Language and Intelligence

Resting state cognitions that do not require one’s conscious awareness Cognitive schemas allow for fast and efficient “mental shortcuts” (heuristics) Therefore, these cognitive schemas allow for the ease of retrieval and recall from one’s LTM

a system for the effective use of signals so that we can communicate our goal directive cognitions

True!

Phonemes – smallest units of sound recognizable as speech eg., the letters b and p are classified as separate phonemes because they differ in the way they are produced by the human speaker Morphemes – phonemes are combined to make meaningful units of language dictated by morphological rules 1) content morphemes (objects, events) 2) function morphemes (tying sentences together, indicating time) Syntax – content and function morphemes are combined/recombined to form an infinite amount of phrases and sentences; syntactical rules dictate how morphemes should be combined/recombined for these phrases and sentences Semantics – meaning of syntax Pragmatics – appropriate use of language and the inferred intent of the speaker involves contextual meaning of the language being conveyed

1) content morphemes (objects, events) 2) function morphemes (tying sentences together, indicating time)

deep structure of a sentence – the meaning of a sentence in its entirety surface structure of a sentence – the wording that is composed to convey the meaning of a sentence in its entirety

cognitions that evaluate evidence (Ellen Langer) motivated to find the best solutions to tasks

cognitions that are novel and unusual motivated to find unique solutions

involves “directive cognition”, and is usually assessed as a “psychological construct” (which, in this case, means cognitive and behavioral that contribute to the traits of the continuum of general intelligence)

During the 1950’s, experimental psychologists attempted to teach non-human primates to verbalize English Later attempts to teach American Sign Language were met with more success

(1) significantly sub-average intellectual functioning (IQ of 70 or below, allowing for measurement error) (2) substantial impairments in adaptive functioning (3) onset prior to adulthood

Categories of cognition Fluid reasoning Knowledge Quantitative reasoning Visual-spatial processing Working memory mean: 100 sd: 15

a type of Neurodevelopmental Disorder that impedes the ability to learn or use specific academic skills (e.g., reading, writing, or arithmetic), which are the foundation for other academic learning. The learning difficulties are ‘unexpected’ in that other aspects of development seem to be fine. Early signs of learning difficulties may appear in the preschool years (e.g., difficulty learning names of letters or counting objects), but they can only be diagnosed reliably after starting formal education.

(1) Basic reading skills; (2) Reading comprehension; (3) Oral expression; (4) Listening comprehension; (5) Mathematical calculation; (6) Mathematical problem solving; (7) Written expression; and (8) Reading fluency.

anterior hippocampal neurons that only fire APs when an animal is in a certain place in an environment

1) association by contiguity –when a LTM is retrieved, another continual and contextual LTM will also most likely be retrieved (usually based on personal experience) 2) association by similarity –LTMs can be “linked”, despite whether one has personal experience with this linking

There are proposed neural circuits for the retrieval of LTM to working memory are called resting networks (default mode network, executive network) for LTM. These resting networks may provide the basis for very well encoded cognitive schemas, thus cognitive schemas allow for the efficient retrieval from LTM to STM: