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Related Concept Videos

Language Development01:22

Language Development

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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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Language and Cognition01:27

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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 is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
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Higher Mental Functions of the Brain: Language01:10

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Cognitive Learning01:21

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Related Experiment Video

Updated: Apr 6, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Procedural Learning and Individual Differences in Language.

Joanna C Lee1, J Bruce Tomblin1

  • 1University of Iowa.

Language Learning and Development : the Official Journal of the Society for Language Development
|July 21, 2015
PubMed
Summary
This summary is machine-generated.

Language abilities influence procedural memory performance in young adults across motor, cognitive, and linguistic domains. These findings highlight the corticostriatal system's role in language-related individual differences.

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Area of Science:

  • Cognitive Neuroscience
  • Psycholinguistics
  • Neurobiology

Background:

  • Procedural memory, essential for learning new skills, is partially mediated by the corticostriatal system.
  • Individual differences in language abilities are common, but their relationship with procedural memory is not fully understood.

Purpose of the Study:

  • To investigate how variations in language abilities affect different types of procedural memory in young adults.
  • To explore the role of the corticostriatal system in the interplay between language and procedural learning.

Main Methods:

  • Utilized a battery of procedural memory tasks targeting motor (pursuit rotor), cognitive (weather prediction), and linguistic (nonword repetition priming) domains.
  • Assessed young adults with varying language proficiency levels.

Main Results:

  • Language ability significantly correlated with performance across all tested procedural memory domains.
  • Individuals with different language skills showed distinct patterns of performance in motor, cognitive, and linguistic procedural learning tasks.

Conclusions:

  • Language abilities are associated with individual differences in procedural memory, impacting motor, cognitive, and linguistic learning.
  • The corticostriatal system is implicated in the relationship between language proficiency and procedural memory.
  • Findings suggest a broader role for the corticostriatal system in language-related individual variation.