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Related Concept Videos

Language and Cognition01:27

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.
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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.
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Purposive Learning01:22

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Related Experiment Video

Updated: May 16, 2026

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

Language experience changes subsequent learning.

Luca Onnis1, Erik Thiessen

  • 1Department of Second Language Studies & Center for Second Language Research, University of Hawai'i at Manoa, 1890 East-West Road, Honolulu, HI 96822, USA. lucao@hawaii.edu

Cognition
|December 4, 2012
PubMed
Summary
This summary is machine-generated.

Language experience shapes how we learn sequences. Native language word order influences statistical learning, even for non-native linguistic and non-linguistic information, impacting cognitive processes.

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Area of Science:

  • Cognitive Science
  • Linguistics
  • Psychology

Background:

  • Prior language experience can influence cognitive processes.
  • Understanding how language-specific knowledge affects general learning is crucial.

Purpose of the Study:

  • To investigate the impact of language-specific word order knowledge on sequential learning.
  • To determine if linguistic experience biases the perception of sequential information.

Main Methods:

  • Adults (Korean and English speakers) participated in a sequence learning task.
  • Stimuli included auditory linguistic, visual non-linguistic, and auditory non-linguistic elements.
  • Perceptual parsing preferences were analyzed for statistical learning biases.

Main Results:

  • Language modulated parsing preferences exclusively for linguistic stimuli.
  • Observed preferences aligned with the dominant word order of participants' native languages.
  • Korean participants, despite English immersion, showed native language statistical learning biases.

Conclusions:

  • Statistical sequential learning mechanisms are influenced by language across the lifespan.
  • Language experience can shape cognitive processes and subsequent learning.
  • Native language structure impacts how individuals process and learn sequential information.