Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

Metacognition

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...

Components of Language

Components of Language

Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...

Understanding Self-Concept

Understanding Self-Concept

The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those aschematic for...

Language Development

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

Factors Influencing Attraction V: Social Skills

Factors Influencing Attraction V: Social Skills

Social skills play a crucial role in shaping interpersonal interactions and enhancing individuals' ability to navigate various social environments successfully. These skills contribute to personal and professional success, influencing how others perceive and treat individuals. High social skills provide distinct advantages in numerous settings, including romantic relationships, politics, and legal proceedings. In courtroom settings, for instance, defendants who exhibit strong social skills are...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Reading ability in children with comorbid developmental dyslexia and developmental language disorder: a systematic review : Reading in Children with DD and DLD.

Annals of dyslexia·2026

Same author

Rapid automatised naming and alternating stimulus including letters and numbers: an exploratory comparative eye-tracking study in a sample of university students with and without learning disabilities.

Disability and rehabilitation. Assistive technology·2026

Same author

Investigating Foreign Language Vocabulary Recognition in Children with ADHD and Autism with the Use of Eye Tracking Technology.

Brain sciences·2025

Same author

Unraveling ADHD Through Eye-Tracking Procedures: A Scoping Review.

Journal of attention disorders·2025

Same author

Developmental Language Disorder (DLD) and Autism Spectrum Disorder (ASD): similarities in pragmatic language abilities. A systematic review.

International journal of developmental disabilities·2024

Same author

Language development, reading and word learning in Autism Spectrum Disorder (ASD): a review on eye tracking studies.

International journal of developmental disabilities·2024

Search research articles

Related Experiment Videos

Conceptual competence as a component of second language fluency.

Georgia Andreou¹, Ioannis Galantomos

¹Department of Special Education, University of Thessaly, Thessaly, Greece. andreou@uth.gr

Journal of Psycholinguistic Research

|June 23, 2009

Summary

This study shows that conceptual competence is vital for second language (L2) learning. L2 learners struggled to express abstract concepts like happiness, indicating a need for conceptual instruction to improve L2 mastery.

Related Experiment Videos

Area of Science:

Linguistics
Second Language Acquisition
Cognitive Science

Background:

Conceptual competence is increasingly recognized as a key component of second language (L2) communicative competence.
Abstract concepts are often conveyed through figurative language, including metaphors, metonymies, and idioms.
Existing literature suggests a strong link between understanding and using figurative language and overall L2 proficiency.

Purpose of the Study:

To investigate the relationship between conceptual competence and L2 communicative competence.
To determine if explicit conceptual instruction can enhance L2 learning.
To assess L2 learners' ability to express abstract concepts.

Main Methods:

An experiment was designed involving Modern Greek learners of a second language.
Participants were prompted to articulate their perspectives on the abstract concept of happiness.
Learner performance was evaluated based on coherence and acceptability of their expressions.

Main Results:

L2 learners demonstrated significant difficulties in expressing abstract concepts coherently.
Performance in conveying ideas related to happiness was weak among the participants.
The findings suggest a gap in conceptual competence among L2 learners.

Conclusions:

Conceptual competence is a crucial, yet often overlooked, aspect of L2 communicative competence.
Targeted instruction in expressing abstract concepts may be necessary to improve L2 acquisition.
Further research is needed to develop effective pedagogical approaches for conceptual instruction in L2 learning.