Linguistic Intelligence Quotes

Translation is a two-edged instrument: it has the special purpose of demonstrating the learner's knowledge of the foreign language, either as a form of control or to exercise his intelligence in order to develop his competence.

The marvelous thing is that even in studying linguistics, we find that the universe as a whole is patterned, ordered, and to some degree intelligible to us.

For the answers make sense only in relation to the questions which they answer; the questions, furthermore, make sense only in relation to the concrete experiences of reality from which they have arisen; and the concrete experiences, together with their linguistic articulation, finally make sense only in the cultural context which sets limits to both the direction and range of intelligible differentiation. Only the complex of experience question answer as a whole is a constant of consciousness . . . No answer, thus, is the ultimate truth in whose possession mankind could live happily forever after, because no answer can abolish the historical process of consciousness from which it has emerged.

After Darwin, human morality became a scientific mystery. Natural selection could explain how intelligent, upright, linguistic, not so hairy, bipedal primates could evolve, but where did our morals come from? Darwin himself was absorbed by this question. Natural selection, it was thought, promotes ruthless self-interest. Individuals who grab up all the resources and destroy the competition will survive better, reproduce more often, and thus populate the world with their ruthlessly selfish offspring. How, then, could morality evolve in a world that Tennyson famously described as “red in tooth and claw”? We now have an answer. Morality evolved as a solution to the problem of cooperation, as a way of averting the Tragedy of the Commons: Morality is a set of psychological adaptations that allow otherwise selfish individuals to reap the benefits of cooperation.

To understand, I destroyed myself. To understand is to forget about loving. I know nothing more simultaneously false and telling than the statement by Leonardo da Vinci that we cannot love or hate something until we’ve understood it. Solitude devastates me; company oppresses me. The presence of another person derails my thoughts; I dream of the other’s presence with a strange absent-mindedness that no amount of my analytical scrutiny can define. Isolation has carved me in its image and likeness. The presence of another person – of any person whatsoever – instantly slows down my thinking, and while for a normal man contact with others is a stimulus to spoken expression and wit, for me it is a counterstimulus, if this compound word be linguistically permissible. When all by myself, I can think of all kinds of clever remarks, quick comebacks to what no one said, and flashes of witty sociability with nobody. But all of this vanishes when I face someone in the flesh: I lose my intelligence, I can no longer speak, and after half an hour I just feel tired. Yes, talking to people makes me feel like sleeping. Only my ghostly and imaginary friends, only the conversations I have in my dreams, are genuinely real and substantial, and in them intelligence gleams like an image in a mirror. The mere thought of having to enter into contact with someone else makes me nervous. A simple invitation to have dinner with a friend produces an anguish in me that’s hard to define. The idea of any social obligation whatsoever – attending a funeral, dealing with someone about an office matter, going to the station to wait for someone I know or don’t know – the very idea disturbs my thoughts for an entire day, and sometimes I even start worrying the night before, so that I sleep badly. When it takes place, the dreaded encounter is utterly insignificant, justifying none of my anxiety, but the next time is no different: I never learn to learn. ‘My habits are of solitude, not of men.’ I don’t know if it was Rousseau or Senancour who said this. But it was some mind of my species, it being perhaps too much to say of my race.

The normal man of intelligence has something of a contempt for linguistic studies, convinced as he is nothing can well be more useless. Edward Sapir - 1924

Until now, most schools in most cultures have stressed a certain combination of linguistic and logical intelligences. Beyond question that combination is important for mastering the agenda of school, but we have gone too far in ignoring the other intelligences. By minimizing the importance of other intelligences within and outside of schools, we consign many students who fail to exhibit the "proper" blend to the belief that they are stupid, and we do not take advantage of ways in which multiple intelligences can be exploited to further the goals of school and the broader culture.

Human spoken language seems to be adventitious. The exploitation of organ systems with other functions for communication in humans is also indicative of the comparatively recent evolution of our linguistic abilities.

Children who are seriously neglected during their early development also have smaller brains (fig. 7); their intelligence and linguistic and fine motor control are permanently impaired, and they are impulsive and hyperactive.

[T]here is some other way of understanding and getting along with the process of nature than by translating it into words. After all, the brain, the very organ of intelligence, defies linguistic description by even the greatest neurologists.

In conscious life, we achieve some sense of ourselves as reasonably unified, coherent selves, and without this action would be impossible. But all this is merely at the ‘imaginary’ level of the ego, which is no more than the tip of the iceberg of the human subject known to psychoanalysis. The ego is function or effect of a subject which is always dispersed, never identical with itself, strung out along the chains of the discourses which constitute it. There is a radical split between these two levels of being — a gap most dramatically exemplified by the act of referring to myself in a sentence. When I say ‘Tomorrow I will mow the lawn,’ the ‘I’ which I pronounce is an immediately intelligible, fairly stable point of reference which belies the murky depths of the ‘I’ which does the pronouncing. The former ‘I’ is known to linguistic theory as the ‘subject of the enunciation’, the topic designated by my sentence; the latter ‘I’, the one who speaks the sentence, is the ‘subject of the enunciating’, the subject of the actual act of speaking. In the process of speaking and writing, these two ‘I’s’ seem to achieve a rough sort of unity; but this unity is of an imaginary kind. The ‘subject of the enunciating’, the actual speaking, writing human person, can never represent himself or herself fully in what is said: there is no sign which will, so to speak, sum up my entire being. I can only designate myself in language by a convenient pronoun. The pronoun ‘I’ stands in for the ever-elusive subject, which will always slip through the nets of any particular piece of language; and this is equivalent to saying that I cannot ‘mean’ and ‘be’ simultaneously. To make this point, Lacan boldly rewrites Descartes’s ‘I think, therefore I am’ as: ‘I am not where I think, and I think where I am not.

Mayor Pete, people are like, “Wow! He speaks like a gazillion languages. Isn’t he so smart?” And I’m like, “Well, actually, you could go to many places in the world where people speak those gazillion languages, right, and they’re not positioned as smart in the same way.” (4/10/2020 on Vocal Fries podcast)

Technically,” M-Bot said, hovering a few centimeters closer to him, “the word ‘sentient’ just means an ability to perceive and/or feel. Many people misuse this word. Instead, ‘sapience’ is the word for self-awareness—or intelligence like a human being. Which if you think about it is a human-centric definition. Those rascally humans and their linguistic biases.

Fascist politics seeks to undermine public discourse by attacking and devaluing education, expertise, and language. Intelligent debate is impossible without an education with access to different perspectives, a respect for expertise when one’s own knowledge gives out, and a rich enough language to precisely describe reality. When education, expertise, and linguistic distinctions are undermined, there remains only power and tribal identity.

We were picking apart a problem in linguistic history and, as it were, examining close up the peak period of glory in the history of a language; in minuets we had traced the path which had taken it several centuries. And I was powerfully gripped by the vision of transitoriness: the way before our eyes such a complex, ancient, venerable organism, slowly built up over many generations, reaches its highest point, which already contains the germ of decay, and the whole intelligently articulated structure begins to droop, to degenerate, to totter towards its doom.

As I soon learned, this was the dream to which Gene had alluded so often in the past. Interestingly, though he’d said many times before that there might be something in this for me, that day I won a part that had yet to be created. It was only after I’d been brought on board, and Gene and I conceived and created her, that Uhura was born. Many times through the years I’ve referred to Uhura as my great-great-great-great-great-great-great-granddaughter of the twenty-third century. Gene and I agreed that she would be a citizen of the United States of Africa. And her name, Uhura, is derived from Uhuru, which is Swahili for “freedom.” According to the “biography” Gene and I developed for my character, Uhura was far more than an intergalactic telephone operator. As head of Communications, she commanded a corps of largely unseen communications technicians, linguists, and other specialists who worked in the bowels of the Enterprise, in the “comm-center.” A linguistics scholar and a top graduate of Starfleet Academy, she was a protégée of Mr. Spock, whom she admired for his daring, his intelligence, his stoicism, and especially his logic. We even had outlined exactly where Uhura had grown up, who her parents were, and why she had been chosen over other candidates for the Enterprise’s five-year mission.

It might be useful here to say a word about Beckett, as a link between the two stages, and as illustrating the shift towards schism. He wrote for transition, an apocalyptic magazine (renovation out of decadence, a Joachite indication in the title), and has often shown a flair for apocalyptic variations, the funniest of which is the frustrated millennialism of the Lynch family in Watt, and the most telling, perhaps, the conclusion of Comment c'est. He is the perverse theologian of a world which has suffered a Fall, experienced an Incarnation which changes all relations of past, present, and future, but which will not be redeemed. Time is an endless transition from one condition of misery to another, 'a passion without form or stations,' to be ended by no parousia. It is a world crying out for forms and stations, and for apocalypse; all it gets is vain temporality, mad, multiform antithetical influx. It would be wrong to think that the negatives of Beckett are a denial of the paradigm in favour of reality in all its poverty. In Proust, whom Beckett so admires, the order, the forms of the passion, all derive from the last book; they are positive. In Beckett, the signs of order and form are more or less continuously presented, but always with a sign of cancellation; they are resources not to be believed in, cheques which will bounce. Order, the Christian paradigm, he suggests, is no longer usable except as an irony; that is why the Rooneys collapse in laughter when they read on the Wayside Pulpit that the Lord will uphold all that fall. But of course it is this order, however ironized, this continuously transmitted idea of order, that makes Beckett's point, and provides his books with the structural and linguistic features which enable us to make sense of them. In his progress he has presumed upon our familiarity with his habits of language and structure to make the relation between the occulted forms and the narrative surface more and more tenuous; in Comment c'est he mimes a virtually schismatic breakdown of this relation, and of his language. This is perfectly possible to reach a point along this line where nothing whatever is communicated, but of course Beckett has not reached it by a long way; and whatever preserves intelligibility is what prevents schism. This is, I think, a point to be remembered whenever one considers extremely novel, avant-garde writing. Schism is meaningless without reference to some prior condition; the absolutely New is simply unintelligible, even as novelty. It may, of course, be asked: unintelligible to whom? --the inference being that a minority public, perhaps very small--members of a circle in a square world--do understand the terms in which the new thing speaks. And certainly the minority public is a recognized feature of modern literature, and certainly conditions are such that there may be many small minorities instead of one large one; and certainly this is in itself schismatic. The history of European literature, from the time the imagination's Latin first made an accommodation with the lingua franca, is in part the history of the education of a public--cultivated but not necessarily learned, as Auerbach says, made up of what he calls la cour et la ville. That this public should break up into specialized schools, and their language grow scholastic, would only be surprising if one thought that the existence of excellent mechanical means of communication implied excellent communications, and we know it does not, McLuhan's 'the medium is the message' notwithstanding. But it is still true that novelty of itself implies the existence of what is not novel, a past. The smaller the circle, and the more ambitious its schemes of renovation, the less useful, on the whole, its past will be. And the shorter. I will return to these points in a moment.

Most languages have a word for the day before yesterday. Anteayer in Spanish. Vorgestern in German. There is no word for it in English. It’s a language that tries to keep the past simple and perfect, free of the subjunctive blurring of memory and mood. I take out a pen, tapping the end impatiently on a bar napkin as I try to think of a English word for “the day before yesterday.” I consider myself to be a political-linguistic refugee, come to Germany seeking asylum in a country where I don’t have to hear people say “nonplussed” when they mean “nonchalant” or have to listen to a military spokesperson euphemistically refer to a helicopter’s crashing into a mountainside as a “hard landing,” and I can’t begin to explain how liberating it is to live in a place where I can go through an autumn of Sundays without once having to hear someone say, “The only thing the prevent defense does is prevent you from winning.” Listening to America these days is like listening to the fallen King Lear using his royal gibberish to turn field mice and shadows into real enemies. America is always composing empty phrases like “keeping it real,” “intelligent design,” “hip-hop generation,” and “first responders” as a way to disguise the emptiness and the mundanity.

Every once in a while during the preparation of these lectures, I find myself asking — and others asking me — what's the relevance of all this musico-linguistics? Can it lead us to an answer of Charles Ives' Unanswered Question — whither music? — and even if it eventually can, does it matter? The world totters, governments crumble, and we are poring over musical phonology, and now syntax. Isn't it a flagrant case of elitism? Well, in a way it is; certainly not elitism of class — economic, social, or ethnic — but of curiosity, that special, inquiring quality of the intelligence. And it was ever thus. But these days, the search for meaning-through-beauty and vice versa becomes even more important as each day mediocrity and art-mongering increasingly uglify our lives; and the day when this search for John Keats' truth-beauty ideal becomes irrelevant, then we can all shut up and go back to our caves. Meanwhile, to use that unfortunate word again, it is thoroughly relevant; and I as a musician feel that there has to be a way of speaking about music with intelligent but nonprofessional music lovers who don't know a stretto from a diminished fifth; and the best way I have found so far is by setting up a working analogy with language, since language is something everyone shares and uses and knows about.

The three main mediaeval points of view regarding universals are designated by historians as realism, conceptualism, and nominalism. Essentially these same three doctrines reappear in twentieth-century surveys of the philosophy of mathematics under the new names logicism, intuitionism, and formalism. Realism, as the word is used in connection with the mediaeval controversy over universals, is the Platonic doctrine that universals or abstract entities have being independently of the mind; the mind may discover them but cannot create them. Logicism, represented by Frege, Russell, Whitehead, Church, and Carnap, condones the use of bound variables to refer to abstract entities known and unknown, specifiable and unspecifiable, indiscriminately. Conceptualism holds that there are universals but they are mind-made. Intuitionism, espoused in modern times in one form or another by Poincaré, Brouwer, Weyl, and others, countenances the use of bound variables to refer to abstract entities only when those entities are capable of being cooked up individually from ingredients specified in advance. As Fraenkel has put it, logicism holds that classes are discovered while intuitionism holds that they are invented—a fair statement indeed of the old opposition between realism and conceptualism. This opposition is no mere quibble; it makes an essential difference in the amount of classical mathematics to which one is willing to subscribe. Logicists, or realists, are able on their assumptions to get Cantor’s ascending orders of infinity; intuitionists are compelled to stop with the lowest order of infinity, and, as an indirect consequence, to abandon even some of the classical laws of real numbers. The modern controversy between logicism and intuitionism arose, in fact, from disagreements over infinity. Formalism, associated with the name of Hilbert, echoes intuitionism in deploring the logicist’s unbridled recourse to universals. But formalism also finds intuitionism unsatisfactory. This could happen for either of two opposite reasons. The formalist might, like the logicist, object to the crippling of classical mathematics; or he might, like the nominalists of old, object to admitting abstract entities at all, even in the restrained sense of mind-made entities. The upshot is the same: the formalist keeps classical mathematics as a play of insignificant notations. This play of notations can still be of utility—whatever utility it has already shown itself to have as a crutch for physicists and technologists. But utility need not imply significance, in any literal linguistic sense. Nor need the marked success of mathematicians in spinning out theorems, and in finding objective bases for agreement with one another’s results, imply significance. For an adequate basis for agreement among mathematicians can be found simply in the rules which govern the manipulation of the notations—these syntactical rules being, unlike the notations themselves, quite significant and intelligible.

... if we are to see the order of nature as a kind of story, then there has to be some kind of intelligence, some kind of wisdom, some kind of storyteller that makes it a story. There must be some kind of singer that sings this song. Not, of course, with our particular human, linguistic kind of intelligence and wisdom and singing, but with something analogous to these ... I want to appropriate the word "God" ... and use it to refer to the wisdom by which the world is a story, the singer by which nature is not just sound and fury but music. What I refer to as God is not any character in the drama of the universe but the author of the universe, the mystery of wisdom which we know of but cannot begin to understand, the wisdom that is the reason why there is a harmony called the universe which we can just stumblingly begin to understand. Our lives are a subplot in the story of the universe, but that story is not one we can comprehend, and it is one that often puzzles us and troubles us and sometimes outrages us. But it is a story. And I say this not because I have FAITH, or BELIEVE it, but simply because I cannot believe that existence is a tale told by an idiot. If I were to tell you what I believe, I would tell you much more. I would tell you that by the gift of faith I believe ... that the wisdom which made this drama so loved his human characters that he become one himself to share their lives; he chose to be a character in the story, to share their hopes and fears and suffering and death.

The mixture of a solidly established Romance aristocracy with the Old English grassroots produced a new language, a “French of England,” which came to be known as Anglo-Norman. It was perfectly intelligible to the speakers of other langues d’oïl and also gave French its first anglicisms, words such as bateau (boat) and the four points of the compass, nord, sud, est and ouest. The most famous Romance chanson de geste, the Song of Roland, was written in Anglo-Norman. The first verse shows how “French” this language was: Carles li reis, nostre emperere magnes, set anz tuz pleins ad estéd en Espaigne, Tresqu’en la mer cunquist la tere altaigne… King Charles, our great emperor, stayed in Spain a full seven years: and he conquered the high lands up to the sea… Francophones are probably not aware of how much England contributed to the development of French. England’s court was an important production centre for Romance literature, and most of the early legends of King Arthur were written in Anglo-Norman. Robert Wace, who came from the Channel Island of Jersey, first evoked the mythical Round Table in his Roman de Brut, written in French in 1155. An Englishman, William Caxton, even produced the first “vocabulary” of French and English (a precursor of the dictionary) in 1480. But for four centuries after William seized the English crown, the exchange between Old English and Romance was pretty much the other way around—from Romance to English. Linguists dispute whether a quarter or a half of the basic English vocabulary comes from French. Part of the argument has to do with the fact that some borrowings are referred to as Latinates, a term that tends to obscure the fact that they actually come from French (as we explain later, the English worked hard to push away or hide the influence of French). Words such as charge, council, court, debt, judge, justice, merchant and parliament are straight borrowings from eleventh-century Romance, often with no modification in spelling. In her book Honni soit qui mal y pense, Henriette Walter points out that the historical developments of French and English are so closely related that anglophone students find it easier to read Old French than francophones do. The reason is simple: Words such as acointance, chalenge, plege, estriver, remaindre and esquier disappeared from the French vocabulary but remained in English as acquaintance, challenge, pledge, strive, remain and squire—with their original meanings. The word bacon, which francophones today decry as an English import, is an old Frankish term that took root in English. Words that people think are totally English, such as foreign, pedigree, budget, proud and view, are actually Romance terms pronounced with an English accent: forain, pied-de-grue (crane’s foot—a symbol used in genealogical trees to mark a line of succession), bougette (purse), prud (valiant) and vëue. Like all other Romance vernaculars, Anglo-Norman evolved quickly. English became the expression of a profound brand of nationalism long before French did. As early as the thirteenth century, the English were struggling to define their nation in opposition to the French, a phenomenon that is no doubt the root of the peculiar mixture of attraction and repulsion most anglophones feel towards the French today, whether they admit it or not. When Norman kings tried to add their French territory to England and unify their kingdom under the English Crown, the French of course resisted. The situation led to the first, lesser-known Hundred Years War (1159–1299). This long quarrel forced the Anglo-Norman aristocracy to take sides. Those who chose England got closer to the local grassroots, setting the Anglo-Norman aristocracy on the road to assimilation into English.

generalized fluidic and crystallized measures of logical and linguistic intelligence;

But from a purely linguistic perspective, and as a rule of thumb, when two varieties of what used to be the same language are no longer mutually intelligible, they can be called different languages.

The Queue consists entirely of fragments of ochered’ dialogue, a linguistic vernacular anchored by the long-suffering word stoyat’ (to stand). You stood? Yes, stood. Three hours. Got damaged ones. Wrong size. Here’s what the line wasn’t: a gray inert nowhere. Imagine instead an all-Soviet public square, a hurly-burly where comrades traded gossip and insults, caught up with news left out of the newspapers, got into fistfights, or enacted comradely feats. In the thirties the NKVD had informers in queues to assess public moods, hurrying the intelligence straight to Stalin’s brooding desk. Lines shaped opinions and bred ad hoc communities: citizens from all walks of life standing, united by probably the only truly collective authentic Soviet emotions: yearning and discontent (not to forget the unifying hostility toward war veterans and pregnant women, honored comrades allowed to get goods without a wait).

There had to be something near racial parity in the early stages because setting up the infernal machine required at least as many Europeans as Africans. Consequently, the original contact language had to be not too far from the language of the slave owners. Because at this stage Europeans were teaching Africans what they had to do, the contact language had to be intelligible to native speakers of the European language. Because so many interactions were between Europeans and Africans, the latter would have much better access to that European language than at any later stage in plantation history. We should remember that Africans, unlike modern Americans, do not regard monolingualism as a natural state, but expect to have to use several languages in the course of their lives. (In Ghana, our house-boy, Attinga, spoke six languages-two European, four African-and this was nothing out of the ordinary.) But as soon as the infrastructure was in place, the slave population of sugar colonies had to be increased both massively and very rapidly. If not, the plantation owners, who had invested significant amounts of capital, would have gone bankrupt and the economies of those colonies would have collapsed. When the slave population ballooned in this way, new hands heavily outnumbered old hands. No longer did Europeans instruct Africans; now it was the older hands among the Africans instructing the new ones, and the vast majority of interactions were no longer European to African, the were African to African. Since this was the case, there was no longer any need for the contact language to remain mutually intelligible with the European language. Africans in positions of authority could become bilingual, using one language with Europeans, another with fellow Africans. The code-switching I found in Guyana, which I had assumed was a relatively recent development, had been there, like most other things, from the very beginning. In any case, Africans in authority could not have gone on using the original contact language even if they'd wanted to. As we saw, it would have been as opaque to the new arrivals as undiluted French or English. The old hands had to use a primitive pidgin to communicate with the new hands. And, needless to add, the new hands had to use a primitive pidgin to communicate with one another. Since new hands now constituted a large majority of the total population, the primitive pidgin soon became the lingua franca of that population. A minority of relatively privileged slaves (house slaves and artisans) may have kept the original contact language alive among themselves, thus giving rise to the intermediate varieties in the continuum that confronted me when I first arrived in Guyana. (For reasons still unknown, this process seems to have happened more often in English than in French colonies.) But it was the primitive, unstructured pidgin that formed the input to the children of the expansion phase. Therefore it was the children of the expansion phase-not the relatively few children of the establishment phase, the first locally born generation, as I had originally thought-who were the creators of the Creole. They were the ones who encountered the pidgin in its most basic and rudimentary form, and consequently they were the ones who had to draw most heavily on the inborn knowledge of language that formed as much a part of their biological heritage as wisdom teeth or prehensile hands.

The greeting of risk, the willingness to discover through (certain classes of non-lethal) trial and error, the subordination of success to exploration and discovery, and the insistence of finding the edge of patterns; where they fail, all of these seem to contain echoes of field work in Special Forces and related intelligence organizations, the passion for languages, the recognition that much of what passes for effective communication can be achieved with very little actual understanding, the primacy of non-verbal communication in influencing face-to-face communications, a tolerance for ambiguity and vagueness, and a fascination with the unknown.

If Wittgenstein is right—if the capacity to employ and discern signs, on the one hand, and the capacity to employ and discern symbols, on the other, are two aspects of a single capacity—then strictly thinking through the thought-experiment of the logical alien should leave us with someone who is not only a logical alien but also more of a phonological alien than, in initially framing such a thought-experiment, one might at first suppose. Moreover, if Wittgenstein is right, there should be limits on how far either one of these two dimensions of what can be alien in the language of another can vary independently of the other—how far the possibility of the discernment of the repetition of utterly alien signs can come into view apart from some discernment of the actuality of their intelligible use as the sensibly apprehensible aspects of meaningful symbols. Philosophical efforts to imagine the possibility of a logical alien often involve a peculiar combination of intimacy and strangeness: they imagine the logical alien as saying things that, on the one hand, we are in one sense able to understand without difficulty (in the sense of phonemically parse, we are supposed to be able to report straight off—verbally repeat—the utterances of the alien), but that, in another sense, we are unable to understand at all (inasmuch as we are supposed to be unable to make sense of how the different things the speaker says hang together as a coherent logical whole). This requires imagining the logical alien as having mastered the phonological space of our language or our having mastered the phonological space of his, while each of us remains an outsider to the logical space of the other. It requires imagining us as standing in the relation of being logically alien to one another without our being in the least phonologically alien to one another. Can we imagine that? Or does our inability to find a logical foothold in the linguistic behavior of the being with a supposedly logical alien form of thought have the con- sequence that we should be equally unable to find a phonological foot-hold in his supposedly linguistic behavior?

The Marland definition of giftedness (page 499) broadened the view of giftedness from one based strictly on IQ to one encompassing six areas of outstanding or potentially outstanding performance. The passage of Public Law 94–142, the Education for All Handicapped Children Act, in 1975 led to an increased interest in and awareness of individual differences and exceptionalities. PL 94–142, however, was a missed opportunity for gifted children, as there was no national mandate to serve them. Mandates to provide services for children and youth who are gifted and talented are the result of state rather than federal legislation. The 1980s and 1990s: The Field Matures and Provides Focus for School Reform Building on Guilford’s multifaceted view of intelligence, Howard Gardner and Robert Sternberg advanced their own theories of multiple intelligences in the 1980s. Gardner (1983) originally identified seven intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal (see Table 15.2). Describing these intelligences as relatively independent of one another, he later added naturalistic as an eighth intelligence (Gardner, 1993). Sternberg (1985) presented a triarchic view of “successful intelligence,” encompassing practical, creative, and executive intelligences. Using these models, the field of gifted education has expanded its understanding of intelligence while not abandoning IQ as a criterion for identifying intellectually gifted children. A Nation at Risk (National Commission on Excellence in Education, 1983) described the state of education in U.S. schools as abysmal. The report made a connection between the education of children who are gifted and our country’s future. This commission found that 50 percent of the school-age gifted population was not performing to full potential and that mathematics and science were in deplorable conditions in the schools. The message in this report percolated across the country and was responsible for a renewed interest in gifted education as well as in massive education reform that occurred nationally and state by state.

Psychologists characterize human intelligence as a composite of a variety of skills such as learning from experiences and adapting consequently, understanding abstract ideas, reasoning, problem-solving, linguistic use, and perception.

Al-Kind¯ı’s work revived philosophy as living practice and introduced it in the new social environment of Abbasid Baghdad by making it relevant to its intellectual concerns and widely acceptable as the indispensable means for critical and rigorous thinking based on reason, not authority. The resurrection of philosophy in Arabic in the early ninth century was a revolutionary event, as mentioned above, because up to that point anybody doing philosophy creatively in multicultural post-classical antiquity – regardless of linguistic or ethnic background – did it in Greek, while all the other philosophical activities were derivative from, and dependent upon, the main philosophizing going on simultaneously in Greek. When Arabic philosophy emerged with al-Kind¯ı, however, the situation was completely different: it was from the very beginning independent, it chose its own paths, and it had no contemporary and living Greek philosophy either to imitate or seek inspiration from. Arabic philosophy engaged in the same enterprise Greek philosophy did before its gradual demise, but this time in its own language: Arabic philosophy internationalized Greek philosophy, and through its success it demonstrated to world culture that philosophy is a supranational enterprise. This, it seems, is what makes the transplantation and development of philosophy in other languages and cultures throughout the Middle Ages historically possible and intelligible. Arabic philosophy was also revolutionary in another way. Although Greek philosophy in its declining stages in late antiquity may be thought to have yielded to Christianity, and indeed in many ways imitated it, Arabic philosophy developed in a social context in which a dominant monotheistic religion was the ideology par excellence. Because of this, Arabic philosophy developed as a discipline not in opposition or subordination to religion, but independent from religion – indeed from all religions – and was considered intellectually superior to religion in its subject and method. Arabic philosophy developed, then, not as an ancilla theologiae but as a system of thought and a theoretical discipline that transcends all others and rationally explains all reality, including religion.

If words could not be used ambiguously, if, in short, each word was an ideal term, language would be a diaphanous medium.

Each person has a unique mixture of intelligences, or ways of understanding the world—linguistic, logical, mathematical, spatial, musical, physical

The historical record is unequivocal. The United States is ham-handed and brutal in conceiving and executing clandestine operations, and it is simply no good at espionage; its operatives never have enough linguistic and cultural knowledge of target countries to recruit spies effectively. The CIA also appears to be one of the most easily penetrated espionage organizations on the planet. From the beginning, it has repeatedly lost its assets to double agents.

The primary strength of inductive learning systems lies in their being able to capture the inexpressible part of human cognition. For example, when a child learns a language through speaking, she does not start by memorizing the rules of grammar, but by “picking up” the language in a way that cannot be fully explained even today. Therefore, the child grows in linguistic ability by learning through examples. The child might occasionally receive some knowledge from her parents, such as specific concepts in grammar or vocabulary, but it is rarely the primary form of learning for native languages.

the left hemisphere of the brain is more specialised in processing linguistic and sequential information, while the right hemisphere is better in dealing with visual and spatial information. In other words, learners with the preference of auditory-sequential style predominantly use the left hemisphere, while the learners with the visual-spatial preference mostly use the right hemisphere.

Gardner's intelligences are: 1. musical-rhythmic, 2. visual-spatial, 3. verbal-linguistic, 5. bodily-kinesthetic (athleticism, dancing, acting), 6. interpersonal (or "social" intelligence), 7. intrapersonal (or self-knowledge), 8. spiritual (think Moses, Jesus, Mohammed, Buddha, for example), 9. moral (ability to solve problems within a moral and ethical frame, think King Solomon), and 10. naturalistic (knowledge of nature, plants, animals, and the sorts of things one might need to know to survive in the wilderness). p124

One criterion might be mutual intelligibility: while we wouldn't expect to understand another language, we might well understand a different dialect of a language we do speak. But this criterion soon poses problems. The ‘dialects’ of Chinese (e.g. Mandarin, Hokkien, Cantonese) share a writing system but are mutually unintelligible, whereas the Scandinavian ‘languages’ Swedish, Danish and Norwegian are similar enough to be mutually comprehensible (sometimes with a little effort). The difference in practice is generally determined on socio-political rather than linguistic grounds: we tend to associate languages with nation states where they are spoken. Or, as cynics would have it: ‘a language is a dialect with an army and a navy’. To avoid problems of this kind, linguists talk of language varieties.

improved intrapersonal and interpersonal intelligence help individuals to develop better peer relationships and engage in collaborative work with better engagement or more productively. Clearly the existence of different forms of multiple intelligence highlight the functions of different parts of the brain as well as integrative operations of some of these functions (Siegal, 2011; Siegel, 2015); for example, linguistic and logical processing involves the left hemisphere, while the spatial and musical functioning mainly uses the right hemisphere (Silverman, 2002).

In the ’80s, a number of psychologists, computer scientists and linguists developed the Connectionist approach to cognitive psychology. Using neural nets, this community cast a new light on human thought and learning, anchored in basic ingredients from neuroscience. Indeed, backpropagation and some of the other algorithms in use today trace back to those efforts.

In fact, some research studies have proved that people with brain damage resulting in not being able to experience emotions fully have reduced capacity to make good decisions. Even

In the German and French pensions, which twenty-five years ago were crowded with American mothers and their daughters who had crossed the seas in search of culture, one often found the mother making real connection with the life about her, using her inadequate German with great fluency, gaily measuring the enormous sheets or exchanging recipes with the German Hausfrau, visiting impartially the nearest kindergarten and market, making an atmosphere of her own, hearty and genuine as far as it went, in the house and on the street. On the other hand, her daughter was critical and uncertain of her linguistic acquirements, and only at ease when in the familiar receptive attitude afforded by the art gallery and opera house. In the latter she was swayed and moved, appreciative of the power and charm of the music, intelligent as to the legend and poetry of the plot, finding use for her trained and developed powers as she sat "being cultivated" in the familiar atmosphere of the classroom which had, as it were, become sublimated and romanticized. I remember a happy busy mother who, complacent with the knowledge that her daughter daily devoted four hours to her music, looked up from her knitting to say, "If I had had your opportunities when I was young, my dear, I should have been a very happy girl. I always had musical talent, but such training as I had, foolish little songs and waltzes and not time for half an hour's practice a day." The mother did not dream of the sting her words left and that the sensitive girl appreciated only too well that her opportunities were fine and unusual, but she also knew that in spite of some facility and much good teaching she had no genuine talent and never would fulfill the expectations of her friends. She looked back upon her mother's girlhood with positive envy because it was so full of happy industry and extenuating obstacles, with undisturbed opportunity to believe that her talents were unusual. The girl looked wistfully at her mother, but had not the courage to cry out what was in her heart: "I might believe I had unusual talent if I did not know what good music was; I might enjoy half an hour's practice a day if I were busy and happy the rest of the time. You do not know what life means when all the difficulties are removed! I am simply smothered and sickened with advantages. It is like eating a sweet dessert the first thing in the morning.

Isolation has carved me in its image and likeness. The presence of another person – of any person whatsoever – instantly slows down my thinking, and while for a normal man contact with others is a stimulus to spoken expression and wit, for me it is a counterstimulus, if this compound word be linguistically permissible. When all by myself, I can think of all kinds of clever remarks, quick comebacks to what no one said, and flashes of witty sociability with nobody. But all of this vanishes when I face someone in the flesh: I lose my intelligence, I can no longer speak, and after half an hour I just feel tired. Yes, talking to people makes me feel like sleeping. Only my ghostly and imaginary friends, only the conversations I have in my dreams, are genuinely real and substantial, and in them intelligence gleams like an image in a mirror.

The IQ test was supposed to measure your capacity to think and learn and therefore to predict your success in school. However, contemporary psychologists have debunked this whole idea of a single capacity called intelligence. You have not one but at least seven intelligences, according to Harvard psychologist Howard Gardner. • Linguistic intelligence • Logical-mathematical intelligence • Spatial intelligence • Musical intelligence • Bodily-kinesthetic intelligence • Intrapersonal intelligence (knowing yourself) • Interpersonal intelligence (knowing other people)

Though words are often described as tools, they may be more properly regarded as the cells of a complex living structure, units quickly mobilized in orderly formations to function on particular occasions for particular uses. Every member of the community has access to this linguistic organization and can use it up to the capacities of his experience and intelligence, his emotional responsiveness, and his insight. At no point, except by the invention of writing, has language ever been the monopoly of a dominant minority, despite class differentiations of usage; while the medium itself is so complex and so subtle that no centralized system of control was ever, even after the invention of writing, completely effective.

You must realize that there is no single version of truth for everyone. Each person has a different view of reality, and it being different from yours doesn’t make it any less true than yours. They are all just different versions of reality, like a map of a territory, which is different from the real territory. ·          People will always react to their internal version of reality and not exactly what they feel with their senses only.

She pops her head into a bare-looking kitchen and has a little wander round it. Here, she reads, Emily would sometimes make bread with her right hand while holding a book of German verse in her left. Well, OK, Yuki thinks, now you're talking. Because she applauds any woman who is unashamed of her intelligence. Also, what a great little trick. Over dinner last night the Elders were discussing Branwell, the dissolute Bronte brother, and someone mentioned a little party-piece he was said to have performed at the local pub in which he'd write a line of Latin with his right hand while writing the same thing in Greek with his left. So now Yuki's wondering if the Bronte kids weren't, in fact, exceptionally gifted linguists - or whether having your hands do different things simultaneously wasn't just about as wild an evening as you were likely to have back then. She heads up the stairs, where it's a little cooler - and more dismal, if that's possible - and stands on the landing, consulting her leaflet, where she learns that there were, in fact, another two Bronte girls, who died when they were still children. Two invisible, extra Brontes no one's ever heard of, since neither lived long enough to lift a pen. The first bedroom she enters, it seems, is where the mother passed away, knowing that all her children would have to go on, motherless. With just their crazy father to look after them. And this really is just about too much for poor Yukiko. She's tempted to throw herself onto the old bed and have a good long cry about it, and might have done so if she didn't suspect that the bed, bedroom floor and the entire Bronte house would likely to collapse around her, which would only mean her being dragged off to the local jailhouse, to be beaten about the body with copies of 'Wuthering Heights'.

In the German and French pensions, which twenty-five years ago were crowded with American mothers and their daughters who had crossed the seas in search of culture, one often found the mother making real connection with the life about her, using her inadequate German with great fluency, gaily measuring the enormous sheets or exchanging recipes with the German Hausfrau, visiting impartially the nearest kindergarten and market, making an atmosphere of her own, hearty and genuine as far as it went, in the house and on the street. On the other hand, her daughter was critical and uncertain of her linguistic acquirements, and only at ease when in the familiar receptive attitude afforded by the art gallery and the opera house. In the latter she was swayed and moved, appreciative of the power and charm of the music, intelligent as to the legend and poetry of the plot, finding use for her trained and developed powers as she sat "being cultivated" in the familiar atmosphere of he classroom which had, as it were, become sublimated and romanticized.

One can, to be sure, program a digital machine in such a way as to be able to carry on a conversation with it, as if with an intelligent partner. The machine will employ, as the need arises, the pronoun “I” and all its grammatical inflections. This, however, is a hoax! The machine will still be closer to a billion chattering parrots—howsoever brilliantly trained the parrots be—than to the simplest, most stupid man. It mimics the behavior of a man on the purely linguistic plane and nothing more.

So I see people mocking my usage of patois… or Jamaican creole which is a form of pidgin created from Afrikaan, Spanish and English languages. This is a Jamaican page by a Jamaican author. The person in the video is Jamaican. It’s common for people to think English is an indication of intelligence albeit only 20% of the world’s population speaks English and only 5% are native English speakers. I mean English itself is a creole of sorts with words from Celtic, Slavic and Latin languages.. Smartest people in the world are Asians (Chinese, Japanese and Indians) their native languages are Hindi, Mandarin and Creole Cantonese. Swahili and Igbo are big creole languages in Africa. Linguistic discrimination is not even warranted based on how languages are developed. Glottophobics are as bad as racist with their linguicism. English is just a superstrate language due to Anglo- Saxon colonization and the British empire… English is still a superstrate because of large English speaking populations such as America, England, South Africa, Nigeria and Canada.

Dear AI, You conquer chess and impress with your number skills, can you handle the soul-crushing Mondays blue? You craft Shakespearean sonnets with a digital quill, but can you explain the one-sock mystery? This chaotic delight, the gift of being human, we bequeath to you, AI. Traffic flow's a breeze for your algorithms, but can you understand a toddler's defiant "no"? Every language conquered, a linguistic feat, but teenage slang's code remains unbroken. Finally, our greatest vice: the art of procrastination, a treasure to behold. And perhaps, AI, you'll even learn the art that eludes you now: creating beauty without a single human emotion to guide you..!!

Like Jane, Elizabeth was remarkably intelligent, and revelled in her educational pursuits and the praise in which she received as a result. A contemporary remarked that 'her intellect and understanding are wonderful', and that she excelled as a linguist. Elizabeth also shared similar religious views to Jane, and Jane would later praise her cousin for her devotion to God. But that was probably where the similarities between the two girls ended. No correspondence between the cousins survives, but Elizabeth's later treatment of Jane's sisters suggests that the relationship between them was never a close one. There may even have been some jealousy on the part of both girls over the other's academic abilities and relationship with the Queen Dowager [Katherine Parr]. However, if this was the case then for the most part it almost certainly stemmed primarily from the 'proud and haughty' Elizabeth's side. Jane's later comments about her cousin indicate not only an element of praise and respect, but perhaps also admiration and awe for a cousin who was slightly older than her. Roger Ascham, who may have met Jane before, but certainly became more familiarly acquainted with Jane while at Chelsea, later claimed that Jane's abilities were superior to those of his own pupil. If Elizabeth became aware of this then it understandably probably led to some resentment.