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Relevant bibliographies by topics / Language and cognitive development

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Academic literature on the topic 'Language and cognitive development'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Language and cognitive development"

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Stainthorp, Rhona, V. Lee, and P. Das Gupta. "Children's Cognitive and Language Development." British Journal of Educational Studies 44, no. 3 (September 1996): 349. http://dx.doi.org/10.2307/3122472.

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Swingley, Daniel. "Cognitive Development in Language Acquisition." Language Learning and Development 8, no. 1 (January 2012): 1–3. http://dx.doi.org/10.1080/15475441.2012.631852.

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Christy, T. Craig. "Vygotsky, Cognitive Development and Language." Historiographia Linguistica 40, no. 1-2 (March 8, 2013): 199–227. http://dx.doi.org/10.1075/hl.40.1-2.07chr.

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Summary Lev Vygotsky’s (1896–1934) views of the genesis of language and its relation to thought, illustrated here by his account of the origin of the pointing gesture, can be seen as anticipating current research in socially constituted cognition, pragmatics, developmental psychology and grammaticalization, in all of which the importance of contextual and pragmatic factors looms large. His conceptualization of the evolution of communication from action to semiosis has bearing on, and is illuminated by, recent developments in neurobiology, developmental psychology, primatology, and grammaticalization theory. Specifically, recently discovered mirror neuron systems may offer a neurophysiological platform for the evolution of language from gesture and imitation, for the transition from action to sign, from referential to relational meaning, an evolution in which the establishment of joint attention is pivotal. With his emphasis on the dynamic, socially constructed nature of signs, Vygotsky shares Humboldt’s view of language as energeia, as a system in a perpetual state of emergence, a view consistent with Condillac’s ‘language of action’, in which spontaneous vocalizations and gestures give rise to sign functions. Research of the grammaticalization pathways associated with demonstratives and modal particles also offers new perspectives on the process and hypothesized unidirectionality of grammaticalization, including the plausible claim that demonstratives represent a second and separate source of candidates for grammaticalization. Integrating grammaticalization research with findings from relevant social and natural sciences holds out the prospect of underwriting significant advances in understanding the origin of language and the emergence of grammar.

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Barac, Raluca, and Ellen Bialystok. "Cognitive development of bilingual children." Language Teaching 44, no. 1 (December 3, 2010): 36–54. http://dx.doi.org/10.1017/s0261444810000339.

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There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain concerned about their children's development when it includes a bilingual experience. It is now clear that although parents were correct that speaking more than one language has consequences, the assumption about the nature of these consequences is not: the outcome of the experience is in fact the opposite of what many early researchers claimed and what many contemporary parents intuitively believe. In contrast to early warnings about negative consequences, bilingualism turns out to be an experience that benefits many aspects of children's development. Although there are documented delays in acquiring some formal aspects of each language, such as vocabulary (Bialystok 2010), bilingualism has either no effect (intelligence) or positive effects (metalinguistic awareness, cognitive development) on development.

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Hickmann, Maya. "Language and cognition in development." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 11, no. 2 (June 1, 2001): 105–26. http://dx.doi.org/10.1075/prag.11.2.01hic.

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The relation between language and cognition in child development is one of the oldest and most debated questions, which has recently come back to the forefront of several disciplines in the social sciences. The overview below examines several universalistic vs. relativistic approaches to this question, stemming both from traditional developmental theories and from more recent proposals in psycholinguistics that are illustrated by some findings concerning space in child language. Two main questions are raised for future research. First, substantial evidence is necessary concerning the potential impact of linguistic variation on cognitive development, including evidence that can provide ways of articulating precocious capacities in the pre-linguistic period and subsequent developments across a variety of child languages. Second, relating language and cognition also requires that we take into account both structural and functional determinants of child language within a model that can explain development at different levels of linguistic organization in the face of cross-linguistic diversity.

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Cheshev, Vladislav V. "Emotions and Language in Cognitive Development." Procedia - Social and Behavioral Sciences 200 (August 2015): 408–11. http://dx.doi.org/10.1016/j.sbspro.2015.08.087.

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Muter, Valerie. "Cognitive and Language Development in Children." Child and Adolescent Mental Health 10, no. 4 (November 2005): 213. http://dx.doi.org/10.1111/j.1475-3588.2005.00377_5.x.

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Cragg, Lucy, and Kate Nation. "Language and the Development of Cognitive Control." Topics in Cognitive Science 2, no. 4 (January 27, 2010): 631–42. http://dx.doi.org/10.1111/j.1756-8765.2009.01080.x.

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Norton, Donna E. "Language and Cognitive Development through Multicultural Literature." Childhood Education 62, no. 2 (November 1985): 103–8. http://dx.doi.org/10.1080/00094056.1985.10520234.

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Botting, Nicola. "Non-verbal cognitive development and language impairment." Journal of Child Psychology and Psychiatry 46, no. 3 (March 2005): 317–26. http://dx.doi.org/10.1111/j.1469-7610.2004.00355.x.

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Dissertations / Theses on the topic "Language and cognitive development"

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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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Bloom, Paul 1963. "Semantic structure and language development." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/13686.

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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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Hong, Namkyung. "Language-specificity and young preschoolers' social-cognitive development." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/85189/.

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This thesis investigated the role of linguistic access in reference to mental states in children’s social understanding. The importance of access to, or an understanding of, mentalistic language has been stressed regarding the development of children’s social understanding (e.g., Astington & Baird, 2005). It was predicted that the exposure to the mental-state terms using specific grammatically embedded forms specifying certainty and/or the origins of information would enhance Korean children’s social understanding. There has been a vast body of research, showing the predictive role of executive function on the development of social understanding, in particular false-belief understanding (e.g., Carlson & Moses, 2001; Sabbagh, Xu, Carlson, Moses, & Lee, 2006). However, research on Korean children did not support the view on the general development between the two cognitive skills (e.g., Oh & Lewis; 2008). Thus, the current study explored the relationships between executive function and false belief understanding in response to the debate. Executive function, or higher-level self control, is necessary to fulfil goal-directed action inhibiting irrelevant alternatives (Welsh & Pennington, 1988). Children learning from adults, however, trust information selectively (Koenig & Sabbagh, 2013). As children are required to suppress distracting information for selective trust, it was expected that higher skills in executive function may predict performance on selective trust. Thus, the role of executive function on this social understanding was also examined (in Experiment 1 and 2 for false belief and 5 for selective trust). In Experiments 1 and 2 (N = 175) when a protagonist in a false-belief task expressed either his uncertainty (i.e., -keyss (-ul keya) = may) or certainty (i.e., -ci = really), the linguistic markers influenced 3- and 4-year-olds’ apparent grasp of false beliefs. The different levels of certainty (i.e., -hata = do or –ya hata = must do) were applied to the executive function measures. However, the effects of different linguistic markers on executive skills were not observed. Experiment 3 (N = 144) moved the focus from false-belief understanding to selective trust with the application of differential evidentiality in correct and incorrect speakers. Four types of tasks, presented within a 2 (certainty vs. uncertainty) x 2 (accuracy vs. inaccuracy) design, were administered (N = 36 for each task) to three age groups (3.6-4.5 years, 4.6-5.5 years and 5.6-6.5 years). In order to indicate direct access to information, -te (I saw) was used while –napo (It seems) was used for indirect information. The findings from the four tasks showed a crucial effect of accuracy over certainty in selective trust. Following on from the results of Experiment 3, Experiments 4 and 5 compared the children’s performance in epistemic trust experiments in which linguistic access to the protagonists’ mental states was specified using either two evidential markers (i.e., -te vs. – napo) identifying both certainty and the origins of the protagonist’s knowledge, or specific verb terms (i.e., know vs. think) that expressed certainty. In Experiment 4 (N = 59), the findings revealed different developmental patterns according to the use of the two types of linguistic references (evidential markers vs. explicit verb terms): sensitivity to speakers’ epistemic states using mental-verb terms was in evidence at the age four and by evidentiality around the age six. The final experiment of this work employed a battery of executive function measures along with two selective trust tests, using the same contrasting means of identifying the protagonists’ certainty and knowledge (evidential markers vs. different linguistic terms: N = 84). The findings replicated the different developmental patterns of selective trust found in Experiment 4. There were different associations between executive function and questions of two of the three levels of the standard selective trust measure. Verbal working memory predicted the children’s performance in judging who is correct when the test question used included evidential markers. Visual working memory did the same job when verbal mental-state terms were used. Finally inhibitory control predicted selective learning when verbal terms were used. Taken together, the findings suggest that (a) a grasp of certainty appears earlier than an understanding of evidentiality; (b) the grammaticalized forms of certainty and evidentiality are more likely to influence children’s linguistic access to mental states than more explicit mental-verb terms (positively in false belief and negatively in epistemic trust). These lead to the conclusions that: (c) a mastery of semantics and syntactic forms is needed in developing social-cognitive skills; (d) specific language markers identifying the sources of a protagonist’s knowledge may reduce demands of executive function in processing another’s epistemic states.

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Briscoe, Josephine Mary. "Cognitive development after preterm birth." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266900.

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Hobbs, Kathryn Virginia. "Infants' and toddlers' reasoning about others: Connections to prosocial development and language." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13065030.

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Often overlooked in the study of theory of mind (ToM) development, the understanding of motivational states, such as goals and desires, is both an important capacity in its own right and also a likely precursor to more advanced social and cognitive skills. This dissertation explored infants' and toddlers' reasoning about agents' motivational states, linking those representations to the domains of language and prosocial development. Parts I and II of the dissertation asked about toddlers' abilities to use representations of others' motivational states to guide helping behaviors. Part I used a spontaneous helping paradigm with two goal objects, one previously liked and the other disliked. Three- but not 2-year-olds helped appropriately by giving an actor her desired object, reflecting prosocial concern for others' specific desires at age 3. Part II probed the understanding of goals and helping of 14- and 24-month-olds. After establishing that toddlers encode simple reaching actions as goal-directed, a series of 4 experiments using an object-giving paradigm investigated toddlers' abilities to use goal representations to guide helping. The results indicate that 24- but not 14-month-olds used representations of prior goals to inform their helping behaviors; 14-month-olds were capable of using only current goals to guide helping. Part III of the dissertation asked whether there is continuity in the developmental relationship between language and ToM by investigating links between toddlers' understanding of motivational states and their vocabulary size. Experiment 1 found no correlation between the vocabulary size of typically hearing toddlers and their performance on tasks measuring motivational state understanding. Experiment 2 compared the same motivational state understanding of typically hearing toddlers and deaf toddlers with smaller vocabularies, finding no differences in performance between groups. The results of these experiments indicate that the link between language and false belief that is present at age 4 does not extend to motivational state reasoning in the toddler years. Together the findings of this dissertation highlight important limits and boundary conditions on young children's reasoning about motivational states. Further research is needed into the developmental trajectory and mechanisms of theory of mind reasoning.
Psychology

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Janjua, Fatima. "Language and cognitive development in very young deaf children." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/68cb555b-3d31-49da-be84-e71d5b01bcd5.

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Khan, Manizeh. "Thinking in Words: Implicit Verbal Activation in Children and Adults." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10786.

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The relationship between language and thought has long been a topic of interest and controversy in cognitive science. In this dissertation, I address one aspect of this issue: when is language present during internal thought? Simple introspection tells us that we sometimes use inner speech, but is this the exception or the rule? Using eye-tracking measures, we investigated whether infants, children and adults implicitly activate verbal labels while silently looking at pictures of objects. In the first study, 4-year-olds, 7-year-olds and adults completed a working memory task. While the two older age groups spontaneously chose a verbal encoding strategy for the pictoral stimuli, the 4-year-olds did not, suggesting a late emergence for implicit language use. The second study, however, challenges this conclusion as we find evidence for spontaneous implicit verbal activation in 24-month-old infants during free-viewing of pictures of familiar objects. The final study provides a more detailed look at the nature of the implicit verbal representations that are activated in adults during visual image processing. Unlike the 24-month-old infants, and unlike adults engaged in a working memory task, adults in this visual image processing task did not robustly activate phonological representations but did show some evidence of lexical activation, perhaps at a more abstract level of representation. Taken together, these results suggest that: 1) even very young children spontaneously engage inner speech, 2) adults and children use implicit verbal labeling in different ways, and 3) different tasks can evoke different levels of implicit verbal activation.
Psychology

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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.
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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Alexiou, Thomai. "Cognitive development, aptitude and language learning in Greek young learners." Thesis, Swansea University, 2005. https://cronfa.swan.ac.uk/Record/cronfa42407.

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Current views of foreign language learning aptitude are adult orientated. Descriptions of aptitude are cast in terms of sophisticated language abilities and these are investigated by means of complex language tests. It is not possible within this framework to test, or even describe, aptitude in young children since their language capacities are still developing. Recent studies support the idea that there is a link between the general cognitive skills that learners possess and their success in learning their second language. They can suggest, therefore, which separate elements of cognitive ability may be part of language learning aptitude in children. A series of research concerning the relation between general cognitive skills and second language success has been conducted during the past three years. The studies are done in Greek schools and involve young learners of 5-9 years. The results suggest that tests of general cognitive skills such as memory and analytic ability are very good predictors of foreign language learning success. In this, aptitude in young learners appears to be very similar to aptitude in adults. These cognitive skills appear to improve with age so it can be argued that in certain ways older learners are actually better language learners than children. Yet, the question of a 'window of opportunity' and the age effect still remains open. As other researchers have supported comprehensible and continuous exposure, appropriate methodology and trained teachers are more promising than the onset time. The study offers convincing evidence that the nature of language learning aptitude might not be fixed at least at that age and there is a possibility that at that stage it might actually be plastic. This does not mean that one could instruct everyone to be equally good at learning languages using the cognitive skills suggested here. It does imply, however, that practice and improvement on certain abilities that relate to language may well facilitate effective learning at least to some extent. A test of cognitive skills that appear to relate to foreign language learning is devised at the end that could hopefully offer a valuable source for a child's learning profile at the very beginning of learning.

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Books on the topic "Language and cognitive development"

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Access to language and cognitive development. Oxford: Oxford University Press, 2012.

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Morgan, Gary, ed. Understanding Deafness, Language and Cognitive Development. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/tilar.25.

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1963-, Grayson Andrew, ed. Cognitive and language development in children. Milton Keynes, U.K: Open University, 2004.

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Rowe, Helga A. H. Language-free evaluation of cognitive development: NAT. Hawthorn, Vic: Australian Council for Educational Research, 1986.

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Fletcher-Flinn, Claire M., and Gus M. Haberman. Cognition and language: Perspectives from New Zealand. Brisbane: Australian Academic Press, 2006.

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Language in cognitive development: Emergence of the mediated mind. New York, NY, USA: Cambridge University Press, 1996.

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Concepts, kinds, and cognitive development. Cambridge, Mass: MIT Press, 1989.

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Language of instruction and cognitive development: Case-studies from Malawi. Zürich: Lit, 2013.

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von Tetzchner, Stephen, Linda S. Siegel, and Lars Smith, eds. The Social and Cognitive Aspects of Normal and Atypical Language Development. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3580-4.

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Ninio, Anat. Language and the learning curve: A new theory of syntactic development. Oxford: Oxford University Press, 2006.

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Book chapters on the topic "Language and cognitive development"

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Tomasello, Michael. "Language Development." In The Wiley-Blackwell Handbook of Childhood Cognitive Development, 239–57. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325485.ch9.

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Schaffer, H. R. "Language Development in Context." In Springer Series in Cognitive Development, 1–22. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3580-4_1.

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Nelson, Charles A., Michelle de Haan, and Kathleen M. Thomas. "The Development of Speech and Language." In Neuroscience of Cognitive Development, 58–70. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9780470939413.ch4.

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Reyna, Valerie F. "Figure and Fantasy in Children’s Language." In Springer Series in Cognitive Development, 143–79. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4613-9544-7_5.

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Dodd, Barbara, and Sharon Crosbie. "Language and Cognition." In The Wiley-Blackwell Handbook of Childhood Cognitive Development, 604–25. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325485.ch23.

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Lord, Catherine. "Language Comprehension and Cognitive Disorder in Autism." In Springer Series in Cognitive Development, 67–82. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5036-4_4.

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Marshall, Chloë, Katherine Rowley, Joanna Atkinson, Tanya Denmark, Joanna Hoskins, and Jechil Sieratzki. "Chapter 5. Atypical sign language development." In Understanding Deafness, Language and Cognitive Development, 73–92. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/tilar.25.05mar.

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Edwards, Derek, and Roger Goodwin. "Action Words and Pragmatic Function in Early Language." In Springer Series in Cognitive Development, 257–73. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4612-4844-6_10.

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Morgan, Gary. "Chapter 1. Deafness, cognition and language." In Understanding Deafness, Language and Cognitive Development, 1–13. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/tilar.25.01mor.

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Männel, Claudia. "1. The method of event-related brain potentials in the study of cognitive processes: A tutorial." In Early Language Development, 1–22. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/tilar.5.03man.

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Conference papers on the topic "Language and cognitive development"

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Stranovska, Eva, Aniko Ficzere, and Zdenka Gadusova. "COGNITIVE STRUCTURE AND FOREIGN LANGUAGE READING COMPREHENSION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1369.

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Laffita Rivera, Joel. "DIGITAL PLATFORMS-INFUSING COGNITIVE SKILLS AND LANGUAGE COMPETENCES IN FOREIGN LANGUAGE CLASSROOM." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0457.

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Anghel, Mihaela-Roxana. "Language And Cognitive Development. General Characteristics Of Pre-School Oral Language." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.79.

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Rasskazova, Tatiana, and Natalia Glukhanyuk. "LISTENING AS A COGNITIVE AGE-RELATED RESOURCE FOR FOREIGN LANGUAGE LEARNING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1079.

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Cho, Seongsoo, Jongsup Lee, and Bonghwa Hong. "Development of English Language Based Cognitive Rehabilitation Using Mobile Devices." In Multimedia 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.43.05.

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"Dictionary Management System for the DEB Development Platform." In The 4th International Workshop on Natural Language Understanding and Cognitive Science. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002420901290138.

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Korneeva, Alyona, Tatyana Kosacheva, Oxana Parpura, Alexander Levin, and Tatiana Dobrydina. "Influence of a Foreign Language on a Cognitive Development of Personality." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.041.

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ASADA, MINORU. "TOWARDS LANGUAGE ACQUISITION BY COGNITIVE DEVELOPMENTAL ROBOTICS." In Proceedings of the 9th International Conference (EVOLANG9). WORLD SCIENTIFIC, 2012. http://dx.doi.org/10.1142/9789814401500_0003.

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Yaroshenko, Olga N. "Professional Competences Development Of Experts In The Field Of English Language." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.109.

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Becker, Daniel, Ralf Gießler, and Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.

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A major problem in teacher education is the gap between theory and practice. Engaging student teachers in materials development is one way to integrate theory and practice in EFL (English as a Foreign Language) teacher education. It is during the complex process of materials development that student teachers start to envision learning processes and outcomes of specific language learning tasks. However, materials development does not take care of itself. It is argued that methods of cognitive apprenticeship can be a tool to support student teachers in the complex process of materials development. Cognitive apprenticeship is about modelling and verbalizing the internal cognitive processes underlying complex problem-solving tasks such as adapting authentic materials and writing rubrics. This paper reports how these methods are applied in an EFL teacher education project on materials development. Engaging student teachers in materials development can be a worthwhile opportunity-to-learn in university-based teacher education for any subject whatsoever.

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Reports on the topic "Language and cognitive development"

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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, January 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, February 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, January 2000. http://dx.doi.org/10.15760/etd.7228.

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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.

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Dhuey, Elizabeth, David Figlio, Krzysztof Karbownik, and Jeffrey Roth. School Starting Age and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23660.

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Chaparro, Juan, Aaron Sojourner, and Matthew Wiswall. Early Childhood Care and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26813.

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Ruhm, Christopher. Parental Employment and Child Cognitive Development. Cambridge, MA: National Bureau of Economic Research, April 2000. http://dx.doi.org/10.3386/w7666.

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Blau, Francine, and Adam Grossberg. Maternal Labor Supply and Children's Cognitive Development. Cambridge, MA: National Bureau of Economic Research, December 1990. http://dx.doi.org/10.3386/w3536.

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Martin, Edward A. Cognitive Probe Project: Development of a Testbed for Collecting Cognitive Model Parameterization and Validation Data. Fort Belvoir, VA: Defense Technical Information Center, July 2002. http://dx.doi.org/10.21236/ada406707.

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Baker, Michael, and Kevin Milligan. Maternity Leave and Children's Cognitive and Behavioral Development. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17105.

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