Examples Of Linguistic Intelligence

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

Gardner's theory consisted of seven intelligences the first is linguistic ability, which enables us to read, write, and speak well. The second is logical/ mathematical ability which

My father’s top three intelligences are Spatial intelligence, Logical intelligence and Linguistic intelligence. Spatial intelligence shows that my father likes to draw graphs, diagrams and maps. Moreover, he usually uses it every day. Logical intelligence shows that he likes math. Linguistic intelligence shows that he likes speak, tell stories, read books. Spatial intelligence gives him an opportunity to be an architect or a pilot. Perhaps, because of it, he likes yachts; he wants to be a sailor. You need to make a lot of graphs and maps to be a sailor. Logical intelligence shows that he can be an accountant or a scientist. In addition, he works as an accountant and he likes physics and went he was young he wanted to be a physicist. Linguistic intelligence shows that he can be a journalist, poet or public relations director. Actually he doesn’t like it, but he loves to tell stories and he does it

Linguistic: the scientific study of language and its structure, including the study of morphology, syntax, phonetics, and semantics.

Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.

Examines how language develops from infancy into adulthood. Focuses on the modularity debate of how language is organized in the brain. Some theorize that language is domain-specific in that the brain has processes dedicated to the task of language learning and comprehension. Others focus on a domain-general theory for language learning where the processes used to learn language are the same processes used in other situations such as problem solving.

Language influences thought. The rule of linguistic relativity holds that the structure of a language influences the routes in which its speakers can conceptualize their reality, i.e. their view of reality. Famously known as the Sapir–Whorf theory, or Whorfianism, the standard is by and large comprehended as having two unique variants: (i) the solid form that language decides thought and that linguistic categories constrain and decide psychological classifications and (ii) the feeble rendition that phonetic classes and utilization impact thought and certain sorts of non-semantic conduct.

The researchers learned so much about the three areas that support the language development in the human brain. Having the technology, the researchers can monitor activities in the brain while using language. There is parts of the brain that can let us use language more ways than we can imagine. The important area of the brain is the Bronca which has an important part for our speech. This is located at the left part of brain by the frontal part. This controls our tongue and lips which help dictation and the pronunciation of words. If we did not have this, it would be impossible to speak without interpretation of what is being said. On the other side of the Broca’s area is the Wernicke’s area. The location for this is in the rear on left

While watching the monitors in store 670 on 08/19/16 I AP Associate Vanessa McClary observed an unknown male subject in the HBC aisle making a selection on a package of Gillette razors, I started watching this subject because took notice of the fact that he didn't have a carriage or a hand basket in his possessions. After making the selection on the merchandise I observed the male subject walking over to a carriage and placing the product on the bottom of the carriage. I continued to keep a constant observation on the subject as he made his way to the paper goods aisle where he began to remove the product from it's package. In the process of watching this subject removing the product from it's package the subject walked into a blind spot

Language is a cognitive function that most of us take for granted. It starts from early on, some say at conception, and it develops in complexity as we get older. It is an essential part of communication and without it its development would be greatly hindered. This natural process requires complex structures and reasoning, the bringing together of sounds and words to develop concrete ideas and thoughts. In this paper we will discuss the components of language and how it relates to cognitive processes.

People can form sentences that are grammatically correct but have anomalous meaning, which argues that language and cognition are interdependent of each other. Grammar operates independently of intelligence and cognition, which contradicts previous beliefs about the interplay of both cognition and language. Cognition is an umbrella term used to describe mental faculties such as problem solving, visuo-spatial skills, perception, understanding thought, and working memory (cite me). People with William’s Syndrome, a genetic disorder, are considered to be the paradigm case for “the independence of language and cognition” (CITE ME). This is because their grammar and language skills appear more developed compared to their chronological age group yet they suffer from underdeveloped intelligence/cognitive functions compared to their mental age group.

In this paper, I am going to write about how language and thought are closely related to each other. The reason I am highly interested on the topic “Thinking & Language” is because I speak 7 languages, and I realized that my personality, thinking, attitude and behavior change with the language I speak. I feel like there are many versions of “ME”.

A person's language and choice of words really defines who they are as a person. The language someone uses is very critical when they are trying to get a point across. William Golding for example uses very compelling language to influence the action, ideas, and emotion of his readers in the novel Lord of the Flies. Everything that Golding mentions in his novel always has a deeper meaning than someone might think so it takes a mature mind to process Goldings train of thought. Goldings impressive language allows us to further more understand character transformation, literary devices, and his handful of themes that occur throughout Lord of the flies.

The ability of humans to speak and understand language is made possible by one of the most complex and vital organs in the human body, the

Howard Gardner recognizes that intelligence is more than the single logical-mathematical processing of stored facts that intelligence tests assess. He views intelligence as problem-solving, problem-creating, and problem-finding across a range of situations. There are a total of eight Multiple Intelligences: Logical-Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and lastly, Naturalist Intelligence. These Intelligences allow educators to carefully integrate several content areas within a specific curricula.