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Applying general sign theory to testing language (verbal) and nonverbal abilities

University of Louisiana at Lafayette, joller{at}louisiana.edu

Kunok Kim

Chung-Ang University, Seoul

Yongjae Choe

Dongguk University, Seoul

A general theory of signs shows a deep logical dependency of nonverbal/performance tests on conventional linguistic signs. Two hypotheses follow

• Hypothesis 1: To the extent that nonverbal abilities can be measured, they must be positively correlated with primary language abilities

• Hypothesis 2: (a) In the early stages of acquiring a second or foreign language, proficiencies in the primary (stronger or native) language should correlate more strongly with nonverbal abilities than proficiencies in the nonprimary (weaker, second or foreign) language; and

(b) As persons approach greater parity between their primary and any non-primary language, correlations between nonverbal scores and proficiencies in the two languages should both be significantly positive, and should approach equality.

By contrast, the Cattell-Horn theory (Horn and Cattell, 1996; Horn, 1988) predicts about the same level of correlation throughout the course of development and Gardner’s theory of multiple intelligences (Gardner, 1993) predicts that distinct intelligences should be uncorrelated. All three theories can be tested by examining the simple correlations of language proficiency measures with nonverbal IQ scores in intermediate and advanced nonprimary language learners.

Language Testing, Vol. 17, No. 4, 377-396 (2000)
DOI: 10.1177/026553220001700401


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				J. W. Oller Jr, K. Kim, Y. Choe, and L. H. Jarvis Testing relations between language (verbal) and nonverbal abilities in children and adults acquiring a nonprimary language Language Testing, January 1, 2001; 18(1): 33 - 54. [Abstract] [PDF]