Culture and cognitive development: The development of geocentric language and cognition.

Some Milestones in Language and Cognition Studies

Contemporary Education Dialogue ◽

10.1177/0973184913411102 ◽

2005 ◽

Vol 3 (1) ◽

pp. 5-27

Author(s):

Probal Dasgupta

Keyword(s):

Cognitive Development ◽

Current Work ◽

Linguistic Development ◽

The Public ◽

Classic Work ◽

Independent Functions ◽

The World ◽

Language And Cognition ◽

Conceptual Research

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 what her words really mean. Recent lexical conceptual research reaffirms Vygotsky. Current work on the multicoded nature of adult scientific use of language also indicates that understanding the child's cognitive and linguistic growth can help make sense of the multisemiotic writings of science.

Download Full-text

Conceptual transfer: Crosslinguistic effects in categorization and construal

Bilingualism Language and Cognition ◽

10.1017/s1366728910000155 ◽

2010 ◽

Vol 14 (1) ◽

pp. 1-8 ◽

Cited By ~ 26

Author(s):

SCOTT JARVIS

Keyword(s):

Cognitive Development ◽

Positive Effects ◽

Specific Effects ◽

Language And Cognition ◽

Conceptual Transfer ◽

The Relationship

Research on the relationship between language and cognition in bilinguals has often focused on general effects that are common to bilinguals of all language backgrounds, such as the positive effects of bilingualism in various areas of cognitive development (e.g., Bialystok, 2005; Karmiloff-Smith, 1992). However, there are also language-specific effects in the relationship between language and cognition in bilinguals that emerge in the form of cross-linguistic influence and, in many cases, these cross-linguistic effects do not appear to be confined to purely linguistic (e.g., phonological, morphological, syntactic, semantic) phenomena. For example, bilinguals’ choice of words for referring to objects and actions, as well as their choice of syntactic and discursive structures for referring to events and situations, often reflect ways of conveying meaning and intentions that are specific to particular language backgrounds.

Download Full-text

Nominal Realism in Congenitally Blind Children

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8608000807 ◽

1986 ◽

Vol 80 (8) ◽

pp. 896-900

Author(s):

D. W. Anderson ◽

K. P. Fisher

Keyword(s):

Cognitive Development ◽

Blind Children ◽

Congenitally Blind ◽

Language And Cognition ◽

Children’S Thinking

To add to our understanding of language and cognition in congenitally blind children, the notion of nominal realism was probed. Subjects responded to questions regarding the origin of object names and whether these names could be changed. Inquiry also focused on whether the children assigned animistic qualities to the objects. Results of the investigation indicated that nominal realism, as an attribute of preoperational thought, remains a characteristic of blind children's thinking longer than it does for sighted children. This finding is related to the limitations blindness is thought to impose on children's interactions with objects, and the general delay in (Piagetian) cognitive development observed among congenitally blind youngsters. These results underscore the need for providing appropriate cognitive and linguistic experiences for young blind children.

Download Full-text

Commentary on “copular acquisition” – a response to Silva-Corvalán and Montanari

Bilingualism Language and Cognition ◽

10.1017/s1366728908003581 ◽

2008 ◽

Vol 11 (3) ◽

pp. 361-363 ◽

Cited By ~ 2

Author(s):

MARIA D. SERA

Keyword(s):

Cognitive Development ◽

Animal Cognition ◽

Bertrand Russell ◽

Linguistic Variation ◽

Human Language ◽

Full Understanding ◽

Special Issue ◽

Distinctive Aspect ◽

Language And Cognition ◽

And Linguistics

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 cognition is a formidable task. While other papers in this special-issue volume of Bilingualism: Language and Cognition will address the different syntactic and semantic functions carried by these forms, in this commentary, I will focus on the relation between the acquisition of copular forms and cognitive development, or more specifically on the development of categorization.

Download Full-text

Creativity and Reason in Cognitive Development

10.1017/cbo9780511606915 ◽

2006 ◽

Cited By ~ 19

Keyword(s):

Cognitive Development

Download Full-text

Use It and Still Lose It?

GeroPsych ◽

10.1024/1662-9647/a000020 ◽

2010 ◽

Vol 23 (3) ◽

pp. 169-175 ◽

Cited By ~ 14

Author(s):

Adrian Schwaninger ◽

Diana Hardmeier ◽

Judith Riegelnig ◽

Mike Martin

Keyword(s):

Object Recognition ◽

Cognitive Development ◽

Recognition Test ◽

Cognitive Aging ◽

Recognition Task ◽

Airport Security ◽

Visual Object ◽

Long Term Effects ◽

Object Recognition Test ◽

X Ray

In recent years, research on cognitive aging increasingly has focused on the cognitive development across middle adulthood. However, little is still known about the long-term effects of intensive job-specific training of fluid intellectual abilities. In this study we examined the effects of age- and job-specific practice of cognitive abilities on detection performance in airport security x-ray screening. In Experiment 1 (N = 308; 24–65 years), we examined performance in the X-ray Object Recognition Test (ORT), a speeded visual object recognition task in which participants have to find dangerous items in x-ray images of passenger bags; and in Experiment 2 (N = 155; 20–61 years) in an on-the-job object recognition test frequently used in baggage screening. Results from both experiments show high performance in older adults and significant negative age correlations that cannot be overcome by more years of job-specific experience. We discuss the implications of our findings for theories of lifespan cognitive development and training concepts.

Download Full-text