BEHAVIORAL SCIENCES - Universitatea de Medicină şi Farmacie
BEHAVIORAL SCIENCES - Universitatea de Medicină şi Farmacie
BEHAVIORAL SCIENCES - Universitatea de Medicină şi Farmacie
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arrangements of i<strong>de</strong>as accordingly with one’s needs, attachments,<br />
objectives, plans, commitments, ends and <strong>de</strong>sires.<br />
Using language<br />
Human language can be <strong>de</strong>fined in various ways. One <strong>de</strong>finition<br />
sees language primarily as the mental faculty that allows humans to<br />
un<strong>de</strong>rtake linguistic behaviour: to learn languages and produce and<br />
un<strong>de</strong>rstand utterances. Another <strong>de</strong>finition sees language as a formal<br />
system of signs governed by grammatical rules of combination to<br />
communicate meaning. This <strong>de</strong>finition stresses the fact that human<br />
languages can be <strong>de</strong>scribed as closed structural systems consisting of rules<br />
that relate particular signs to particular meanings. Yet another <strong>de</strong>finition<br />
sees language as a system of communication that enables humans to<br />
cooperate. This <strong>de</strong>finition stresses the social functions of language and the<br />
fact that humans use it to express themselves and to manipulate objects in<br />
their environment. The different <strong>de</strong>finitions stress different aspects of<br />
lanquage, simultaniously showing the great significans of language for<br />
thinking, learning and social existance of humans. By the mean of<br />
leanguage we produse and expres our i<strong>de</strong>as, we learn from the experience<br />
of others, we comunicate with others for the better social existnce.<br />
Intelligence<br />
David Wechsler <strong>de</strong>fines intelligence as “the aggregate or global<br />
capacity of the individual to act purposefully, to think rationally, and to<br />
<strong>de</strong>al effectively with his environment”. Howard Gardner say that a human<br />
intellectual competence must entail a set of skills of problem solving —<br />
enabling the individual to resolve genuine problems or difficulties that he<br />
or she encounters and, when appropriate, to create an effective product —<br />
and must also entail the potential for finding or creating problems — and<br />
thereby laying the groundwork for the acquisition of new knowledge.<br />
Sternberg & Salter consi<strong>de</strong>r intelligence as a goal-directed adaptive<br />
behavior. Thus, numerous <strong>de</strong>finitions of intelligence have been proposed<br />
till now, but many of them contain such term as “ability of problem<br />
solving”.<br />
To indicate the intelligence of humans several tests have been<br />
<strong>de</strong>veloped. We will explain some of them. The first intelligence test was<br />
<strong>de</strong>veloped by Sir Francis Galton, a cousin of the famous Charles Darwin.<br />
Galton was interested in the differences in intelligence between human<br />
beings, and he believed that certain families were more intelligent than<br />
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