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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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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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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.
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Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
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Why is number word learning hard? Evidence from bilingual learners.

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  • 1Department of Psychology, University of California, San Diego, United States.

Cognitive Psychology
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Summary

Bilingual children learn number words by mapping concepts to language, with delays mainly from this mapping process. Counting skills, however, develop independently of language and transfer quickly between languages.

Keywords:
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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Children typically learn number word meanings between 18 months and 2 years.
  • Bilingual development presents unique insights into cognitive and linguistic acquisition.

Purpose of the Study:

  • Investigate number word learning in bilingual preschoolers.
  • Differentiate contributions of numerical concept formation versus language-specific word mapping.
  • Examine cross-linguistic transfer in early mathematical cognition.

Main Methods:

  • Assessed number word acquisition in bilingual children.
  • Analyzed learning trajectories for small number words (e.g., one, two, three) and larger sets (e.g., five+).
  • Examined understanding of the successor principle in counting.

Main Results:

  • Small number word meanings are learned independently per language, linked to mapping difficulties.
  • Counting larger sets is learned concurrently in both languages, suggesting language independence.
  • Successor knowledge shows item-specific transfer, implying a language-independent format for counting logic.

Conclusions:

  • Delays in learning small number words stem from language-specific mapping processes.
  • Counting procedures and logic are acquired in a language-independent format, facilitating rapid cross-linguistic transfer.
  • Bilingualism offers a unique lens to understand the interplay between language and conceptual development in mathematics.