brain is wired in such a way that we are born
equipped with some kind of an innate mechanism for learning
OF and using a language, which enables us as children to do

LANGUAGE some rapid information-processing on the language we hear

spoken by our elders
LEARNING -holds that we cannot help learning a language and using it
the way we do
INTELLIGENCE
- T H E S U M TO TA L O F A L L C O G N I T I V E
PROCESSES AND SKILLS
- R E F E R S TO T H E A B I L I T Y O F A N I N D I V I D U A L
TO LEARN FROM EXPERIENCE, TO REASON
W E L L , A N D TO C O P E W I T H T H E D E M A N D S O F
SOCIAL LIVING
INTELLIGENCE

CHARLES SPEARMAN’S
G FACTOR
Spearman believed intelligence consisted of one general factor, called
g, which could be measured and compared among individuals
INTELLIGENCE

RAYMOND CATTELL’S
THEORY OF INTELLIGENCE
-two components:
A. Crystallized intelligence
-is characterized as acquired knowledge and the ability to
retrieve it.
-When you learn, remember, and recall information, you are
using crystallized intelligence
INTELLIGENCE
RAYMOND CATTELL’S THEORY
OF INTELLIGENCE
-two components:
B. Fluid intelligence
-encompasses the ability to see complex relationships and
solve problems.
-Navigating your way home after being detoured onto an
unfamiliar route because of road construction would draw
upon your fluid intelligence.
INTELLIGENCE
ROBERT STERNBERG’S
TRIARCHIC THEORY OF
INTELLIGENCE
-intelligence as comprised of three parts:
A. Practical Intelligence
-sometimes compared to “street smarts.”
-Being practical means you find solutions that work in your
everyday life by applying knowledge based on your
experiences
INTELLIGENCE
ROBERT STERNBERG’S
TRIARCHIC THEORY OF
INTELLIGENCE
-intelligence as comprised of three parts:
B. Analytical Intelligence
-closely aligned with academic problem solving and computations
-demonstrated by an ability to analyze, evaluate, judge, compare, and
contrast
INTELLIGENCE
ROBERT STERNBERG’S
TRIARCHIC THEORY OF
INTELLIGENCE
-intelligence as comprised of three parts:
C. Creative Intelligence
-is marked by inventing or imagining a
solution to a problem or situation
INTELLIGENCE
ROBERT STERNBERG’S TRIARCHIC
THEORY OF INTELLIGENCE
INTELLIGENCE
HOWARD GARDNER’S
MULTIPLE INTELLIGENCES
THEORY
-each person possesses at least eight intelligences
-among these eight intelligences, a person typically excels in
some and falters in others
INTELLIGENCE
HOWARD GARDNER’S MULTIPLE
INTELLIGENCES THEORY
1. Linguistic-Verbal Intelligence
-People who are strong in linguistic
-verbal intelligence are able to use words well, both when
writing and speaking. These individuals are typically very
good at writing stories, memorizing information, and reading

Neurological Systems location in the Brain:

Left temporal lobe and frontal lobes (Broca’s/Wernicke’s Area)
INTELLIGENCE
HOWARD GARDNER’S MULTIPLE
INTELLIGENCES THEORY
2. Logical-Mathematical Intelligence
-People who are strong in logical-mathematical intelligence are
good at reasoning, recognizing patterns, and logically
analyzing problems. These individuals tend to think
conceptually about numbers, relationships, and patterns.

Neurological Systems location in the Brain:

Left parietal lobes
INTELLIGENCE
HOWARD GARDNER’S MULTIPLE
INTELLIGENCES THEORY
3. Musical Intelligence
-People who have strong musical intelligence are good at
thinking in patterns, rhythms, and sounds. They have a strong
appreciation for music and are often good at musical
composition and performance.

Neurological Systems location in the Brain:

Right temporal lobe
INTELLIGENCE
HOWARD GARDNER’S MULTIPLE
INTELLIGENCES THEORY
4. Bodily kinesthetic Intelligence
-Those who have high bodily-kinesthetic intelligence are said
to be good at body movement, performing actions, and
physical control. People who are strong in this area tend to
have excellent hand-eye coordination and dexterity.

Neurological Systems location in the Brain:

Cerebellum, basal ganglia, motor cortex
INTELLIGENCE
HOWARD GARDNER’S MULTIPLE
INTELLIGENCES THEORY
5. Visual spatial Intelligence
-People who are strong in visual-spatial intelligence are good
at visualizing things. These individuals are often good with
directions as well as maps, charts, videos, and pictures.

Neurological Systems location in the Brain:

poster region of the right hemisphere
INTELLIGENCE
HOWARD GARDNER’S MULTIPLE
INTELLIGENCES THEORY
6. Interpersonal Intelligence
-Those who have strong interpersonal intelligence are good at
understanding and interacting with other people. These
individuals are skilled at assessing the emotions, motivations,
desires, and intentions of those around them.

Neurological Systems location in the Brain:

frontal lobes, temporal lobe (especially right hemisphere),
limbic system
INTELLIGENCE
HOWARD GARDNER’S MULTIPLE
INTELLIGENCES THEORY
7. Intrapersonal Intelligence
-Individuals who are strong in intrapersonal intelligence are
good at being aware of their own emotional states, feelings,
and motivations. They tend to enjoy self-reflection and
analysis, including daydreaming, exploring relationships with
others, and assessing their personal strengths.

Neurological Systems location in the Brain:

frontal lobe, parietal lobes, limbic system
INTELLIGENCE
HOWARD GARDNER’S MULTIPLE
INTELLIGENCES THEORY
8. Naturalistic Intelligence
-According to Gardner, individuals who are high in this type of
intelligence are more in tune with nature and are often
interested in nurturing, exploring the environment, and
learning about other species. These individuals are said to be
highly aware of even subtle changes to their environments.

Neurological Systems location in the Brain:

Right temporal lobe
 HOWARD GARDNER’S MULTIPLE
INTELLIGENCE INTELLIGENCES THEORY