I think the concept you're dancing around the edges of is the nature of what parts of "intelligence" are driven by: 1. Language and how interrelated it is to o

I think the concept you're dancing around the edges of is the nature of what parts of "intelligence" are driven by: 1. Language and how interrelated it is to our ability to transfer knowledge and experience, as well as its role in structuring our internal thinking. I haven't seen any academic research on the matter, but there are more and less concrete instances of this throughout history. This Wikipedia article about the history of Algebra is a great example of how 2000 years of evolution led to a formulation of the same concepts, but with a reduced cognitive load that 10-12 years olds learn today as a matter of course. (https://en.wikipedia.org/wiki/History_of_algebra#Stages_of_algebra https://en.wikipedia.org/wiki/History_of_algebra#Stages_of_a...). 2. Knowledge, transferred through language, education, and culture. Calculus in the early 1600's is a great example, without it and subsequent developments, probably 80% of the college/post-grad math/science/physics education wouldn't even exist. The stuff we teach our 18 year olds today required the 1600s' greatest minds to figure out. 3. The capacity of our human wetware. It's hard to treat #3 in isolation because our modern concept of intelligence is inextricably tied to #1 and #2. Also it's hard to place where "critical thinking" and "creativity" enter the picture, since they both rely heavily on all three aspects above.