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Simpozij OBDOBJA 41 of intellectual vocabulary from the sociolinguistic and psycholinguistic perspectives, 2) an exploration of intellectual vocabulary in relevant contemporary types of texts, and 3) a proposal for a speciifc approach to dealing with shared vocabulary to achieve the best understanding of it, in both recognition and recall. I chose to concentrate only on vocabulary, rather than explore how people understand a text in its entirety, for two methodological reasons. First, academic or intellectual literacy, seen as »reading proifciency required to construct the meaning of content-area texts and literature,« as well as »the ability to learn new words from the overall context« (Torgesen et al. 2007), mostly relies on the depth and breadth of vocabulary, which at the same time are the best predictors of reading comprehension, especially in expository texts (Yildrim et al. 2011). Second, due to neglect in systematically teaching vocabulary starting in the upper grades of primary school, during the most intensive development of abstract thinking and abstract intellectual vocabulary (Gnjidić et al. 2021; Peti-Stantić et al. 2021), research needs to be directed toward this register. 2 Intellectual vocabulary Labeling a subset of vocabulary as intellectual or academic involves two different but interrelated criteria. The term intellectual refers to how this vocabulary came into being; that is, to the fact that this vocabulary is the result of a long process in which people, out of a need to understand and comprehend phenomena, deifned and named concepts. Research on intellectual vocabulary is usually couched in philosophy and psychology, in connection with critical thinking (Öhman 1953; Keller 1995; Gibson 1995). Since antiquity, the concept of intellect has referred to the highest human cognitive power, called reason or mind, and intellectual activity presupposes comparison, abstraction, reasoning, and inference in processing sensory reality by creating abstract concepts. In a narrower sense, the term intellectual is related to intellectuals, and in a broader sense to the abilities of the human mind. The term academic refers partially to the setting where this vocabulary is most often thought and used. Because the abstract character of this vocabulary, as well as its potential to drive the development of thought processes, is its most important feature, I use the term intellectual. I do not delve deeper into the differences between general and specialized intellectual vocabulary here, or into the differences between general and intellectual vocabulary, because all of these registers function as a continuum within the vocabulary of a language, and it is practically impossible to establish a clear-cut and unambiguous separation between them, especially for determining the limits of general intellectual vocabulary. However, general intellectual vocabulary—pertaining to concepts needed to communicate in various ifelds of human thought and not restricted to only one ifeld, unlike the setup of other areas of vocabulary (general and intellectual specialized)— mainly consists of abstract words. It is also important that there is not one general intellectual vocabulary for all. Instead, the perception of what belongs to this register largely depends on sociolinguistic and psycholinguistic factors. Namely, some words 272