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Journal articles on the topic 'Language development; Cognitive functions'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Christy, T. Craig. "Vygotsky, Cognitive Development and Language." Historiographia Linguistica 40, no. 1-2 (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 grammaticali

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Li, Leon, and Michael Tomasello. "On the Moral Functions of Language." Social Cognition 39, no. 1 (2021): 99–116. http://dx.doi.org/10.1521/soco.2021.39.1.99.

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Previous comparisons of language and morality have taken a cognitively internalist (i.e., within-minds) perspective. We take a socially externalist (i.e., between-minds) perspective, viewing both language and morality as forms of social action. During human evolution, social cognitive adaptations for cooperation evolved, including cooperative communication (social acts to mentally coordinate with others for common goals) and social normativity (social acts to regulate cooperative social relationships). As human cooperation scaled up in complexity, cooperative communication and social normativi

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Plym, Jade, Pekka Lahti-Nuuttila, Sini Smolander, Eva Arkkila, and Marja Laasonen. "Structure of Cognitive Functions in Monolingual Preschool Children With Typical Development and Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 64, no. 8 (2021): 3140–58. http://dx.doi.org/10.1044/2021_jslhr-20-00546.

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Purpose Developmental language disorder (DLD) is defined by persistent difficulties with language, but a growing body of evidence suggests that it is also associated with domain-general and nonverbal information-processing deficits. However, the interconnections between cognitive functions, both nonverbal and language related, are still unclear. With the aim of gaining more comprehensive insight into the cognitive deficits related to DLD, we investigated and compared the cognitive structure of children with DLD and typically developing (TD) children. Method As a part of the Helsinki longitudin

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Marton, Klara, Thorfun Gehebe, and Lia Pazuelo. "Cognitive Control along the Language Spectrum: From the Typical Bilingual Child to Language Impairment." Seminars in Speech and Language 40, no. 04 (2019): 256–71. http://dx.doi.org/10.1055/s-0039-1692962.

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AbstractCognitive control refers to the ability to perform goal-directed behaviors in the presence of other compelling actions or in the face of habitual practices. Cognitive control functions play a critical role in children's language processing and literacy development. In recent years, many clinicians have expanded their assessment and treatment to target specific cognitive skills. Our goal is to provide a review of recent findings on cognitive control functions in children with different language status (i.e., monolingual and bilingual children with and without language impairment). While

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Bonnier, Christine, Aurélie Costet, Ghassan Hmaimess, Corinne Catale, Christelle Maillart, and Patricia Marique. "Early Bifrontal Brain Injury: Disturbances in Cognitive Function Development." Neurology Research International 2010 (2010): 1–14. http://dx.doi.org/10.1155/2010/765780.

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We describe six psychomotor, language, and neuropsychological sequential developmental evaluations in a boy who sustained a severe bifrontal traumatic brain injury (TBI) at 19 months of age. Visuospatial, drawing, and writing skills failed to develop normally. Gradually increasing difficulties were noted in language leading to reading and spontaneous speech difficulties. The last two evaluations showed executive deficits in inhibition, flexibility, and working memory. Those executive abnormalities seemed to be involved in the other impairments. In conclusion, early frontal brain injury disorga

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Nijland, Lian, Hayo Terband, and Ben Maassen. "Cognitive Functions in Childhood Apraxia of Speech." Journal of Speech, Language, and Hearing Research 58, no. 3 (2015): 550–65. http://dx.doi.org/10.1044/2015_jslhr-s-14-0084.

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Purpose Childhood apraxia of speech (CAS) is diagnosed on the basis of specific speech characteristics, in the absence of problems in hearing, intelligence, and language comprehension. This does not preclude the possibility that children with this speech disorder might demonstrate additional problems. Method Cognitive functions were investigated in 3 domains: complex sensorimotor and sequential memory functions, simple sensorimotor functions, and nonrelated control functions. Seventeen children with CAS were compared with 17 children with normal speech development at 2 occasions within 15 mont

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KALIA, VRINDA, M. PAULA DANERI, and MAKEBA PARRAMORE WILBOURN. "Relations between vocabulary and executive functions in Spanish–English dual language learners." Bilingualism: Language and Cognition 22, no. 1 (2017): 1–14. http://dx.doi.org/10.1017/s1366728917000463.

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The role of dual language exposure in children's cognitive development continues to be debated. The majority of the research with bilingual children in the US has been conducted with children becoming literate in onlyoneof their languages. Dual language learners who are becoming literate in both their languages are acutely understudied. We compared dual language learners (n = 61) in a Spanish–English dual language immersion program to monolingual English speaking children (n = 55) who were in a traditional English only school. Children (kindergarten to 3rdgrade) completed standardized vocabula

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Lemche, Erwin, Jana M. Kreppner, Peter Joraschky, and Gisela Klann-Delius. "Attachment organization and the early development of internal state language: A longitudinal perspective." International Journal of Behavioral Development 31, no. 3 (2007): 252–62. http://dx.doi.org/10.1177/0165025407076438.

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There are many postulates of a relation between quality of attachment with theory of mind and language functions (e.g., de Rosnay & Hughes, 2006). The current study examined in longitudinal design how different patterns of attachment are associated with usage of internal state language at ages 17, 23, 30 and 36 months. Transcripts of mother—child play situations were coded for eleven categories of internal state language: positive emotion, negative emotion, valence reversal, physiology, ability, volition, obligation, moral, cognition, emotion-modulatory particles and cognitive-contrast par

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Hajiyeva, Minaxanum. "The Leading Role of the Language Phenomenon in Brain Activity." Khazar Journal of Humanities and Social Sciences 23, no. 4 (2020): 47–55. http://dx.doi.org/10.5782/2223-2621.2020.23.4.47.

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One of the most prime examples of a multidisciplinary field, Cognitive Linguistics explores language as a cognitive mechanism in the coding and transformation of information. On the other hand, Neurolinguistics, combining two major sciences and studying the functional course of consciousness, deals with cognitive processes and the relationship between the brain and them. In the scientific development of its history, a number of different research areas related to the study of the functionality of the brain hemispheres are noteworthy. The different functions in the brain mechanism benefit from

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Dasgupta, Probal. "Some Milestones in Language and Cognition Studies." Contemporary Education Dialogue 3, no. 1 (2005): 5–27. http://dx.doi.org/10.1177/0973184913411102.

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Language and cognition both appear in humans not in their raw form, but framed in a certain pedagogy. In his classic work on the relation between early linguistic development and early cognitive development, Vygotsky pointed out that, right from its inception in an individual's development, language couples the initially (ontogenetically and functionally) independent functions of speech and thought. He stresses that, as the child grows into a full encounter with the world of work, her own private narratives give way to an adult-mediated, non-fantasy-laden access to the public articulation of w

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Radchenko, Ludmila K. "COGNITIVE ASPECT IN CARTOGRAPHY." Vestnik SSUGT (Siberian State University of Geosystems and Technologies) 25, no. 4 (2020): 138–45. http://dx.doi.org/10.33764/2411-1759-2020-25-4-138-145.

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The article analyzes the cognitive aspect in cartography, which is present when we talk about theoretical concepts of cartography development, functions of cartographic works, map language, etc. Judgments are made about the «cognitive ability» of two levels – primary (non-professional) and secondary (professional), cognitive activity and cognition (rational and sensory). As a result of the discussion of map functions, and in particular the cognitive function, the classification of maps by a new feature is proposed – by the predominant function. On the example of already published and published

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Harvey, Jennine, Scott Seeman, and Deborah von Hapsburg. "Dual Task, Noise, and The Speech-Language Pathologist: A Clinical Guideline for Adult Multi-Tasking Intervention With Noise." Perspectives of the ASHA Special Interest Groups 2, no. 15 (2017): 32–41. http://dx.doi.org/10.1044/persp2.sig15.32.

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The field of Cognitive Hearing Science examines the relationship between cognitive, linguistic, and hearing functions. Although these areas are of particular importance to speech-language pathology, few studies have investigated applications of cognitive hearing science to clinical practice. The purpose of this review article is to (1) explore and present a summary of cognitive hearing science techniques for dual-task and hearing-in-noise procedures and implications to speech-language pathology, and (2) provide a clinical guide for speech-language pathology in adult multitasking intervention w

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Howland, Karole. "Developing Executive Control Skills in Preschool Children With Language Impairment." Perspectives on Language Learning and Education 21, no. 2 (2014): 51–60. http://dx.doi.org/10.1044/lle21.2.51.

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This article discusses executive functions in preschool children with language impairments. Critical stages of executive function development are reviewed with respect to the key skills of inhibition, working memory and cognitive flexibility. Strategies for assessing executive functions are presented. Finally the article describes strategies for developing inhibitory control, planning and cognitive flexibility in preschool children, in the context of their language therapy sessions, in the classroom, and in the home.

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Li, Linze. "A Cognitive Study of the NP+de(的)+VP Structure in Mandarin". Theory and Practice in Language Studies 11, № 1 (2021): 65. http://dx.doi.org/10.17507/tpls.1101.08.

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The article presents a cognitive account of the NP+de(的) +VP structure in Mandarin. By making its syntactic functions and cognitive motivations explicit, it shows that the relationship between the constituents of the structure is subject-predicate rather than modifier-head as claimed by previous studies. Based on the new proposals that the structure is exocentric and the particle de is a nominalizing infix, the article offers a possible solution for the long-debated contradiction between the overall nominal functions of the structure and its constituents’ verbal part of speech. We conclude tha

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Khotinets, Vera Yu, and Sofya A. Salnova. "Executive Functions and Their Relationship with the Development of Russian Speech in Bilingual and Monolingual Children." RUDN Journal of Psychology and Pedagogics 17, no. 3 (2020): 412–25. http://dx.doi.org/10.22363/2313-1683-2020-17-3-412-425.

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The article discusses the results of a study of the relationship between executive functions (inhibitory control, cognitive flexibility, working (speech and visual) memory and the development of Russian speech in children with natural bilingualism and monolinguals in older preschool age. The study involved 63 preschool children (50.8% - boys) aged from 5.6 to 7.3 years (M = 6.42, Med = 6.4) from preschool institutions of Izhevsk (Udmurt Republic). The sample included 31 children with natural bilingualism (Udmurt/Russian language) and 32 monolinguals (Russian language). Standardised methods in

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Catania, A. Charles. "Single words, multiple words, and the functions of language." Behavioral and Brain Sciences 18, no. 1 (1995): 184–85. http://dx.doi.org/10.1017/s0140525x0003795x.

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AbstractWilkins & Wakefield assign importance to motor systems but skip from anatomy to cognitive structure with little attention to behavior. Organisms, no matter how sophisticated, that do not behave in accord with what they know will fall by the evolutionary wayside. Facts about behavior can supplement the authors' theory, whose hierarchical structures can accommodate an evolutionary scenario in which a million years or more of functionally varied utterances mainly limited to single words is followed by an explosion of linguistic diversity with the development in the last 50,000 years o

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Panesi, Sabrina, and Sergio Morra. "Relationships Between the Early Development of Drawing and Language: The Role of Executive Functions and Working Memory." Open Psychology Journal 11, no. 1 (2018): 15–24. http://dx.doi.org/10.2174/1874350101811010015.

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Background:Extensive research examined the development of both language and drawing, but the relationship between these symbolic representation systems is less investigated and controversial. Working memory and executive functions seem to be involved in the acquisition of both drawing and language, but how they are involved in the relation between language and drawing is still unclear.Objective:This article reviews the relevant literature and, as a synthesis, outlines a set of models that future research could use to specify the developmental relations between language, drawing, working memory

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Fahy, Jill K. "Language and Executive Functions: Self-Talk for Self-Regulation." Perspectives on Language Learning and Education 21, no. 2 (2014): 61–71. http://dx.doi.org/10.1044/lle21.2.61.

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Self-talk, particularly privatized, inner speech is used as a tool to support self-regulation. Thus, adequate language is a necessary component for regulatory inner speech. However, behavioral control and planful deliberation is also dependent upon adequate executive function (EF) development. Increasing evidence suggests that children with specific language impairment (SLI) display deficits in more than just language, with differences in various cognitive processes, the use of language for inner speech, and self-regulating EF. Assessment and treatment by speech-language pathologists (SLPs) sh

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Changeux, Jean-Pierre, and Stanislas Dehaene. "Neuronal models of cognitive functions." Cognition 33, no. 1-2 (1989): 63–109. http://dx.doi.org/10.1016/0010-0277(89)90006-1.

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Pazeto, Talita de Cassia Batista, Alessandra Gotuzo Seabra, and Natália Martins Dias. "Executive Functions, Oral Language and Writing in Preschool Children: Development and Correlations." Paidéia (Ribeirão Preto) 24, no. 58 (2014): 213–22. http://dx.doi.org/10.1590/1982-43272458201409.

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Executive functions (EF) and oral language (OL) are important for learning reading and writing (RW) and for the development of other skills in preschool. The study investigated the progression and the relationships between the performances in these competences in pre-schoolers. Participants were 90 children, mean age 4.91 years, students from Kindergarten years I and II of a private school in SP, assessed, individually, with a battery with nine instruments for EF, OL, and RW. There was increase of the performances as a result of educational level for all OL and RW measures, but only for attent

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Aroshidze, Marine, and Nino Aroshidze. "Language of Science – Language of Translation." Balkanistic Forum 29, no. 3 (2020): 286–305. http://dx.doi.org/10.37708/bf.swu.v29i3.15.

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Modern civilisation processes, which are closely interrelated with cultural and linguistic globalisation, have entered the era of the noosphere; humanity is encountering these problems at present, the solution to which requires joint efforts and a high level of knowledge about globalisation. However, for a constructive dialogue amongst all nationalities within the framework of the world community and the achievement of a "knowledge society", it is necessary to understand the functioning of a world language, the peculiarities of intercultural communication, the originality of national ideas of

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Yermakhan, A. B., and M. K. Karmyssova. "INTEGRATIVE ACTIVITIES AS A GUARANTEE OF THE DEVELOPMENT OF COGNITIVE-COMMUNICATIVE FOREIGN ACTIVITIES OF PRESCHOOLERS." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2020): 332–36. http://dx.doi.org/10.51889/2020-2.1728-5496.57.

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The article considers integrative activities as a guarantee of the development of cognitivecommunicative foreign-language activities of preschoolers. The integration of the content of preschool education, as you know, is one of the pedagogical conditions for “improving the development of the emotional and intellectual sphere of the child’s personality. The child’s educational activity in mastering a foreign language requires new achievements in the development of cognitive functions: speech, attention,imagination and thinking; creates new conditions for the personal formation of the child, thr

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Uygun Tunç, Duygu. "Transformative Communication as Semiotic Scaffolding of Cognitive Development." American Journal of Semiotics 35, no. 1 (2019): 117–54. http://dx.doi.org/10.5840/ajs201971753.

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The paper examines the role of earliest communicative interactions in the development of social-cognitive functions through a communication-theoretical interpretation of Hoffmeyer’s notion “semiotic scaffolding”. Drawing on Bateson’s notion of metacommunication and Vygotskian perspectives on cognitive-semiotic development, it argues that the primary semiotic achievement of human evolution and development is the differentiation of meaning into inter-referential layers that are communicatively established, which in turn provides an ecological foundation for multilevel and multimodal semiosis. On

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van der Beek, Annie. "Interactie in de Kleine Kring." Taal en bewustzijn 68 (January 1, 2002): 77–84. http://dx.doi.org/10.1075/ttwia.68.07bee.

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The aim of 'Interaction in a small circle with teacher' is to stimulate the development of young students' language skills by the active participation in school conversation and to let them use more complex cognitive language functions. Students think about phenomena, processes or problems and put their thoughts into words. The teacher should play a coaching role. He stimulates further thinking and talking by students. Research shows that students use more complex cognitive language functions when they participate in 'Interaction in a small circle with teacher' than in traditional school activ

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Réger, Zita. "The functions of imitation in child language." Applied Psycholinguistics 7, no. 4 (1986): 323–52. http://dx.doi.org/10.1017/s0142716400007712.

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ABSTRACTEarlier studies demonstrating the discourse function of imitation have been inconclusive for methodological reasons. In the present study three discourse-related formal aspects of model-imitation pairs are analysed longitudinally in successive samples from two Hungarian children. Examination of the types of modification introduced by the children revealed an unbroken developmental trend leading to lexically coherent conversational replies. As development progressed, questions were imitated significantly more often than nonquestions. The children's selection from multiword utterances sh

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Bogdanova, T. G. "Sign Language and Psychological Development of Deaf Children: State-of-the-Art (Foreign Studies Review)." Клиническая и специальная психология 10, no. 2 (2021): 3–22. http://dx.doi.org/10.17759/cpse.2021100202.

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The article presents a review of research conducted by foreign psychologists on the role of sign language in the communicative, cognitive and social development of children with hearing disorders. Each national sign language is a kind of linguistic system that has a complex grammar, specific vocabulary and syntax. The main problems that arise in deaf children in the situation of ignoring the possibilities of sign language are discussed. A number of studies have shown that deaf children of deaf parents are not inferior to hearing children in their cognitive capabilities, that the use of sign la

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Trauner, Doris A. "Right Hemisphere Brain Damage in Children." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 18, no. 2 (2008): 73–81. http://dx.doi.org/10.1044/nnsld18.2.73.

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Abstract Adults with right hemisphere (RH) damage have a characteristic cognitive profile of impaired facial recognition and visual spatial skills, contralateral neglect, and aprosodia, with relatively intact propositional language. The adverse effects of childhood RH damage are more subtle and do not follow the adult pattern following RH injury. This article reviews evidence that the RH is specialized early in life for certain cognitive functions, including comprehension of affective prosody and visual spatial analysis. Other cognitive functions such as facial recognition, language, and expre

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Jaenudin, Cecep. "Pengajaran Bahasa Arab di Taman Kanak-Kanak (Tinjauan Teori Perkembangan Kognitif Jean Piaget)." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 8, no. 1 (2018): 32. http://dx.doi.org/10.22373/l.v8i1.3475.

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Today there are many schools â€“ the school started foreign language lesson in good things, including the Arabic one. Even students in the pre-school category-began to introduced with languages-foreign languages. Parents or teachers may be glad when his son started to be proficient in the use of foreign languages. But whether the teaching of foreign languages at pre-school age children is in compliance with the development of his cognitive. The purpose of this study is to describe the process of activity teaching Arabic in kindergarten and explain how the view of the theory of the development

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Salas, Natalia, Cecilia Assael, David Huepe, et al. "Application of IE-Basic Program to Promote Cognitive and Affective Development in Preschoolers: A Chilean Study." Journal of Cognitive Education and Psychology 9, no. 3 (2010): 285–97. http://dx.doi.org/10.1891/1945-8959.9.3.285.

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This study explores the effectiveness of the Instrumental Enrichment Basic program (IE-B) in enhancing cognitive and affective functions of young children. The IE-B is a cognitive intervention program based on Feuerstein’s theories of structural cognitive modifiability (SCM) and mediated learning experience (MLE). Thirty 3- to 4-year-old children were assigned to experimental and control groups. The experimental group received the IE-B program for seven months (for a total of 48 hours) and was compared to the control group before and after intervention on tests of knowledge acquisition and voc

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Liszkowski, Ulf. "Three Lines in the Emergence of Prelinguistic Communication and Social Cognition." Journal of Cognitive Education and Psychology 10, no. 1 (2011): 32–43. http://dx.doi.org/10.1891/1945-8959.10.1.32.

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Sociocultural theories of development posit that higher cognitive functions emerge through socially mediated processes, in particular through language. However, theories of human communication posit that language itself is based on higher social cognitive skills and cooperative motivations. Prelinguistic communication is a test case to this puzzle. In the current review, I first present recent and new findings of a research program on prelinguistic infants’ communication skills. This research provides empirical evidence for a rich social cognitive and motivational basis of human communication

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Mollon, J., and A. Reichenberg. "Cognitive development prior to onset of psychosis." Psychological Medicine 48, no. 3 (2017): 392–403. http://dx.doi.org/10.1017/s0033291717001970.

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Schizophrenia patients commonly exhibit substantial and diffuse cognitive impairment. Evidence suggests that subtle cognitive deficits are already apparent in childhood and adolescence, many years prior to onset of psychosis. While there is almost unequivocal evidence of some degree of cognitive impairment in individuals who later develop schizophrenia, the literature remains inconclusive regarding the exact nature of this impairment and warrants careful review and interpretation. Meta-analytic findings suggest that individuals who later develop schizophrenia, but not related disorders, such a

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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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SERA, MARIA D. "Commentary on “copular acquisition” – a response to Silva-Corvalán and Montanari." Bilingualism: Language and Cognition 11, no. 3 (2008): 361–63. http://dx.doi.org/10.1017/s1366728908003581.

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Studies of copular forms are extremely relevant to issues in philosophy, psychology, and linguistics. Psychologists have recently argued that the most distinctive aspect of human language is its combinatorial nature (e.g., Gentner, 2003; Spelke, 2003). They argue that this linguistic component might be what separates human from animal cognition. As combinatorial elements, copular forms have no equal. However, as the quote from Bertrand Russell implies, copular forms are multi-dimensional and complex. A full understanding of their use, linguistic variation, acquisition, and relation to cognitio

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TAUBE-SCHIFFNORMAN, MARLENE, and NORMAN SEGALOWITZ. "Within-language attention control in second language processing." Bilingualism: Language and Cognition 8, no. 3 (2005): 195–206. http://dx.doi.org/10.1017/s1366728905002257.

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This study investigated attention control in tasks involving the processing of relational terms (more highly grammaticized linguistic stimuli: spatial prepositions) and non-relational terms (less highly grammaticized lexical stimuli: nouns) in a first (L1) and second language (L2). Participants were adult bilinguals with greater proficiency in their L1 (English) than in their L2 (French) as determined by self-report and performance on a speeded word classification task. Attention control was operationalized in terms of shift costs obtained in an alternating runs experimental design (Rogers and

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Zachary, Wayne W., Jean-Christophe Le Mentec, and Serge Schremmer. "GINA: A Workbench for Constructing Interface Agents." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 17 (1996): 864. http://dx.doi.org/10.1177/154193129604001705.

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The Generator of INterface Agents (GINA) is a software workbench that supports the development of interface agents. Viewing agent development as a cognitive engineering process, GINA supports development of agents from cognitive models of the human whose functions are being automated and/or supported by the agent. Built around the COGNET cognitive task analysis language, GINA provides software tools to support building and editing cognitive models, translating the models into executable forms that provide the reasoning kernel of an intelligent agent, building a software shell that allows this

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Kaczmarek, Izabela, Sławomir Jabłoński, Paweł Kleka, and Barbara Steinborn. "Efficiency of Executive Functions and Literacy Among Children With Specific Language Impairment." Psychology of Language and Communication 22, no. 1 (2018): 307–27. http://dx.doi.org/10.2478/plc-2018-0014.

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Abstract Recently, extensive studies investigating executive functions in children with specific language impairment (SLI) have been performed. In the present study, we compared the level of executive functions (i.e., inhibitory control and cognitive flexibility) and literacy skills between 53 healthy children and 53 children with SLIs between the ages of 3 and 11 years. The groups were matched by age, gender and parental education level. Executive functions were assessed using the Children Card Sort, and the Literacy Assessment Battery was applied to measure literacy skills. The patients with

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Clark, Ian A., and Eleanor A. Maguire. "Do questionnaires reflect their purported cognitive functions?" Cognition 195 (February 2020): 104114. http://dx.doi.org/10.1016/j.cognition.2019.104114.

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Sugiarti, Sugiarti, and Herni Fitriani. "Pemerolehan Bahasa Pada Anak Berkebutuhan Khusus Di SLB Martapura OKU Timur." LOYALITAS, Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (2020): 185. http://dx.doi.org/10.30739/loyal.v3i2.440.

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Language acquisition or language acquisition is a process that takes place in the brain of a child when he gets his first language or mother tongue which means acquisition of language regarding his first language. Normal human brain functions and speech tools can certainly speak well. Similarly, mentally disabled children also need language to communicate or to voice their hearts to others. However, the intellectual capacity of mentally retarded children who are below the average makes them difficult to obtain language and they often experience interference in language. Language is very import

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Rubin, Donald L., Lee Galda, and Anthony D. Pellegrini. "Development of informational adequacy in speech and writing." Applied Psycholinguistics 10, no. 4 (1989): 387–99. http://dx.doi.org/10.1017/s0142716400008997.

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ABSTRACTTheory and research pertaining to relationships between oral and written communication offer support to seemingly contrary hypotheses regarding the development of informational adequacy in speech and in writing. Because the social cognitive demands of face-to-face interaction are less complex than those of prototypical written communication, younger children might be expected to display greater audience adaptation in speech. On the other hand, the process of encoding in writing facilitates certain cognitive operations, and, therefore, children might be expected to communicate more effe

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Troinikova, E. V., and L. I. Khasanova. "DEVELOPMENT OF INFORMATION AND COGNITIVE STRATEGIES TO OVERCOME INTERCULTURAL DIFFICULTIES AT STUDENTS OF A LANGUAGE UNIVERSITY." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 30, no. 4 (2020): 455–62. http://dx.doi.org/10.35634/2412-9550-2020-30-4-455-462.

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The article is devoted to the consideration of some issues of intercultural language education related to the formation of strategies for working with cultural information, personal mastery of ways to overcome intercultural difficulties by integrating the ideas of existing approaches of a general didactic and intercultural orientation, as well as taking into account global information challenges. The obligatory component of intercultural interaction is intercultural difficulties, which create certain obstacles to achieving intercultural dialogue. The article describes the types of intercultura

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Cahana-Amitay, Dalia, Avron Spiro, Jason A. Cohen, et al. "Effects of Metabolic Syndrome on Language Functions in Aging." Journal of the International Neuropsychological Society 21, no. 2 (2015): 116–25. http://dx.doi.org/10.1017/s1355617715000028.

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AbstractThis study explored effects of the metabolic syndrome (MetS) on language in aging. MetS is a constellation of five vascular and metabolic risk factors associated with the development of chronic diseases and increased risk of mortality, as well as brain and cognitive impairments. We tested 281 English-speaking older adults aged 55–84, free of stroke and dementia. Presence of MetS was based on the harmonized criteria (Alberti et al., 2009). Language performance was assessed by measures of accuracy and reaction time on two tasks of lexical retrieval and two tasks of sentence processing. R

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Anderson, Dianne P. "Functional Magnetic Resonance Imaging of Language Function in Children." Brain Impairment 3, no. 2 (2002): 132–39. http://dx.doi.org/10.1375/brim.3.2.132.

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AbstractFunctional magnetic resonance imaging (fMRI) has been recognised as a neuroimaging technique suitable for examination of higher cognitive function in children. It has been used to elucidate cognitive neural networks associated with various aspects of language function in several group and case studies of school-aged children. Language function has been lateralised and localised with fMRI in clinical samples, neurologically normal children and children with developmental language disorders. Issues of plasticity of language function during development and following injury have also been

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Rönnberg, Jerker, Jan Andersson, Stefan Samuelsson, Birgitta Söderfeldt, Björn Lyxell, and Jarl Risberg. "A Speechreading Expert." Journal of Speech, Language, and Hearing Research 42, no. 1 (1999): 5–20. http://dx.doi.org/10.1044/jslhr.4201.05.

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The present case study of MM, who acquired both sign language and spoken language in her early preschool years—and then reached the normal milestones of development in each language—revealed that her speechreading expertise is associated with cognitive functions such as high working memory capacity and phonological skills. Her cognitive profile is in accord with previous case studies of extremely good speechreading skill. MM's enhanced right prefrontal/frontal cerebral blood flow activation during speechreading seems to be indicative of efficient visual scanning, but it is also possibly due to

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Lacroix, Véronique, Andrée Pomerleau, and Gérard Malcuit. "Properties of adult and adolescent mothers' speech, children's verbal performance and cognitive development in different socioeconomic groups: a longitudinal study." First Language 22, no. 2 (2002): 173–96. http://dx.doi.org/10.1177/014272370202206503.

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The research analysed longitudinally the properties of maternal utterances and their relation with child's language and cognitive development. The sample consisted of 125 mother-child dyads divided in three groups: 32 adolescent mothers, 54 adult mothers of low socioeconomic status (LSES), and 39 adult mothers of middle socioeconomic status (MSES). The form and function of each mother's utterances to her child at 18, 30 and 36 months of age were evaluated during a free-play session in the laboratory. Results showed differences between the three groups in the properties of maternal utterances.

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Kretov, Denis V. "Linguodidactic functions of the peer review method in teaching students written speech utterance." Tambov University Review. Series: Humanities, no. 189 (2020): 58–68. http://dx.doi.org/10.20310/1810-0201-2020-25-189-58-68.

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The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational

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Cho, Seoyoon, Ziliang Zhu, Tengfei Li, et al. "Human milk 3’-Sialyllactose is positively associated with language development during infancy." American Journal of Clinical Nutrition 114, no. 2 (2021): 588–97. http://dx.doi.org/10.1093/ajcn/nqab103.

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ABSTRACT Background Genetic polymorphisms leading to variations in human milk oligosaccharide (HMO) composition have been reported. Alpha-Tetrasaccharide (A-tetra), an HMO, has been shown to only be present (&gt;limit of detection; A-tetra+) in the human milk (HM) of women with blood type A, suggesting genetic origins determining the presence or absence (A-tetra-) of A-tetra in HM. Objectives This study aimed to determine whether associations exist between HMO concentrations and cognitive development, and whether the associations vary between A-tetra+ and A-tetra- groups in children (&

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Dobi, F., E. Kabili, D. Elezi, E. Sotiri, G. Xhepa, and F. Elezi. "The Contributes of Cerebellum in Higher Cognitive and Social Behaviour in Childhood." European Psychiatry 24, S1 (2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71139-3.

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Many studies have confirmed the role of the cerebellum in the organization of superior brain functions in adults. Congenital cerebellar alterations are frequently observed in children with neurological diseases. These anatomical alterations are associated with neuropsychological or developmental disorders that often give rise to pictures of mental insufficiency of varying severity with behavioural changes even leading to autism.Aim:To evaluate of cerebellum role in cognitive and social organization also during development.We report 25 children with different kinds of acquired cerebellar lesion

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Grofčíková, Soňa, and Monika Máčajová. "Abilities of phonological awareness in the context of cognitive development in preschool age." Journal of Language and Cultural Education 5, no. 3 (2017): 46–56. http://dx.doi.org/10.1515/jolace-2017-0027.

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Abstract Phonological awareness is considered a key phenomenon having crucial position among abilities and processes which are important and responsible for the development of reading and writing (initial literacy). The paper deals with the significance and level of development of selected cognitive functions of a child in relation to the abilities of phonological awareness. The child’s current cognitive development is a predictor for certain level of phonological awareness. The paper is focused on a description of speech perception, language, oral vocabulary and phonological memory of childre

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Constable, Paul A., Melanie Ring, Sebastian B. Gaigg, and Dermot M. Bowler. "Problem-solving styles in autism spectrum disorder and the development of higher cognitive functions." Autism 22, no. 5 (2017): 597–608. http://dx.doi.org/10.1177/1362361317691044.

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The Vygotsky Blocks Test assesses problem-solving styles within a theoretical framework for the development of higher mental processes devised by Vygotsky. Because both the theory and the associated test situate cognitive development within the child’s social and linguistic context, they address conceptual issues around the developmental relation between language and thought that are pertinent to development in autism. Our aim was to document the performance of adults with autism spectrum disorder on the Vygotsky Blocks Test, and our results showed that they made more errors than the typically

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Hendry, Alexandra, Mark H. Johnson, and Karla Holmboe. "Early Development of Visual Attention: Change, Stability, and Longitudinal Associations." Annual Review of Developmental Psychology 1, no. 1 (2019): 251–75. http://dx.doi.org/10.1146/annurev-devpsych-121318-085114.

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Visual attention is a basic mechanism of information gathering and environment selection and consequently plays a fundamental role in influencing developmental trajectories. Here, we highlight evidence for predictive associations from early visual attention to emotion regulation, executive function, language and broader cognitive ability, mathematics and literacy skills, and neurodevelopmental conditions. Development of visual attention is also multifaceted and nonlinear. In daily life, core functions such as orienting, selective filtering, and processing of visual inputs are intertwined and i

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