We use language to communicate our thoughts. But is language merely the expression of thoughts, which are themselves produced by other, nonlinguistic parts of our minds? Or does language play a more transformative role in human cognition, allowing us to have thoughts that we otherwise could (or would) not have? Recent developments in artificial intelligence (AI) and cognitive science have reinvigorated this old question. We argue that language may hold the key to the emergence of both more general AI systems and central aspects of human intelligence. We highlight two related properties of language that make it such a powerful tool for developing domain-general abilities. First, language offers compact representations that make it easier to represent and reason about many abstract concepts (e.g., exact numerosity). Second, these compressed representations are the iterated output of collective minds. In learning a language, we learn a treasure trove of culturally evolved abstractions. Taken together, these properties mean that a sufficiently powerful learning system exposed to language-whether biological or artificial-learns a compressed model of the world, reverse engineering many of the conceptual and causal structures that support human (and human-like) thought.
The gender gap in creative achievement, wherein women are underrepresented as high-achieving creators across domains, has far-reaching consequences for individuals and society. Current explanations of what leads to gender discrepancies in creative achievement, despite minimal differences between men and women in creative potential and ability, are incomplete. One vital factor in this process may be gender bias in the attributions of creativity given that both men and women have been found to attribute greater creativity to men. However, the antecedents and consequences of gender bias in attributions of creativity, as well as the processes by which bias impacts gender differences in creative achievement, remain unclear. This article seeks to fill this gap by presenting a model describing how the social environment shapes gender bias in attributions of creativity, how bias influences gender differences in internal and external factors related to creativity, and how these factors interact to impact gender differences in creative behavior and achievement. The proposed model promotes a dynamic, multilevel understanding of the gender gap in creative achievement and provides a strong theoretical foundation for developing interventions to promote greater creative equity.
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