Relevant bibliographies by topics / Cognitive Language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive Language'

Author: Grafiati
Published: 18 May 2024

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Journal articles on the topic "Cognitive Language"

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Kuiken, Folkert, Maria Mos, and Ineke Vedder. "Cognitive task complexity and second language writing performance." EUROSLA Yearbook 5 (August 2, 2005): 195–222. http://dx.doi.org/10.1075/eurosla.5.10kui.

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This paper reports on a study in which two models proposed to explain the influence of cognitive task complexity on linguistic performance in L2 are tested and compared. The two models are Robinson’s Cognition Hypothesis (Robinson 2001a, 2001b) and Skehan and Foster’s Limited Attentional Capacity Model (Skehan 1998, Skehan and Foster 2001). Sixty-two Dutch university students of Italian performed two writing tasks with prompts of differing cognitive complexity. Linguistic performance was operationalized in terms of syntactic complexity, lexical variation and accuracy. The study provides partial support for the Cognition Hypothesis, in so far as the written products of the cognitively more demandings task turned out to be more accurate, with significantly lower error ratios per T-unit than those of the cognitively less demanding task. In addition stronger effects of cognitive task complexity were found for high-proficiency learners than for low-proficiency learners. No effects could be observed on measures of syntactic complexity or lexical variation.
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G. B., Najimova, and Kartbaeva N. "Cognitive Linguistics In Language Learning Process." American Journal of Social Science and Education Innovations 02, no. 12 (2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.

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Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.
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Ikromovna, Toshpo‘latova Mahbuba, Jurаyevа Muqaddam Abdug’ofur qizi, and Nabijonova Nilufar Mirmuxsin qizi. "LINGUISTIC AND COGNITIVE THEORIES, COMMUNICATION RESEARCH, COGNITIVE NEUROPSYCHOLOGY." American Journal Of Social Sciences And Humanity Research 4, no. 3 (2024): 182–86. http://dx.doi.org/10.37547/ajsshr/volume04issue03-24.

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This article aims to provide an extensive analysis of linguistic and cognitive linguistic theories, communication research, and cognitive neuropsychology. These interrelated fields of study offer valuable insights into the complexities of human language and communication, encompassing language structure, cognitive processes, social interaction, and the impact of neurological disorders on language and cognition. By examining the theories, methodologies, and empirical findings from each discipline, this essay highlights the significance of an integrated perspective in advancing our understanding of language and cognition.
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Boroday, Sergey. "Language, Conceptualization and Embodied Cognition." Chelovek 33, no. 2 (2022): 46. http://dx.doi.org/10.31857/s023620070019510-8.

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The article presents one of the four research programs of the Center for Philosophy of Consciousness and Cognitive Sciences, which is focused on studying cognitive processes on the basis of linguistic material and in interaction with other cognitive sciences. The program is prepared at the junction of modern cognitive linguistics, cognitive anthropology, and the theory of embodied cognition. It involves an analysis of several “levels” of cognition: pre-conceptual experience, perception and motor cognition, thinking, and philosophical creativity. After a brief outline of the program, one of the examples of its implementation — an interdisciplinary approach to the problem of prenoetic schematization (“image schemas”) — is discussed. Materials of descriptive semantics, lexical and grammatical typology, theory of conceptual metaphor, theory of grammaticalization, etc. are involved. As a result, it is demonstrated, first, the practical interaction of different cognitive sciences to study one of the areas of cognition; second, the real complexity of such interaction; third, the relevance of such interaction for a deeper understanding of philosophical problems and our own facticity.
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Bobb, Susan C., Noriko Hoshino, and Judith F. Kroll. "The role of language cues in constraining cross-language activity." EUROSLA Yearbook 8 (August 7, 2008): 6–31. http://dx.doi.org/10.1075/eurosla.8.04bob.

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Recent psycholinguistic studies provide compelling evidence for the claim that both languages are active when second language (L2) learners and bilinguals process information in one language alone. The parallel activation of the two languages occurs even when individuals are performing highly practiced tasks such as reading, listening, and speaking, and even when they are highly proficient in both languages. The presence of cross-language activity in the absence of random errors, particularly for those who are highly proficient in the L2, suggests that a mechanism of cognitive control is in place to guide the selection of the intended language. The focus of current research is to understand the basis of this cognitive mechanism, how it varies as a function of individual differences in cognitive resources, and what consequences it holds for cognition more generally. In this paper we consider whether L2 learners and bilinguals are able to exploit cues to language status that might allow them to focus their attention on languagerelevant attributes of processing or to effectively inhibit information related to the language not in use as a means to control language selection. The results of the present study suggest that it is possible to create a functional language cue for planning the L2 and bias language selection.
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Peters, Arne, and Susan Coetzee-Van Rooy. "Exploring the interplay of language and body in South African youth: A portrait-corpus study." Cognitive Linguistics 31, no. 4 (2020): 579–608. http://dx.doi.org/10.1515/cog-2019-0101.

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AbstractElicitation materials like language portraits are useful to investigate people’s perceptions about the languages that they know. This study uses portraits to analyse the underlying conceptualisations people exhibit when reflecting on their language repertoires. Conceptualisations as manifestations of cultural cognition are the purview of cognitive sociolinguistics. The present study advances portrait methodology as it analyses data from structured language portraits of 105 South African youth as a linguistic corpus from both qualitative and quantitative perspectives. The approach enables the uncovering of (a) prominent underlying conceptualisations of African language(s) and the body, and (b) the differences and similarities of these conceptualisations vis-à-vis previous cognitive (socio)linguistic studies of embodied language experiences. In our analysis, African home languages emerged both as ‘languages of the heart’ linked to cultural identity and as ‘languages of the head’ linked to cognitive strength and control. Moreover, the notion of ‘degrees of proficiency’ or ‘magnitude’ of language knowledge emerged more prominently than in previous studies of embodied language experience.
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Dascal, Marcelo. "Language as a cognitive technology." International Journal of Cognition and Technology 1, no. 1 (2002): 35–61. http://dx.doi.org/10.1075/ijct.1.1.04das.

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Ever since Descartes singled out the ability to use natural language appropriately in any given circumstance as the proof that humans — unlike animals and machines — have minds, an idea that Turing transformed into his well-known test to determine whether machines have intelligence, the close connection between language and cognition has been widely acknowledged, although it was accounted for in quite different ways. Recent advances in natural language processing, as well as attempts to create “embodied conversational agents” which couple language processing with that of its natural bodily correlates (gestures, facial expression and gaze direction), in the hope of developing human-computer interfaces based on natural — rather than formal — language, have again brought to the fore the question of how far we can hope machines to be able to master the cognitive abilities required for language use. In this paper, I approach this issue from a different angle, inquiring whether language can be viewed as a “cognitive technology”, employed by humans as a tool for the performance of certain cognitive tasks. I propose a definition of “cognitive technology” that encompasses both external (or “prosthetic”) and internal cognitive devices. A number of parameters in terms of which a typology of cognitive technologies of both kinds can be sketched is also set forth. It is then argued that inquiring about language’s role in cognition allows us to re-frame the traditional debate about the relationship between language and thought, by examining how specific aspects of language actually influence cognition — as an environment, a resource, or a tool. This perspective helps bring together the contributions of the philosophical “linguistic turn” in epistemology and the incipient “epistemology of cognitive technology” It also permits a more precise and fruitful discussion of the question whether, to what extent, and which of the language-based cognitive technologies we naturally use can be emulated by the kinds of technologies presently or in the foreseeable future available.
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SETHURAMAN, Mekala, and Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing." Eurasian Journal of Educational Research 20, no. 88 (2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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Kopp, Richard R., and Michael Jay Craw. "Metaphoric language, metaphoric cognition, and cognitive therapy." Psychotherapy: Theory, Research, Practice, Training 35, no. 3 (1998): 306–11. http://dx.doi.org/10.1037/h0087795.

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Bradley, Dianne. "Cognitive science and the language/ cognition distinction." Aphasiology 3, no. 8 (1989): 755–57. http://dx.doi.org/10.1080/02687038908249045.

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Dissertations / Theses on the topic "Cognitive Language"

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Clapp, Amanda Louise. "Investigating cognitive control in language switching." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14106.

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How do bi/multilinguals switch between languages so effectively that there is no obvious intrusion from the alternatives? One can examine this by comparing language selection with task selection, or language switching with task switching. This is the approach adopted in the first of two strands of research presented in this thesis. In task switching, providing advance warning of the task typically leads to a reduction in the performance ‘switch cost’, suggesting top-down biasing of task selection. It is not clear whether the language switch cost also reduces with preparation, partly because there have been very few attempts to examine preparation for a language switch, and partly because these attempts suffered from non-trivial methodological drawbacks. In Experiments 1-3 I used an optimised picture naming paradigm in which language changed unpredictably and was specified by a language cue presented at different intervals before the picture. Experiment 1, conducted on ‘unbalanced’ bilinguals, revealed some evidence of reduction in the language switch cost for naming times with preparation, but only when cue duration was short. In an attempt to further optimise the paradigm, in Experiment 2 the cue-stimulus interval (which was varied from trial to trial in Experiment 1), was varied over blocks instead. Visual cues were replaced with auditory cues – the latter also enabled a comparison between semantically transparent word cues (the spoken names of the languages) and less transparent cues (fragments of national anthems). Experiment 2 revealed a reduction in switch cost with preparation for naming latencies, but only in the second language; the first language showed the reverse. To examine whether the increase in switch cost with preparation in the first language could be due to unbalanced bilinguals biasing processing towards L2, balanced bilinguals were tested in Experiment 3. This revealed a robust reduction in switch cost in naming latencies for both languages, which was driven primarily by the trials with the anthem cues. However, in the error rates the switch cost increased with preparation interval, thus complicating the interpretation of the reduction observed for response times. Experiment 4 investigated whether preparation for a language switch elicits the electrophysiological patterns commonly found during preparation for a task switch – a switch-induced positive polarity Event-Related Potential (ERP) with a posterior scalp distribution. Contrary to a recent report of the absence of the posterior positivity in language switching, it was clearly present in the present EEG data. As in task switching, the amplitude of the posterior positivity predicted performance. The electrophysiological data suggest that preparation for a language switch and preparation for a task switch rely on highly overlapping control mechanisms. The behavioural data suggest that advance control can be effective in language switching, but perhaps not as effective as in task switching. Experiments 1-3 also examined the effect of stimulus associative history – whether the language used on the previous encounter with a given stimulus influenced performance on the current trial). Having previously named a given picture in the same language benefited overall performance, but did not do so more for switches than repeats. Thus, stimulus associative history does not seem to contribute to the language switch cost. The second strand of my research asked whether bilinguals can set themselves independently for speech vs. comprehension. Previous research has examined the cost of switching the language in output tasks and in input tasks. But, it is not clear whether one can apply separate control settings for input and output selection. To investigate this, I used a paradigm that combined switching languages for speech production and comprehension. My reasoning was that, if there is cross-talk between the control settings for input vs. output, performance in one pathway should benefit if the language selected for the other pathway is the same relative to when it is different: a ‘language match effect’. Conversely, if there is no cross-talk, there should not be a language match effect. In Experiment 5 bilinguals alternated predictably between naming numbers in their first and second language (in runs of 3 trials), whilst also having to semantically categorise spoken words which occasionally (and unpredictably) replaced the numbers. The language of the categorisation ‘probes’ varied over blocks of ~17 naming runs, but was constant within a block. The results showed a clear match effect in the input task (categorisation), but not the output task (naming). To examine the potential role of proficiency, Experiment 6 used the same paradigm to test unbalanced and balanced bilinguals. The pattern of results was qualitatively similar in both groups to that observed in Experiment 5: a language match effect confined to the input task. These results suggest ‘leakage’ from the output control settings into the input control settings.
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Alhanai, Tuka(Tuka Waddah Talib Ali Al Hanai). "Detecting cognitive impairment from spoken language." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122724.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 141-165).<br>Dementia comes second only to spinal cord injuries in terms of its debilitating effects; from memory-loss to physical disability. The standard approach to evaluate cognitive conditions are neuropsychological exams, which are conducted via in-person interviews to measure memory, thinking, language, and motor skills. Work is on-going to determine biomarkers of cognitive impairment, yet one modality that has been relatively less explored is speech. Speech has the advantage of being easy to record, and contains the majority of information transmitted during neuropsychological exams. To determine the viability of speech-based biomarkers, we utilize data from the Framingham Heart Study, that contains hour-long audio recordings of neuropsychological exams for over 5,000 individuals. The data is representative of a population and the real-world prevalence of cognitive conditions (3-4%). We first explore modeling cognitive impairment from a relatively small set of 92 subjects with complete information on audio, transcripts, and speaker turns. We loosen these constraints by modeling with only a fraction of audio (~2-3 minutes), of which the speaker segments are defined through text-based diarization. We next apply this diarization method to extract audio features from all 7,000+ recordings (most of which have no transcripts), to model cognitive impairment (AUC 0.83, spec. 78%, sens. 79%). Finally, we eliminate the need for feature-engineering by training a neural network to learn higher-order representations from filterbank features (AUC 0.85, spec. 81%, sens. 82%). Our speech models exhibit strong performance and are comparable to the baseline demographic model (AUC 0.85, spec. 93%, sens. 65%). Further analysis shows that our neural network model automatically learns to detect specific speech activity which clusters according to: pause followed by onset of speech, short burst of speech, speech activity in high-frequency spectral energy bands, and silence.<br>by Tuka Alhanai.<br>Ph. D.<br>Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Snyder, William Brandon. "Language acquisition and language variation : the role of morphology." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11130.

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Lin, Hui-Ju. "Bilingualism, feedback, cognitive capacity, and learning strategies in L3 development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453905362/viewonline.

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VAN, CLEAVE MATTHEW JAMES. "THE ROLE OF LANGUAGE IN COGNITIVE DEVELOPMENT." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186060901.

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Hu, Guiling. "Cognitive Mechanisms Underlying Second Language Listening Comprehension." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/alesl_diss/11.

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This dissertation research investigates the cognitive mechanisms underlying second language (L2) listening comprehension. I use three types of sentential contexts, congruent, neutral and incongruent, to look at how L2 learners construct meaning in spoken sentence comprehension. The three types of contexts differ in their context predictability. The last word in a congruent context is highly predictable (e.g., Children are more affected by the disease than adults), the last word in a neutral context is likely but not highly predictable (e.g., Children are more affected by the disease than nurses), and the last word in an incongruent context is impossible (e.g., Children are more affected by the disease than chairs). The study shows that, for both native speakers and L2 learners, a consistent context facilitates word recognition. In contrast, an inconsistent context inhibits native speakers’ word recognition but not that of L2 learners. I refer to this new discovery as the facilitation-without-inhibition phenomenon in L2 listening comprehension. Results from follow-up experiments show that this facilitation-without-inhibition phenomenon is a result of insufficient suppression by L2 learners.
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Mahowald, Kyle. "Cognitive and communicative pressures in natural language." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106435.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 189-204).<br>Why do languages have the words they do instead of some other set of words? In the first part of this thesis, I argue that cognitive and communicative demands strongly influence the structure of the lexicons of natural languages. It is known that words in natural language are distributed such that shorter words are more frequent and occur after more predictive contexts. I provide evidence that, at least in part, this pattern is driven by word shortenings (i.e., chimp -+ chimpanzee) and that word shortenings can be predicted by principles of efficient communication. I also show that, using nonce words with no pre-existing semantic meaning, a Zipfian correlation between length and frequency emerges in freely produced text and that this correlation is driven by participants' tendency to reuse short words more readily than longer words. In addition to word length, I investigate phonetic probability in a corpus of 97 languages. Across a wide variety of languages and language families, phonetic forms are optimized for efficient communication. And, using baseline phonetic models, I show that the words in the lexicons of four languages (English, Dutch, German, and French) are more tightly clustered in phonetic space than would be suggested by chance alone. This thesis depends on standard methods in language research. How reliable is the data that we work with as a field? In the second part of this thesis, I tackle that question by examining two dominant methods in modern language research: behavioral experiments (specifically syntactic priming) and linguistic acceptability judgments. I present data, based on large-scale surveys, showing that many of the standard syntactic and semantic judgments in a mainstream linguistic journal are flawed. Using this data, I construct a Bayesian prior over judgments and give recommendations for performing small sample-size experiments in linguistics that will not overly burden researchers. Finally, I present a large-scale meta-analysis of syntactic priming (the largest meta-analysis of a psycholinguistic phenomenon) and find that, while many priming studies are severely underpowered, there is no evidence of intense p-hacking.<br>by Kyle Mahowald.<br>Ph. D.
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Nácar, García Loreto 1988. "Language acquisition in bilingual infants : Early language discrimination in the auditory and visual domains." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/511361.

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Learning language is a cornerstone in the cognitive development during the first year of life. A fundamental difference between infants growing up in monolingual versus bilingual environments is the necessity of the latter to discriminate between two language systems since very early in life. To be able to learn two different languages, bilingual infants will have to perceive the regularities of each of their two languages while keeping them separated. In this thesis we explore the differences between monolingual and bilingual infants in their early language discrimination abilities as well as the strategies that arise for each group as a consequence of their adaptation to their different linguistic environments. In chapter two, we examine the capacities of monolingual and bilingual 4-month-old infants to discriminate between their native/dominant language from foreign ones in the auditory domain. Our results show that, in this context, bilingual and monolingual infants present different brain signals, both in the temporal and the frequency domain, when listening to their native language. The results pinpoint that discriminating the native language represents a higher cognitive cost for bilingual than for monolingual infants when only auditory information is available. In chapter three we explore the abilities of monolingual and bilingual 8-month-old infants to discriminate between languages in the visual domain. Here we show to infants never exposed to sign languages videos of two different sign languages and we measure their discriminatory abilities using a habituation paradigm. The results show that at this age only bilingual infants can discriminate between the two sign languages. The results of a second control study points in the direction that bilinguals exploit the information coming from the face of the signer to make the distinction. Altogether, the studies presented in this thesis investigate a fundamental ability to learn language - specially in the case of bilingual environments - which is discriminating between different languages. Compared to a monolingual environment, being exposed to a bilingual environment is characterized by receiving more information (2 languages) but with less exposure to each of the languages (on average half of the time to each of them). We argue that the developmental brain is as prepared to learn one language from birth, as it is to learn two. However, to do so, monolingual and bilingual infants will develop particular strategies that will allow them to select the relevant information from the auditory and visual domains.<br>La adquisición del lenguaje es una pieza fundamental en el desarrollo cognitivo durante el primer año de vida. Una diferencia fundamental entre los bebés que crecen en ambientes monolingües y bilingües es que estos últimos necesitan discriminar entre dos sistemas lingüísticos desde muy temprano en la vida. Para poder aprender dos idiomas, los bebés bilingües tienen que percibir las regularidades de cada uno de sus idiomas y a la vez mantenerlos separados. En esta tesis exploramos las diferencias entre bebés monolingües y bilingües tanto en sus capacidades de discriminación tempranas, como en las estrategias que desarrolla cada grupo como consecuencia de la adaptación a su entorno lingüístico. En el segundo capítulo, examinamos la capacidad de los bebés bilingües y monolingües a los 4 meses de edad para discriminar entre la lengua nativa/dominante de otra extranjera en el dominio auditivo. Nuestros resultados muestran que, en este contexto, los bebés monolingües y bilingües presentan diferentes señales auditivas cuando escuchan su lengua nativa. Los resultados señalan que discriminar la lengua nativa representa un coste cognitivo mayor para los bebés bilingües que para los monolingües cuando sólo sólo disponen de información auditiva. En el capítulo 3, exploramos las habilidades de los bebés monolingües y bilingües a los 8 meses de edad para discriminar lenguas en el dominio visual. Aquí, mostramos a bebés que nunca han sido expuestos a lengua de signos, videos de dos lenguas de signos diferentes y medimos sus habilidades discriminatorias usando un paradigma de habituación. Los resultados muestran que a esta edad sólo los bebés bilingües son capaces de hacer la distinción y apuntan que para ello aprovechan la información proveniente de la cara de la signante.
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Slama, Hichem. "Task-goal switching: Influences of time, language, alertness and expertise." Doctoral thesis, Universite Libre de Bruxelles, 2016. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/229285.

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Almost 100 years ago, Jersild (1927) published his article “Mental Set and Shift”. He borrowed this title from a book of Hollingworth and Poffenberger (1919), according to whom “shifting back and forth from one mental set, one attitude or one task to another, is a relatively ineffective mode of work.” As pointed out by Jersild, the cost of switching between activities or mental sets is, for instance, the reason for Taylor’s model of industrialization and the trend in industry toward specialization. Through specialization, the element of switch is reduced to its minimum because “the cost of shift is loss in efficiency” (Jersild, 1927). However, outside of the factory, switching between multiple tasks is a crucial part of human life and the cost of switching, consequently, impacts our everyday functioning.The main topic of this doctoral dissertation is cognitive flexibility and task switching. The task-switching paradigm requires participants to switch frequently between tasks. Therefore, it measures the capacity of our brain to adapt rapidly according to tasks and goals. Dynamic adaptation according to context and goals is encompassed in cognitive psychology and neurosciences under the term cognitive control. Consequently, the ability to switch between tasks constitutes the part of cognitive control that is needed when the current goal changes and the cognitive system has to adapt. Our experimental contribution aimed at investigating how this task-goal switching can be modulated by factors such as time, language, alertness and expertise. In this introduction, we succinctly review the vast literature about attentional systems, cognitive control and task switching. In the experimental section, we describe the cued match-to-sample task that we developed to investigate task-goal switching and present five experimental studies that address the impact of several factors on task-goal switching. In the general discussion, we summarize our results and consider their implications for cognitive-control and task-switching literatures.<br>Doctorat en Sciences psychologiques et de l'éducation<br>info:eu-repo/semantics/nonPublished
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Ecke, Peter 1964. "Cross-language studies of lexical retrieval: Tip-of-the-tongue states in first and foreign languages." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282099.

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This dissertation investigates "tip-of-the-tongue" states (TOTs) in native speakers of English, Russian, and Spanish, studying foreign languages, and in fluent Spanish-English bilinguals. Study (1) explored retrospective reports of subjects' every-day experiences with TOTs. Study (2) investigated TOTs (fragmentary information, associated words, resolution type) that were recorded in structured diaries over a four-week period. Experimental study (3) examined TOTs elicited through definition and translation primes in Spanish-English bilinguals in the U.S., and speakers of Spanish in Mexico. Studies (1) and (2) found that English, Russian, and Spanish TOTs display similar characteristics, but also differences concerning reported letters, syllable numbers, and associates. Foreign language TOTs also displayed differences compared to first language TOTs (different target word types, more phonologically related associates, 24% interlingual associates, extensive reference use). Bilingual TOTs involved 22% interlingual associates and above-average resolutions through reference use. Most of the TOT targets across all groups were nouns; proper names occurred relatively infrequently. Subjects' access to gender in Russian and Spanish noun TOTs, strong syntactic constraints on word associates, and the similarity of most target-associate pairs in either meaning or form support two-stage models of lexical production: Word meaning and syntax is processed at a first stage, dissociated from a second stage at which sound structure is accessed. Study (3) elicited high TOT rates for targets from the diaries supporting the respresentativeness of the diary data. Bilinguals were found more susceptible to TOTs (32%) compared to the control group (14%). Translation proved to be a useful TOT elicitation technique reducing ambiguity compared to definition primes. A comparison of targets of different cognate status found increased recall for cognates compared to non-cognates but no reduction in TOT elicitation. Concerning TOT causation and development, it is argued that neither the incomplete activation hypothesis nor the blocking hypothesis can completely account for this data corpus. Various TOT types were suggested: incomplete activation (with or without non-blocking or facilitating associates), incomplete activation with late blocking associates, and early blocking. Whereas most TOTs appeared to be the product of incomplete target activation, some TOTs occurred as a consequence of word substitution errors.
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Books on the topic "Cognitive Language"

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Emmanuel, Dupoux, and Mehler Jacques, eds. Language, brain, and cognitive development: Essays in honor of Jacques Mehler. MIT Press, 2001.

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Barbara, Lewandowska-Tomaszczyk, ed. Cognitive perspectives on language. P. Lang, 1999.

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missing], [name. Cognitive stylistics: Language and cognition in text analysis. Benjamins, 2002.

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1966-, Culpeper Jonathan, and Semino Elena 1964-, eds. Cognitive stylistics: Language and cognition in text analysis. John Benjamins Publishing Co., 2002.

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Language and cognition: An essay on cognitive grammar. G. Narr, 1985.

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Klaus-Peter, Lange. Language and cognition: An essay on cognitive grammar. Narr, 1985.

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N, Osherson Daniel, and Gleitman Lila R, eds. An invitation to cognitive science. 2nd ed. MIT Press, 1995.

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R, Gleitman Lila, and NetLibrary Inc, eds. An invitation to cognitive science: Thinking. 2nd ed. MIT Press, 1995.

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Dąbrowska, Ewa, and Dagmar Divjak, eds. Cognitive Linguistics - Foundations of Language. De Gruyter, 2019. http://dx.doi.org/10.1515/9783110626476.

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Fuchs, Catherine, and Stéphane Robert, eds. Language Diversity and Cognitive Representations. John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/hcp.3.

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Book chapters on the topic "Cognitive Language"

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Boles, David B. "Language." In Cognitive Evolution. Routledge, 2019. http://dx.doi.org/10.4324/9780429028038-16.

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Boles, David B. "Language." In Cognitive Evolution, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003137863-18.

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Otani, Masayuki, Nguyen Cao Hong Ngoc, Takao Nakaguchi, and Donghui Lin. "Language Mashup: Personalized Language Service Platform." In Cognitive Technologies. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7793-7_2.

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Adamou, Evangelia, Barbara E. Bullock, and Almeida Jacqueline Toribio. "Cognitive costs and cognitive load." In Understanding Language Contact. Routledge, 2023. http://dx.doi.org/10.4324/9781003167952-4.

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Hayashi, Yoshihiko, Thierry Declerck, Nicoletta Calzolari, Monica Monachini, Claudia Soria, and Paul Buitelaar. "Language Service Ontology." In Cognitive Technologies. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21178-2_6.

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Malim, Tony. "Thinking and Language." In Cognitive Processes. Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_5.

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Taylor, Sandie, and Lance Workman. "Language and communication." In Cognitive Psychology. Routledge, 2021. http://dx.doi.org/10.4324/9781003014355-6.

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Cloarec-Heiss, France. "From natural language to drum language." In Human Cognitive Processing. John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/hcp.3.13clo.

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Ishida, Toru, Yohei Murakami, and Donghui Lin. "The Language Grid: Service-Oriented Approach to Sharing Language Resources." In Cognitive Technologies. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21178-2_1.

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Nakajima, Yuu, Ryutaro Otsuka, Reiko Hishiyama, Takao Nakaguchi, and Naoyuki Oda. "Gaming for Language Services." In Cognitive Technologies. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7793-7_12.

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Conference papers on the topic "Cognitive Language"

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Tuckute, Greta, Aalok Sathe, Shashank Srikant, et al. "Driving and suppressing the human language network using large language models." In 2023 Conference on Cognitive Computational Neuroscience. Cognitive Computational Neuroscience, 2023. http://dx.doi.org/10.32470/ccn.2023.1403-0.

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Ringel, Christina, and Theresa Pohle. "App-assisted language revitalization: Insights from applied cognitive linguistics." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16955.

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Current theoretical advances in applied linguistics have not yet found wide practical application in the field of language revitalization. In this paper, plans for an open source application for desktop computers and mobile devices for Indigenous language learning settings will be outlined. The app consists of building blocks inspired by cognitive linguistics and task-based language learning. Members of Indigenous language communities can use these to create exercises and assessment modules for their respective languages. In the paper, a mock-up with model exercises will be showcased to illustrate how certain aspects of the afore-mentioned theories can be applied. For example, vocabulary tasks are informed by insights from the analysis of collocations, connotations, frames, metaphors, prototypicality, and semantic relations.
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SEYFARTH, ROBERT, and DOROTHY CHENEY. "PRIMATE SOCIAL COGNITION AND THE COGNITIVE PRECURSORS OF LANGUAGE." In Proceedings of the 6th International Conference (EVOLANG6). WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812774262_0075.

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Hladek, Daniel, Stanislav Ondas, and Jan Stas. "Online natural language processing of the Slovak Language." In 2014 5th IEEE Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2014. http://dx.doi.org/10.1109/coginfocom.2014.7020469.

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Massey, L. "A cognitive informatics framework for language understanding." In Cognitive Computing (ICCI-CC). IEEE, 2011. http://dx.doi.org/10.1109/coginf.2011.6016137.

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Pu, Qiumei, Ouyang Lin, and Siyao Fu. "Adopting semantic language in agent communication processes." In Cognitive Computing (ICCI-CC). IEEE, 2011. http://dx.doi.org/10.1109/coginf.2011.6016179.

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Timofeeva, Mariya. "Cognitive Background of Language Scales." In 2019 International Multi-Conference on Engineering, Computer and Information Sciences (SIBIRCON). IEEE, 2019. http://dx.doi.org/10.1109/sibircon48586.2019.8958426.

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Ho, Mark, and Todd Gureckis. "Learning from language and experience." In 2023 Conference on Cognitive Computational Neuroscience. Cognitive Computational Neuroscience, 2023. http://dx.doi.org/10.32470/ccn.2023.1514-0.

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Suarez, Lidia, Kimberly J. Cheah, Yet Wei Lee, and Sabrina M. H. Lim. "The Biscriptal Language Background Advantage during Foreign Language Word Acquisition." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp36.

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Pisetta, Paola, Isabel Almeida, Bárbara Beber, et al. "COGNITIVE SCREENING THROUGH TELEMEDICINE – A PILOT STUDY." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda083.

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Background: International research aimed at the feasibility of cognitive assessment through telemedicine has shown heterogeneous results. Further studies are needed to guarantee it’s feasibility, especially in developing countries like Brazil. Objective: Verify the feasibility of using telemedicine to perform a brief cognitive screening by comparing the performance of healthy adults in face-to-face and online assessments. Methods: The sample consisted of 15 cognitively healthy subjects, aged between 57-70 years (M=63.2; SD=4.6) and education between 8-22 years (M=14.7; SD=4.3). The Addenbrooke’s Cognitive Examination–Revised (ACE-R) was used, it allows evaluation of five cognitive domains: attention and orientation, memory, fluency, language and visuospatial. Subjects were randomly evaluated in person and online, with an interval of 1-6 months. Results: No significant differences were found in ACER-R subtests and final scores obtained in face-to-face versus online assessment: attention and orientation (p=0.741), memory (p=0.913), fluency (p=0.913), language (p=0.855), visuospatial (p=1.000), final score (p=0,596). Conclusion: Cognitive screening through telemedicine has proven to be feasible for cognitively healthy subjects in the present study. Further studies are needed to assess its feasibility in cognitive impaired subjects.
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Reports on the topic "Cognitive Language"

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Korinek, Anton. Language Models and Cognitive Automation for Economic Research. National Bureau of Economic Research, 2023. http://dx.doi.org/10.3386/w30957.

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Warren, Deborah. Nonlinguistic Cognitive Performance and Expressive and Receptive Language Scores in Children with Expressive Language Delay. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6760.

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Harel-Arbeli, Tami, Boaz M. Ben-David, and Yuval Palgi. The cognitive cost of using context in spoken language recognition. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.2.0057.

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Vandehey, Daniel. Led Down the Garden Path: Cognitive Processing of English Language Idioms. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7228.

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Hu, XinYi, JingXuan Hao, and HangYue Wang. Improvement of Environmental enrichment on Cognitive Functions in Patients and animals : A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.12.0014.

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Review question / Objective: To study the relationship between environmental enrichment and cognitive function through a meta-analysis of the literature, analyze its effects on the improvement of cognitive function in patients and animals, and evaluate the effects of different environmental enrichment measures on cognitive function improvement. Condition being studied: Cognitive decline refers to an individual's memory, language, reasoning and other aspects of cognitive function showing obvious, measurable decline or abnormal. The causes of cognitive decline are various, including neurodegeneration, cerebrovascular disease, infection, trauma, and depression. Alzheimer's disease and stroke are the most common.
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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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Atuncar, Monica, Karin Uchima, Julissa Dulanto, and Kilder Carranza. Association between chewing function and cognitive function in adults: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.12.0054.

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Review question / Objective: Is there an association between masticatory function and cognitive function in adults? Condition being studied: The masticatory function is the ability and efficiency of chewing, the human being performs movements of the orofacial muscles which we call chewing and cognitive function is a set of actions where verbal and non-verbal activities are exercised, they are evaluated by means of objective or subjective tests or questionnaires. Information sources: The MEDLINE (PubMed), Embase, Scopus and SciELO will be searched by two independent reviewers. The search will be performed without restrictions on dates or language and included those conducted in human subjects.
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Bernal, Raquel, David Bravo, María Caridad Araujo, et al. Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0012278.

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Research from the United States shows that gaps in early cognitive and non-cognitive ability appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, we use the same measure of receptive language ability for all five countries. We find important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where we can follow children over time, there are few substantive changes in scores once children enter school. Our results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on our measure of cognitive development.
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Paul-Brown, Diane. Evaluating and Treating Communication and Cognitive Disorders: Approaches to Referral and Collaboration for Speech-Language Pathology and Clinical Neuropsychology. American Speech-Language-Hearing Association, 2003. http://dx.doi.org/10.1044/policy.tr2003-00137.

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Luo, Xiaqin, and Luyao Chen. Speech and language features applied to the identification of patients with cognitive impairment: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.3.0022.

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