| The relationship between language and intelligence has been a controversial issue for many years. While one theory maintained that language is the forerunner of intellectual development, another asserted that intellectual development proceeds language development. Still another theory held the position that language and intelligence are separate, independent systems.;The present study investigated important issues raised as to whether or not language ability is related to level of intellectual functioning and whether or not verbal receptive language is more directly related to level of intellectual functioning than is verbal expressive language. Other dimensions investigated were socioeconomic status and gender. Their influence on level of intellectual functioning and verbal receptive and expressive language was examined.;The sample consisted of 54 third grade students at Eastside Elementary school in Rogers, Arkansas. The vocabulary and Block Design subtest of the Wechsler Intelligence Scale for Children--Revised was administered to each subject. If the subject demonstrated adequate visual perception ability as assessed by the Block Design subtest, the Peabody Picture Vocabulary Test and the Columbia Mental Maturity Scale were administered. Socioeconomic status was determined by Hollingshead's 2 Factor Index of Social Position (1956) and gender was determined by observation.;A stepwise multiple regression was computed and indicated that verbal expressive language was the only significant predictor of the level of intellectual functioning. A multiple regression, correlation analysis and Test of difference between dependent correlations indicated that there was a significant difference between verbal receptive and expressive language and their relationship to level of intellectual functioning, with expressive language being the strong predictor of the level of intellectual functioning. These results lend support to the view that language is integrally related to thought, although no conclusions pertaining to the specificity of the relationship in terms of which influences the other, can be surmised. Since verbal expressive language was the main predictor of the level of intellectual functioning, it may be speculated that verbal receptive language ability is not an integral aspect in determining level of intellectual functioning.;In lieu of the language-intelligence controversy, the verbal receptive-expressive language relationship could be important. If language development is related to the general level of intellectual functioning, yet only expressive language ability is considered, an inaccurate level of intelligence may be ascribed to persons with a low verbal expressive ability but average to high receptive language ability. If language is not related to intelligence, then the verbal receptive-expressive relationship is not crucial.;While socioeconomic status was not significantly correlated with the level of intellectual functioning, when a non-verbal assessment device is utilized, socioeconomic status was significantly correlated with verbal receptive and expressive language. Neither verbal receptive or expressive language was more strongly related to socioeconomic status.;Verbal receptive and expressive language had a relationship with gender, specifically, females were slightly stronger than males in verbal receptive language and significantly stronger in verbal expressive language and level of intellectual functioning.;Implications of this study include possible re-orientation of the educational system to alleviate bias toward lower socioeconomic status children and males, since they may have lower verbal language skills, by allowing all students to progress at their own pace. |
