is a "sine qua non" condition for its development.

Language is
like the body that mind uses to express itself. The better a child
learns words and signs he needs to point to objects and express
what he knows about them, the better he will be able to objectify
those objects, to compare them with each other, and to classify
them according to their similiraties and differences. And what is
true for a child is also true for an adult. We know what we
experience in life in so far as we have an adequate language to
express it.
There are abstract languages, made up of concepts or
categories which enable us to refer to creatures according to their
general traits or universal delineations. For psychologists, being
intelligent means especially to be able to use this kind of language.
Besides the conceptual language, which expresses itself with the
names of things or the mathematical and scientific symbols, there are
more concrete languages, which express themselves with images, If every knov
rhythms, dances, and games, and among them it is the artistic work immateriality (asi
which represents the most perfect type. These languages will be used hich enables us to
every time people want to express, not only the generic and specific transcend all li
characteristics of a creature, but also what is unique and peculiar in
highest degree of i
it.
And here al I
So our investigation concerning human intelligence brings us
consciousness to ,
back to our starting point, language and signs. But if words and
psychology lose tf
signs have appeared to us in the beginning as the means of
Keller has proved
communication and self-manifestation in relation with other
achievements of thi
people, they appear now to us as the means of expressing
surpasses her sense
ourselves to ourselves and as that which our status as incarnated
her sense of touch)
spirits demand.
we see in intellige:
philosopher Karl R
THE NATURE OF INTELLIGENCE
on Consciousness am
After establishing the object of intelligence and describing its This Austrian pi
sensualism or em
main activities, what remains is to bring forward some
which our knowli
affirmations concerning its nature. This theory is in
Keller whose sen
deaf - was certai;
developped marv
opportunity to ac<
have learned, to si
and ears of her te<
symbolic) contact,
for her with a stro
and gratitude.
Ther had nothing
to do - her
teacher's hand tl
that a certain
sequet (The Self
and It's Brai
London, 1977,
writte Quotation,
p. 124).

This
immateriality what is
material. Altl what is
intelligible in v senses,
it does not cons