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Journal articles on the topic 'Language cognition'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Arakelyan, Rouzanna. "Language and Cognition." Armenian Folia Anglistika 3, no. 2 (4) (2007): 51–55. http://dx.doi.org/10.46991/afa/2007.3.2.051.

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The interrelation between language and cognition can be considered from various perspectives. The role of the language in human mental activity is described by the type of his/her activity when it is also linked with cultural characteristics. The active role of the language in thinking is conditioned by the fact that the existence of a language serves as a precondition for cognitive thinking. Language is also the basis of cognition. Social experience is a means to form individual thinking. Language affects the process of the acquisition of knowledge and organization, and its two functions poss

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2

Kleiner, Luna Filipovic. "Space in Language and Cognition: Explorations in Cognitive Diversity, Language, Culture and Cognition Series 5." Journal of Pragmatics 36, no. 11 (2004): 2089–99. http://dx.doi.org/10.1016/j.pragma.2003.10.007.

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3

Perlovsky, Leonid. "Language and cognition." Neural Networks 22, no. 3 (2009): 247–57. http://dx.doi.org/10.1016/j.neunet.2009.03.007.

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4

GLEASON, J. B. "Language Without Cognition." Science 252, no. 5008 (1991): 1016–20. http://dx.doi.org/10.1126/science.252.5008.1016.

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5

Sánchez García, Jesús. "Language and cognition." Annual Review of Cognitive Linguistics 1 (November 11, 2003): 233–67. http://dx.doi.org/10.1075/arcl.1.13san.

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6

Hickmann, Maya. "Language and cognition in development." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 11, no. 2 (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

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7

Pinker, Steven. "On Language." Journal of Cognitive Neuroscience 6, no. 1 (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 Cogn

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8

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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9

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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10

ABUTALEBI, JUBIN, and HARALD CLAHSEN. "Bimodal bilingualism: Language and cognition." Bilingualism: Language and Cognition 19, no. 2 (2016): 221–22. http://dx.doi.org/10.1017/s1366728916000158.

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Bimodal bilingualism refers to a type of bilingualism that employs two different input-output channels, one involving spoken language and the other involving sign language. Until the second half of the twentieth century, sign language was not recognized as a fully-fledged language and there was very little research devoted to bilingual sign language speakers (Grosjean, 1992). In the last two decades, however, interest in the study of bimodal bilingualism, including the cognitive effects of bimodal bilingualism and the neural organization of spoken and sign languages, has increased considerably

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11

Reboul, Anne. "Language: Between cognition, communication and culture." Pragmatics and Cognition 20, no. 2 (2012): 295–316. http://dx.doi.org/10.1075/pc.20.2.06reb.

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Everett’s main claim is that language is a “cultural tool”, created by hominids for communication and social cohesion. I examine the meaning of the expression “cultural tool” in terms of the influence of language on culture (i.e. the Sapir-Whorf hypothesis) or of the influence of culture on language (Everett’s hypothesis). I show that these hypotheses are not well-supported by evidence and that language and languages, rather than being “cultural tools” as wholes are rather collections of tools used in different language games, some cultural or social, some cognitive. I conclude that the coinci

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12

VALIAN, VIRGINIA. "Bilingualism and cognition." Bilingualism: Language and Cognition 18, no. 1 (2014): 3–24. http://dx.doi.org/10.1017/s1366728914000522.

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The relation between bilingualism and cognition is informative about the connection between language and mind. From the perspective of language, the question is how bilingualism might help or hinder cognition – narrowly interpreted here as executive function. From the perspective of higher cognition, the question is what kinds of experiences improve executive function. Reported cognitive benefits from bilingualism range from none to substantial as a function of age, type of bilingualism (e.g., life-long balanced vs later-onset or infrequent use of the other language), syntactic relation betwee

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13

Cowley, Stephen J. "Distributed language and dynamics." Distributed Language 17, no. 3 (2009): 495–508. http://dx.doi.org/10.1075/pc.17.3.01cow.

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Language is coordination. Pursuing this, the present Special Issue of Pragmatics & Cognition challenges two widely held positions. First, the papers reject the claim that language is essentially ‘symbolic’. Second, they deny that minds (or brains) represent verbal patterns. Rather, language is social, individual, and contributes the feeling of thinking. Simply, it is distributed. Elucidating this claim, the opening papers report empirically-based work on the anticipatory dynamics of reading, their cognitive consequences, Shakespearean theatre, what images evoke, and insight problem-solving

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14

MAHOMOUDİ, Farzaneh, and Amirreza MAHMOUDİ. "Bilingualism: Language and Cognition." Turkish Journal of Educational Research 1, no. 1 (2020): 14–19. http://dx.doi.org/10.51242/saka-tjer.2020.3.

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15

Pléh, Csaba. "Unified cognition misses language." Behavioral and Brain Sciences 15, no. 3 (1992): 451–53. http://dx.doi.org/10.1017/s0140525x00069612.

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16

Dove, Guy. "Language influences social cognition." Physics of Life Reviews 29 (July 2019): 169–71. http://dx.doi.org/10.1016/j.plrev.2019.03.007.

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17

ZHANG, Hengchao. "Communicative language cognition theory." Advances in Psychological Science 26, no. 6 (2018): 1019. http://dx.doi.org/10.3724/sp.j.1042.2018.01019.

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18

Cowart, Wayne, and Philip P. Hanson. "Information, Language and Cognition." Language 69, no. 2 (1993): 420. http://dx.doi.org/10.2307/416566.

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19

Hilton, Heather. "Language Usage and Cognition." System 41, no. 4 (2013): 1083–84. http://dx.doi.org/10.1016/j.system.2013.10.003.

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20

Rizio, Avery A., and Michele T. Diaz. "Language, aging, and cognition." NeuroReport 27, no. 9 (2016): 689–93. http://dx.doi.org/10.1097/wnr.0000000000000597.

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21

Malavé, L. M., and G. Duquette. "Language, culture and cognition." Child Language Teaching and Therapy 8, no. 2 (1992): 223–24. http://dx.doi.org/10.1177/026565909200800215.

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22

Cadierno, Teresa. "Language and bilingual cognition." International Journal of Bilingual Education and Bilingualism 15, no. 1 (2012): 115–19. http://dx.doi.org/10.1080/13670050.2011.594674.

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23

Pizzuto, Elena, Maria Cristina Caselli, and Virginia Volterra. "LANGUAGE, COGNITION, AND DEAFNESS." Seminars in Hearing 21, no. 04 (2000): 343–58. http://dx.doi.org/10.1055/s-2000-13464.

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24

Rice, M. L., and S. Kemper. "Child Language and Cognition." Topics in Language Disorders 5, no. 4 (1985): 80–81. http://dx.doi.org/10.1097/00011363-198509000-00010.

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25

Janeke, Chris. "Language, cognition, and metaphor." Language Matters 26, no. 1 (1995): 129–46. http://dx.doi.org/10.1080/10228199508566095.

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26

&NA;. "Language. Cognition and Deafness." Ear and Hearing 8, no. 6 (1987): 357. http://dx.doi.org/10.1097/00003446-198712000-00031.

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27

Moyne, John A. "Virtual cognition in language." International Journal of Intelligent Systems 11, no. 4 (1998): 227–49. http://dx.doi.org/10.1002/(sici)1098-111x(199604)11:4<227::aid-int3>3.0.co;2-r.

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28

Abdel-Raheem, Ahmed, and Mouna Goubaa. "Language and cultural cognition." Review of Cognitive Linguistics 19, no. 1 (2021): 111–41. http://dx.doi.org/10.1075/rcl.00078.rah.

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Abstract In this paper, we analyze a large-scale corpus of Arab cartoons to measure the correspondence between grammatical gender in Arabic and personified gender in images. The results show that the effect is very strong for males (a near-perfect relationship between the two, grammatical and visual depiction), but the reverse is the case for females (the grammatical description is almost the opposite in perceived meaning of the graphical depiction). It can be a substantive cartoon effect. That is, there is more ambiguity in images depicting females due to some implicit cultural effect (i.e.,

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29

Cangelosi, Angelo, Vadins Tikhanojff, Jose Fernando Fontanari, and Emmanouil Hourdakis. "Integrating Language and Cognition: A Cognitive Robotics Approach." IEEE Computational Intelligence Magazine 2, no. 3 (2007): 65–70. http://dx.doi.org/10.1109/mci.2007.385366.

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30

Gutierrez-Rexach, Javier, Jens Allwood, and Peter Gardenfors. "Cognitive Semantics: Meaning and Cognition." Language 76, no. 3 (2000): 735. http://dx.doi.org/10.2307/417167.

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31

Masny, Diana, and Alison d'Anglejan. "Language, cognition, and second language grammaticality judgments." Journal of Psycholinguistic Research 14, no. 2 (1985): 175–97. http://dx.doi.org/10.1007/bf01067628.

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32

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

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33

Kukkonen, Karin. "Does Cognition Translate?" Poetics Today 41, no. 2 (2020): 243–59. http://dx.doi.org/10.1215/03335372-8172556.

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Comparative literature and cognitive literary studies both consider literature as a worldwide phenomenon. The move toward world literature in comparative literature made salient the issue of reading some texts in translation, and world literature turned its attention to whether texts are entirely translatable and how center and periphery in the “world republic of literature” are organized around languages that are predominantly translated (or translated into). This article proposes that cognitive literary studies and comparative literature could enter into conversation around the topic of lang

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34

Talmy, Leonard. "Relating Language to Other Cognitive Systems: An Overview." Cognitive Semantics 1, no. 1 (2015): 1–44. http://dx.doi.org/10.1163/23526416-00101001.

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This article proposes how language relates structurally and evolutionarily to cognition. It heuristically divides cognition into cognitive systems and the organizing factors that structure them. The general finding is that cognitive systems share these structural properties to different degrees. This is termed the “overlapping systems model of cognitive organization”. The specific finding is that the cognitive system of language shares many structural properties with the cognitive systems of visual perception, of somatosensory perception and motor control, and of understanding, but shares few

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35

Roberts, Seán G., and Stephen C. Levinson. "Conversation, cognition and cultural evolution." Interaction Studies 18, no. 3 (2017): 402–42. http://dx.doi.org/10.1075/is.18.3.06rob.

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This paper outlines a first attempt to model the special constraints that arise in language processing in conversation, and to explore the implications such functional considerations may have on language typology and language change. In particular, we focus on processing pressures imposed by conversational turn-taking and their consequences for the cultural evolution of the structural properties of language. We present an agent-based model of cultural evolution where agents take turns at talk in conversation. When the start of planning for the next turn is constrained by the position of the ve

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36

Ibrayeva, Zh. "THE ROLE OF NEUROLINGUISTIC RESEARCH IN THE STUDY OF BILINGUALISM." BULLETIN Series of Philological Sciences 75, no. 1 (2021): 66–71. http://dx.doi.org/10.51889/2021-1.1728-7804.11.

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The use of two or more languages is common in most countries of the world. However, until recently, bilingualism was considered as a factor that complicates the processing of speech, cognition and the brain. In the past 25 years there have been a surge in research on bilingualism, including the study, mastery and processing of languages, their cognitive and neural foundations, and the lifelong implications of bilingualism for cognition and the brain. Contrary to the belief that bilingualism complicates the language system, new research demonstrates that all known and used languages become pa

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37

Davies, I. R. L. "Colour-cognition is more universal than colour-language." Behavioral and Brain Sciences 20, no. 2 (1997): 186–87. http://dx.doi.org/10.1017/s0140525x97301423.

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We acknowledge that empirical support for universal colour categories in colour cognition is insufficient: it relies too heavily on Rosch-Heider's work with the Dani. We offer new evidence supporting universal perceptual-cognitive colour categories. The same data also support language modulating colour-cognition: Universal structures are fine-tuned by language.

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38

ATHANASOPOULOS, PANOS. "Effects of the grammatical representation of number on cognition in bilinguals." Bilingualism: Language and Cognition 9, no. 1 (2006): 89–96. http://dx.doi.org/10.1017/s1366728905002397.

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Research investigating the relationship between language and cognition (Lucy, 1992b) shows that speakers of languages with grammatical number marking (e.g. English) judge differences in the number of countable objects as more significant than differences in the number or amount of non-countable substances. On the other hand, speakers of languages which lack grammatical number marking (e.g. Yucatec) show no such preference. The current paper extends Lucy's (1992b) investigation, comparing monolingual English and Japanese speakers with Japanese speakers of English as a second language (L2). Like

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39

Turkstra, Lyn S., Leonard Abbeduto, and Peter Meulenbroek. "Social Cognition in Adolescent Girls With Fragile X Syndrome." American Journal on Intellectual and Developmental Disabilities 119, no. 4 (2014): 319–39. http://dx.doi.org/10.1352/1944-7558-119.4.319.

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Abstract This study aimed to characterize social cognition, executive functions (EFs), and everyday social functioning in adolescent girls with fragile X syndrome, and identify relationships among these variables. Participants were 20 girls with FXS and 20 age-matched typically developing peers. Results showed significant between-groups differences in social cognition, accounted for by differences in IQ and language. Within the FXS group, IQ and language were related to social cognition; parent-reported social functioning was related to language and EFs; and self-reported social functioning wa

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40

Viberg, Åke. "Sensation, perception and cognition." Functions of Language 22, no. 1 (2015): 96–131. http://dx.doi.org/10.1075/fol.22.1.05vib.

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This paper presents an analysis of the field of perception verbs in Swedish within a typological and contrastive framework. Earlier work has to a great extent focused on the concepts see and hear. This article focuses on the more ‘raw’ form of perception represented by sensations and on the combination of meanings referring to perception and cognition in Swedish känna ‘feel, know’. The polysemy of känna turns out to be very language-specific even in relation to the most closely related Germanic languages. The polysemy of känna is interesting also because this verb can refer to internal (bodily

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41

Marques, Carla Verônica Machado, Carlo Emmanoel Tolla de Oliveira, and Cibele Ribeiro da Cunha Oliveira. "The Cognitive Machine as Mental Language Automata." International Journal of Cognitive Informatics and Natural Intelligence 12, no. 1 (2018): 75–91. http://dx.doi.org/10.4018/ijcini.2018010106.

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This article describes how learning is a native ability of the brain. However, very little is known of the process as it happens. The engineering model presented in this work provides a base to explore the innards of cognition. The computational implementation of the model is usable to assess cognitive profiles by means of machine learning and harmonic filtering. The model relies on an evolutionary dimensional space consisting of phylogenetic, ontogenetic and microgenetic timelines. The microgenetic space reveals the state machine nature of cognition, standing as an internal translator to a br

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42

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 pl

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43

Strugielska, Ariadna, and Katarzyna Piątkowska. "A plea for a socio-cognitive perspective on the language-culture-cognition nexus in educational approaches to intercultural communicative competence." Review of Cognitive Linguistics 15, no. 1 (2017): 224–52. http://dx.doi.org/10.1075/rcl.15.1.09str.

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Abstract Intercultural communicative competence (ICC) links three notions, i.e. language, culture and cognition, which are declared crucial in approaches to ICC in educational context. Despite the announced importance of the notions, none of the ICC models specifies the relationship between these elements in a motivated way and hence unjustified dichotomies arise. Educational approaches to ICC can be divided into cognitive or social ones with the former emphasizing an autonomous nature of language, culture and cognition and the latter focusing on social aspects and thus marginalizing cognition

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44

BALYASNIKOVA, O. V., N. V. UFIMTSEVA, G. A. CHERKASOVA, and N. L. CHULKINA. "LANGUAGE AND COGNITION: REGIONAL PERSPECTIVE." Russian Journal of Linguistics 22, no. 2 (2018): 232–50. http://dx.doi.org/10.22363/2312-9182-2018-22-2-232-250.

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45

Darmojuwono, Setiawati. "Language, culture, and social cognition." Wacana 17, no. 1 (2016): 121. http://dx.doi.org/10.17510/wacana.v17i1.430.

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46

Salaberry, Rafael. "Cognition and Second Language Instruction." English for Specific Purposes 23, no. 1 (2004): 90–93. http://dx.doi.org/10.1016/s0889-4906(02)00018-2.

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47

Biello, David. "Language Trumps Innate Spatial Cognition." Scientific American 296, no. 1 (2007): 28. http://dx.doi.org/10.1038/scientificamerican0107-28d.

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48

Love, Nigel. "Cognition and the language myth." Language Sciences 26, no. 6 (2004): 525–44. http://dx.doi.org/10.1016/j.langsci.2004.09.003.

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49

Papafragou, Anna, Peggy Li, Youngon Choi, and Chung-hye Han. "Evidentiality in language and cognition." Cognition 103, no. 2 (2007): 253–99. http://dx.doi.org/10.1016/j.cognition.2006.04.001.

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50

Holtgraves, Thomas M., and Yoshihisa Kashima. "Language, Meaning, and Social Cognition." Personality and Social Psychology Review 12, no. 1 (2007): 73–94. http://dx.doi.org/10.1177/1088868307309605.

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