Language as a deep semiotic system and fluid intelligence in language proficiency

Abstract

The notions of fluid intelligence and language as a deep semiotic representional system are examined. The concept of fluid intelligence is regarded by many modem educational psychologists as central to understanding cognitive abilities as manifested in intelligence tests and school performance. The deep semiotic system of the mind incorporates the total life of human beings in all their thoughts, feelings and activities. Oller's intention is to provide a solid theoretical basis for the hypothesis that intelligence is a kind of semiotic representational capacity. The article deals with the relationship between the semiotic representational capacity, fluid intelligence and language proficiency. The connection between cognitive and academic language proficiency and intelligence is also discussed.Die konsep 'fluid intelligence' en die beskouing van taal as 'n diep semiotiese representasiesisteem word ondersoek. Verskeie moderne opvoedkundige sielkundiges beskou 'fluid intelligence' as 'n sentrale konsep in die studie van kognitiewe vaardighede, veral in soverre dit manifesteer in intelligensietoetse en akademiese prestasie. Die diep semiotiese representasiesisteem inkorporeer die totale lewe van die mens in al sy gedagtes, gevoelens en aktiwiteite. Oller poog om 'n stewige teoretiese basis daar te stel ter ondersteuning van die hipotese dat intelligensie 'n vorm van semiotiese representasiekapasiteit is. Die artikel ondersoek die verhouding tussen die diep semiotiese representasiekapasiteit, 'fluid intelligence' en taalvaardigheid. Die verband tussen kognitiewe en akademiese taalvaardigheid en intelligensie word ook ondersoek.

The cloze test as a measure of language proficiency: a statistical analysis

“…There is much evidence to indicate that low proficiency must be partly responsible for academic failure. But we are also aware that academic failure is much more than language failure, that is failure in using a main language or a second language as a medium of learning, for example English (Clayton, 1996;Gamaroff, 1995a;1995b;1997b;Winkler, 1997). Pienaar (1984) provided no hard data that these cloze tests y e indeed valid predictors of academic achievement.…”

Combination of structural and functional connectivity explains unique variation in specific domains of cognitive function

“…The rotated component solution was used to interpret the cognitive domains reflected by each component (Figure 3). They are different domains supported by different neural systems (Woolgar et al, 2018), but both cognitive domains have been related in childhood development (De Stasio et al, 2014;Friesen et al, 2021;Gamaroff, 2012) and education (Kaufman et al, 2009). As the result of the dominance of language tasks on this component, we will now refer to this component as Language.…”