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Journal articles on the topic 'Language and cognitive development'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

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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2

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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3

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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8

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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10

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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11

Clark, Eve V. "How language acquisition builds on cognitive development." Trends in Cognitive Sciences 8, no. 10 (October 2004): 472–78. http://dx.doi.org/10.1016/j.tics.2004.08.012.

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12

VERHOEVEN, LUDO. "Sociocultural and cognitive constraints on literacy development." Journal of Child Language 29, no. 2 (May 2002): 449–88. http://dx.doi.org/10.1017/s0305000902305348.

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In their position paper, Dorit Ravid & Liliana Tolchinsky have made a critical attempt to develop a theoretical framework which would account for the success of learning to read and write in different languages throughout the life span. The major focus of this framework is on the linguistic perspective of literacy development – leading to the concept of linguistic literacy. The authors highlight those aspects of literacy competence that are expressed in language as well as aspects of linguistic knowledge that are affected by literacy competence. They postulate control as a defining feature, metalanguage as a concomitant process, and familiarity with writing and written language as a condition of linguistic literacy. These postulations can be seen as highly relevant from both a theoretical and a practical point of view since such framework is useful in order to develop research initiatives and educational programs on literacy development. The view of literacy as a constituent of language knowledge characterized by the availability of multiple linguistic resources can be seen as powerful. However, given the multifaceted character of written language and its development, the question is to what extent the concept of linguistic literacy should be relativized. In the present commentary the impact of sociocultural and cognitive constraints on literacy will be stressed to disambiguate the monolithic conception of linguistic literacy.

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13

Hakuta, Kenji, and Judith Suben. "Bilingualism and Cognitive Development." Annual Review of Applied Linguistics 6 (March 1985): 35–45. http://dx.doi.org/10.1017/s0267190500003044.

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The study of the relationship between bilingualism and cognitive development has struggled with the dual definitional problems of the key component concepts. Bilingualism has been defined at various levels of functional definition. These include linguistic, cognitive, and social-psychological characteristics of individuals, as well as societal characteristics such as ethnicity and other sociodemographic variables. Failure to distinguish between these various definitions of bilingualism has led to confusion in deciphering the relationship of this elusive concept with cognitive development.

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14

Pinker, Steven. "On Language." Journal of Cognitive Neuroscience 6, no. 1 (January 1994): 92–98. http://dx.doi.org/10.1162/jocn.1994.6.1.92.

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Steven Pinker is a professor in the Department of Brain and Cognitive Sciences at MIT, and in 1994 will become director of its McDonnell-Pew Center for Cognitive Neuroscience. He received his B.K from McGill University in 1976 and his Ph.D. from Harvard University in 1979, both in experimental psychology, and taught at Harvard and Stanford before joining the faculty of MIT in 1982. He has done research in visual cognition and the psychology of language, and is the author of Language Learnability and Language Development (1984) and Learnability and Cognition (1989) and the editor of Visual Cognition (1985), Connections and Symbol (1988, with Jacques Mehler), and Lexical and Conceptual Semantics (1992, with Beth Levin). He was the recipient of the Early Career Award in 1984 and the Boyd McCandless Award in 1986 from the American Psychological Association, a Graduate Teaching Award from MIT in 1986, and the Troland Research Award from the National Academy of Sciences in 1993. His newest book, The Language Instinct, will be published by William Morrow & Company in January 1994.

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15

Cole, Kevin N., Truman E. Coggins, and Cheryl Vanderstoep. "The Influence of Language/Cognitive Profile on Discourse Intervention Outcome." Language, Speech, and Hearing Services in Schools 30, no. 1 (January 1999): 61–67. http://dx.doi.org/10.1044/0161-1461.3001.61.

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Children with communication needs are often allocated intervention services as a result of the relationship between their cognitive ability and language performance. Children with higher cognitive skills relative to language skills are considered promising candidates for language services. In contrast, children who are delayed in both cognitive and language abilities are considered poor candidates for intervention and are often excluded from services, or given a lower priority for services. This study examines the effects of intervention on one aspect of pragmatic development (discourse skills) following intervention for two groups of young children with delayed language development: one group with measured cognitive performance above language performance, and the other group with similar delays in both language and cognitive performance. Repeated measures analyses of variance indicated significant differences between groups for two of 15 measures derived from language samples. Both favored the children with equivalent delays in language and cognition. These findings do not support the notion that children with equivalent delays in cognition and language development are poor candidates for language intervention. Service delivery and policy implications are discussed.

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PREDA, Vasile Radu. "The development of language: cognitive processes involved, assessment and educative interventions." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VI, no. 1 (March 15, 2020): 49–56. http://dx.doi.org/10.26744/rrttlc.2020.6.1.06.

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17

Suárez, Maria del Mar, and Carmen Muñoz. "Aptitude, age and cognitive development." EUROSLA Yearbook 11 (August 3, 2011): 5–29. http://dx.doi.org/10.1075/eurosla.11.03sua.

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In the validation studies of the Modern Language Aptitude Test-Elementary (MLAT-E) (Carroll & Sapon 1967) and its Spanish version, the MLAT-ES (Stansfield & Reed 2005), the total scores across grades increase unsteadily. At no point, though, has this increase been discussed. Similar results are found in the present study, which addresses this issue from two viewpoints, age and the supposed stability of language aptitude. The participants in this study are bilingual Catalan-Spanish children in grades from 3 to 7. 325 participants took the MLAT-ES and 304 participants took its Catalan version (MLAT-EC). The analyses of the children’s performance in both tests suggest that the higher the grade, the higher the final score. However, the difference between the means of the total score is consistently larger between grade 3 and 4 than between the other grades. Besides, this increase seems to plateau between grade 6 and 7. Results are discussed in relation to the influence that children’s age and cognitive development in middle childhood seem to have on children’s language aptitude development.

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18

Siegal, Michael. "Language and conceptual development." Trends in Cognitive Sciences 8, no. 7 (July 2004): 287. http://dx.doi.org/10.1016/j.tics.2004.05.007.

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19

Anisimova, A. T. "EXERIENCES WITH CONGINTIVE MECHANISMS IN TEACHING FOREING LANGUAGE." Scientific bulletin of the Southern Institute of Management, no. 4 (December 30, 2017): 108–12. http://dx.doi.org/10.31775/2305-3100-2017-4-108-112.

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The article describes the experiences of applying cognitive linguistic approach to development of learners foreign language competence. It is suggested that the introduction of new language material should be based on conceptual representations (senses) of language forms rather than on comparability of native and foreign languages. Behind the cognitive approach to teaching foreign language there is a proposition that language is connected with reality or one of the possible realities through interpreting activity of an individual. The author discusses such issues of cognitive science as knowledge representation, information processing, development of language consciousness and individual learning styles in relation to teaching Russian learners a foreign language. The article describes the experiences of using cognitive mechanisms in development of effective tools in teaching a foreign language, in particular such topics as the system of the English article, teaching learners new foreign language vocabulary, usage of polysemantic words. The enhancement of language didactics paradigm with cognitive issues appears to be beneficial not only in learning a foreign language but also in development the learners general discursive competence.

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20

Saienko, Natalia. "COGNITIVE DEVELOPMENT OF STUDENTS IN FOREIGN LANGUAGE ACQUISITION." Advanced Education 3, no. 7 (June 19, 2017): 4–8. http://dx.doi.org/10.20535/2410-8286.77570.

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21

Loman, Michelle M., Kristen L. Wiik, Kristin A. Frenn, Seth D. Pollak, and Megan R. Gunnar. "Postinstitutionalized Children’s Development: Growth, Cognitive, and Language Outcomes." Journal of Developmental & Behavioral Pediatrics 30, no. 5 (October 2009): 426–34. http://dx.doi.org/10.1097/dbp.0b013e3181b1fd08.

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22

Ortony, Andrew. "Cognitive development and the language of mental states." Discourse Processes 10, no. 2 (April 1987): 193–99. http://dx.doi.org/10.1080/01638538709544670.

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23

Ortiz-Mantilla, Silvia, and April A. Benasich. "Neonatal electrophysiological predictors of cognitive and language development." Developmental Medicine & Child Neurology 55, no. 9 (June 27, 2013): 781–82. http://dx.doi.org/10.1111/dmcn.12207.

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24

Bamford, Kathryn W., and Donald T. Mizokawa. "Additive-Bilingual (Immersion) Education: Cognitive and Language Development *." Language Learning 41, no. 3 (September 1991): 413–29. http://dx.doi.org/10.1111/j.1467-1770.1991.tb00612.x.

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25

GARCÍA MAYO, MARÍA DEL PILAR, and JORGE GONZÁLEZ ALONSO. "L3 acquisition: A focus on cognitive approaches." Bilingualism: Language and Cognition 18, no. 2 (October 29, 2014): 127–29. http://dx.doi.org/10.1017/s136672891400039x.

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Interest in third language (L3) acquisition has increased exponentially in recent years, due to its potential to inform long-lasting debates in theoretical linguistics, language acquisition and psycholinguistics. From the very beginning, researchers investigating child and adult L3 acquisition have considered the many diverse cognitive factors that constrain and condition the initial state and development of newly acquired languages, and their models have duly evolved to incorporate insights from the most recent findings in psycholinguistics, neurolinguistics and cognitive psychology. The articles in this Special Issue of Bilingualism: Language and Cognition, in dealing with issues such as age of acquisition, attrition, relearning, cognitive economy or the reliance on different memory systems – to name but a few – provide an accurate portrayal of current inquiry in the field, and are a particularly fine example of how instrumental research in language acquisition and other cognitive domains can be to each other.

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RUTKOWSKA, JULIE C. "Looking for'Constraints'in Infants'Perceptual-Cognitive Development." Mind & Language 6, no. 3 (September 1991): 215–38. http://dx.doi.org/10.1111/j.1468-0017.1991.tb00189.x.

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27

Daller, Michael, and Zehra Ongun. "The Threshold Hypothesis revisited: Bilingual lexical knowledge and non-verbal IQ development." International Journal of Bilingualism 22, no. 6 (February 17, 2017): 675–94. http://dx.doi.org/10.1177/1367006917690835.

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Aims and objectives: The threshold hypothesis is one of the most influential theoretical frameworks on the relation between bilingualism and cognition. This hypothesis suggests a bilingual cognitive disadvantage at a low proficiency level and a cognitive advantage at a high proficiency level in both languages. The aim of our study is to contribute to the operationalisation of the threshold hypothesis by analysing parental support for L1 and its influence on the cognitive development of bilingual children. Data and analysis: We analyse data from 100 Turkish–English successive bilingual children and from their parents, and investigate the relation between bilingualism and cognition. The data from the children are scores on receptive and productive vocabulary tests and a non-verbal intelligence test (Raven’s Coloured Progressive Matrices). In addition, the parents filled in a questionnaire on language use at home and a questionnaire on language dominance. Findings and conclusions: Our study shows a bilingual advantage for those children whose parents use more L1 at home and have higher dominance scores for L1. These children outperform the monolingual control groups in our study in terms of non-verbal intelligence scores. Originality: The originality of the present study resides in the fact that, to our knowledge, for the first time parental support for L1 and dominance in L1 is linked to the cognitive development of the children. Significance and implications: In this way, we can operationalise the threshold hypothesis and get further insights in the relation between bilingualism and cognition. This will allow informed decisions on the use and support for L1 in bilingual families. Limitations: One limitation of the present study is the fact that our sample is only from middle-class families, and conclusions about other bilingual settings are therefore limited.

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WANG, YINGXU. "COGNITIVE LINGUISTIC PERSPECTIVES ON THE CHINESE LANGUAGE." New Mathematics and Natural Computation 09, no. 02 (July 2013): 237–60. http://dx.doi.org/10.1142/s179300571340005x.

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Chinese is one of the oldest and most widely used languages with an ideographic writing system. It is curious to analyze the advantages and disadvantages of Chinese in cognitive linguistics, cognitive informatics, and knowledge science. This paper presents a comparative study on the fundamental theories and formal models of Chinese and other languages. A number of interesting findings on the cognitive and social impacts of the widely used Chinese language are revealed. It is found that, although the idiographic languages are more efficient in language manipulation, the alphabetic languages contributed more to the development of the knowledge processing power of the brain. A set of fundamental properties of knowledge is elicited, which reveals that the knowledge space of an individual is proportional to both the number of concepts and the number of their relations developed in long-term memory of the brain. Toward a more powerful and efficient scientific language for rigorous inference, the expression means of the Chinese language may yet need to be extended in its abstraction mechanisms and a convergent approach to integrate and synergize observations and truths in order to form rigorous theories and a formal knowledge framework. The findings of this work provide a foundation for comparative studies on Chinese and other languages in particular, and for cognitive linguistics and knowledge science in general.

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DEANDA, STEPHANIE, KRISTI HENDRICKSON, PASCAL ZESIGER, DIANE POULIN-DUBOIS, and MARGARET FRIEND. "Lexical access in the second year: a study of monolingual and bilingual vocabulary development." Bilingualism: Language and Cognition 21, no. 2 (May 22, 2017): 314–27. http://dx.doi.org/10.1017/s1366728917000220.

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It is well established that vocabulary size is related to efficiency in auditory processing, such that children with larger vocabularies recognize words faster than children with smaller vocabularies. The present study evaluates whether this relation is specific to the language being assessed, or related to general language or cognitive processes. Speed of word processing was measured longitudinally in Spanish- and English-learning monolinguals and bilinguals at 16 and 22 months of age. Speed of processing in bilinguals was similar to monolinguals, suggesting that the number of languages to which children are exposed does not influence word recognition. Further, cross-language associations in bilinguals suggest that the dominant language supports processing in the non-dominant language. These cross-language associations are consistent with general language and cognitive efficiency accounts in which the relation between word processing and knowledge relies on experience within a language as well as on general and cognitive properties of language learning.

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van Daal, John, Ludo Verhoeven, and Hans van Balkom. "Cognitive predictors of language development in children with specific language impairment (SLI)." International Journal of Language & Communication Disorders 44, no. 5 (January 2009): 639–55. http://dx.doi.org/10.1080/13682820802276930.

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31

Tomasello, Michael. "Culture and Cognitive Development." Current Directions in Psychological Science 9, no. 2 (April 2000): 37–40. http://dx.doi.org/10.1111/1467-8721.00056.

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Human beings are biologically adapted for culture in ways that other primates are not. The difference can be clearly seen when the social learning skills of humans and their nearest primate relatives are systematically compared. The human adaptation for culture begins to make itself manifest in human ontogeny at around 1 year of age as human infants come to understand other persons as intentional agents like the self and so engage in joint attentional interactions with them. This understanding then enables young children (a) to employ some uniquely powerful forms of cultural learning to acquire the accumulated wisdom of their cultures, especially as embodied in language, and also (b) to comprehend their worlds in some uniquely powerful ways involving perspectivally based symbolic representations.

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32

Herschensohn, Julia. "FUNDAMENTAL AND GRADIENT DIFFERENCES IN LANGUAGE DEVELOPMENT." Studies in Second Language Acquisition 31, no. 2 (June 2009): 259–89. http://dx.doi.org/10.1017/s0272263109090305.

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This article reexamines Bley-Vroman’s original (1990) and evolved (this issue) fundamental difference hypothesis that argues that differences in path and endstate of first language acquisition and adult foreign language learning result from differences in the acquisition procedure (i.e., language faculty and cognitive strategies, respectively). The evolved assessment of the theoretical and empirical developments of the past 20 years is taken into account with respect to Universal Grammar and parameters in generative theory and with respect to cognition and acquisition in data processing. This article supports the spirit of Bley-Vroman’s proposals in light of the discussion of three topics: pathway of acquisition, endstate age of acquisition effects, and language processing by monolinguals and bilinguals. I argue that the difference between child and adult language acquisition is, above all, quantitative not qualitative, a gradient continuum rather than a precipitous break.

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Pavlova, Lyubov, and Yuliana Vtorushina. "Developing Students’ Cognition Culture for Successful Foreign Language Learning." SHS Web of Conferences 50 (2018): 01128. http://dx.doi.org/10.1051/shsconf/20185001128.

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This paper presents results of the research aimed at determining essential aspects of the development of university students’ cognition culture as a factor of successful foreign language learning. The authors define cognition culture as a complex of capabilities and skills, enabling students to look for, analyze, process, organize and critically assess information in the text, considering its historical and cultural value background. The investigation proves that a student’s cognition culture is manifested in his/her knowledge of national mentality, language, and cultural picture of the world as well as in the student’s skills of search, procession and critical assessment of information, the skills of analysis, comparison, generalization, cognitive motivation and aspiration for constant improvement of foreign language skills. The research determines the contents of the cognitive component of foreign language learning and works out a complex of teaching techniques for developing students’ cognition culture. The results prove that the application of the complex of special teaching techniques ensures effective development of the university students’ cognition culture for successful foreign language learning. Thus, students’ cognitive culture conditions their social adaptation and academic mobility.

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Morgan, Gary. "Cognitive Development: The Learning Brain." International Journal of Language & Communication Disorders 45, no. 2 (March 2010): 262. http://dx.doi.org/10.3109/13682820903211091.

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Holland, Scott, Elena Plante, Anna Beyers, Richard Strawsburg, Vince Schmithorst, and William Ball. "Functional MRI of normal language development." NeuroImage 13, no. 6 (June 2001): 542. http://dx.doi.org/10.1016/s1053-8119(01)91885-3.

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SONG, LULU, ELIZABETH T. SPIER, and CATHERINE S. TAMIS-LEMONDA. "Reciprocal influences between maternal language and children's language and cognitive development in low-income families." Journal of Child Language 41, no. 2 (January 30, 2013): 305–26. http://dx.doi.org/10.1017/s0305000912000700.

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ABSTRACTWe examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother–child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language. Child cognitive development was assessed at both ages and child receptive vocabulary was assessed at age 3;0. Maternal language related to children's lexical diversity at each age, and maternal language at age 2;0, was associated with children's receptive vocabulary and cognitive development at age 3;0. Furthermore, children's cognitive development at age 2;0 was associated with maternal language at age 3;0 controlling for maternal language at age 2;0, suggesting bi-directionality in mother–child associations. The quantity and diversity of the language children hear at home has developmental implications for children from low-income households. In addition, children's early cognitive skills further feed into their subsequent language experiences.

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Doesburg, Sam M., Keriann Tingling, Matt J. MacDonald, and Elizabeth W. Pang. "Development of Network Synchronization Predicts Language Abilities." Journal of Cognitive Neuroscience 28, no. 1 (January 2016): 55–68. http://dx.doi.org/10.1162/jocn_a_00879.

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Synchronization of oscillations among brain areas is understood to mediate network communication supporting cognition, perception, and language. How task-dependent synchronization during word production develops throughout childhood and adolescence, as well as how such network coherence is related to the development of language abilities, remains poorly understood. To address this, we recorded magnetoencephalography while 73 participants aged 4–18 years performed a verb generation task. Atlas-guided source reconstruction was performed, and phase synchronization among regions was calculated. Task-dependent increases in synchronization were observed in the theta, alpha, and beta frequency ranges, and network synchronization differences were observed between age groups. Task-dependent synchronization was strongest in the theta band, as were differences between age groups. Network topologies were calculated for brain regions associated with verb generation and were significantly associated with both age and language abilities. These findings establish the maturational trajectory of network synchronization underlying expressive language abilities throughout childhood and adolescence and provide the first evidence for an association between large-scale neurophysiological network synchronization and individual differences in the development of language abilities.

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Becker, Werner, and Romain Sahr. "Physical education and language development." Pedagogika 113, no. 1 (March 5, 2014): 199–210. http://dx.doi.org/10.15823/p.2014.1762.

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Based on the hypothesis that in addition to increasing physical competence, intensified sports activity also promotes the development of general cognitive ability, the project’s primary goal was to determine the current physical and language learning levels of the participating students and focus on their potential and on their acquisition of competences in the development of language skills accompanied by regular participation in sports activities.Due to the extraordinary interdependencies between physical education and language learning, focus on the mediation of key qualification, particularly in the social environment where the study took place, should be intensified.

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Rowe, Meredith L., and Adriana Weisleder. "Language Development in Context." Annual Review of Developmental Psychology 2, no. 1 (December 15, 2020): 201–23. http://dx.doi.org/10.1146/annurev-devpsych-042220-121816.

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Young children learn to communicate in the language(s) of their communities, yet the individual trajectories of language development and the particular language varieties and modes of communication children acquire vary depending on the contexts in which they live. This review describes how context shapes language development. Building on the bioecological model of development, we conceptualize context as a set of nested systems surrounding the child, from the national policies and cultural norms that shape the broader environment to the particular communicative interactions in which children experience language being used. In addition, we describe how children's developing sensory-motor, perceptual, and social-cognitive capacities respond to and are tuned by the surrounding environment. Closer integration of research on the mechanisms of language learning with investigation of the contexts in which this learning takes place will provide critical insights into the process of language development.

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Naumenko, Liudmyla, and Yana Bilyk. "TEACHING ENGLISH GRAMMAR TO HIGH SCHOOL STUDENTS: COGNITIVE APPROACH." АRS LINGUODIDACTICAE, no. 3 (2019): 21–30. http://dx.doi.org/10.17721/2663-0303.2019.3.03.

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Background: Cognitive approach to teaching foreign languages at high school proves rather effective given the level of intellectual development and interests of learners in their early youth. The approach, based on conscious learning, currently finds support in the documents on school reform being conducted in Ukraine. Purpose: The purpose of the article is to discuss provisions of cognitive approach to teaching a foreign language at high school and establish correlation between logical operations of thinking and types of syntactic exercises in the process of learning grammar. Discussion: Teaching grammar is a challenging task, especially if combined with the basic vocabulary taught parallelly. However, cognitively and thematically oriented exercises facilitate the learning process, making it more sensible and smoother. Cognitive grammar exercises also meet the learners’ expectations and develop their intellectual abilities, deepen memory, train attention and logical thinking. Besides developing their grammatical and lexical skills, the students acquire cognitive abilities to make a choice, find out necessary answers, solve problems, etc., which can be exceptionally useful in everyday life and professional setting. The proposed grammar exercises which are classified according to their types into multiple choice, transformation, comparing, grouping, logical thinking, formulation of definitions and language games can be further completed with different variations which will add additional quest to the learners. Results: The latest achievements of cognitive linguistics and cognitive psychology have a powerful impact on the development of new methods and approaches to language teaching. Cognitive approach to teaching foreign languages proves to be one of the most effective instruments of teaching-learning process, especially based on the knowledge of psycho-physiological development of the object of study.

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Castey Moreno, Marina, and Jesús Paz-Albo. "Bilingual cognitive and language development in the early years." ENSAYOS. Revista de la Facultad de Educación de Albacete 35, no. 10 (July 25, 2020): 151–61. http://dx.doi.org/10.18239/ensayos.v35i1.2270.

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Schroeder, Leila. "Promoting Cognitive Development in Children from Minority Language Groups." International Journal of Learning: Annual Review 12, no. 7 (2007): 179–88. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45396.

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Henry, Laura, Cristan Farmer, Stacy S. Manwaring, Lauren Swineford, and Audrey Thurm. "Trajectories of cognitive development in toddlers with language delays." Research in Developmental Disabilities 81 (October 2018): 65–72. http://dx.doi.org/10.1016/j.ridd.2018.04.005.

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Wortham, Stanton. "Language in Cognitive Development: Emergence of the Mediated Mind." Mind, Culture, and Activity 5, no. 1 (January 1998): 76–79. http://dx.doi.org/10.1207/s15327884mca0501_8.

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AISHA F. ABD EL-HADY, M.D., DALIA M. OSMAN, M. D., and HEBA M. FARAG, M. D. AMANY AHMED SAKR, M.Sc. "Relation between Language Development, Cognitive Skills and Play Skills." Medical Journal of Cairo University 87, March (March 1, 2019): 1037–49. http://dx.doi.org/10.21608/mjcu.2019.52835.

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Linuwih, Endar Rachmawaty, and Nopita Trihastutie. "Digital Entertainment to Support Toddlers’ Language and Cognitive Development." TEKNOSASTIK 18, no. 1 (January 30, 2020): 1. http://dx.doi.org/10.33365/ts.v18i1.467.

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This current research aimed at seeing how English nursery rhymes and kids’ songs as learning media support toddlers who are not living in an English speaking country (Indonesia) but exposed to the English language media during their normal baby-sitting times to learning English. To observe how two Indonesian toddlers learned English language in their early critical period of language acquisition through co-watching activity, Early Development Instrument which focuses on language and cognitive development domain with reading awareness and reciting memory subdomain was applied to observe two subjects after 15 month treatments (from age 10-24 months). The results show that the media and the co-watching activity are able to support the toddlers’ understanding of the English words spoken and their ability to produce the intelligent pronunciation of those words. The interesting fact reveals that English which is normatively learned merely as a foreign language to most Indonesian people is no longer something far-off to the toddlers who are exposed to it through English nursery rhymes and kids’ songs online since they are at the very young age. They naturally tend to be bilingual since at the same time they learn their mother tongue.

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Rose, Susan A., Judith F. Feldman, and Jeffery J. Jankowski. "A Cognitive Approach to the Development of Early Language." Child Development 80, no. 1 (January 2009): 134–50. http://dx.doi.org/10.1111/j.1467-8624.2008.01250.x.

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Risku, Hanna, and Florian Windhager. "Extended Translation." Target. International Journal of Translation Studies 25, no. 1 (March 4, 2013): 33–45. http://dx.doi.org/10.1075/target.25.1.04ris.

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Consideration of current developments in cognitive science is indispensable when defining research agendas addressing cognitive aspects of translation. One such development is the recognition of the extended nature of human cognition: Cognition is not just an information manipulation process in the brain, it is contextualised action embedded in a body and increasingly mediated by technologies and situated in its socio-cultural environment. Parallel developments are found in neighbouring disciplines, such as sociology with its actor-network and activity theories. This paper examines these approaches, their shared methodological tenets (i.e., ethnographic field studies) and the implications of the situated cognition approach for describing the cognitive aspects of translation, using a translation management case study to discuss conceptual and methodological issues.

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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 (November 26, 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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Smith, Linda B., and Adam Sheya. "Is Cognition Enough to Explain Cognitive Development?" Topics in Cognitive Science 2, no. 4 (March 26, 2010): 725–35. http://dx.doi.org/10.1111/j.1756-8765.2010.01091.x.

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