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Language and Cognition01:27

Language and Cognition

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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, 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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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 Development01:22

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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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Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Do reading and spelling share a lexicon?

Angela C Jones1, Katherine A Rawson2

  • 1Department of Psychological Science, John Carroll University, United States.

Cognitive Psychology
|March 22, 2016
PubMed
Summary

Reading and spelling utilize separate orthographic lexicons that share information, rather than a single lexicon or completely independent ones. This finding supports the separate-but-shared lexica model for word processing.

Keywords:
LexiconReadingSpelling

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Linguistics

Background:

  • The relationship between reading and spelling processes is debated, with theories proposing single, independent, or separate-but-shared orthographic lexicons.
  • Existing evidence is mixed, necessitating further investigation into the underlying mechanisms of word representation and retrieval.

Purpose of the Study:

  • To competitively evaluate three theoretical accounts of orthographic lexicon organization: single, independent, and separate-but-shared lexica.
  • To investigate how reading and spelling training influence performance in each modality.

Main Methods:

  • Three experiments were conducted where participants received varying amounts of reading and/or spelling training for new words.
  • Performance was assessed via response time and accuracy in both reading and spelling tasks post-training.

Main Results:

  • Results indicated that performance was influenced by practice in both modalities, but benefited more from same-modality practice.
  • This pattern of results supports the separate-but-shared lexica account over the single or independent lexica models.

Conclusions:

  • Reading and spelling employ distinct orthographic lexicons.
  • Information can be shared between these separate lexicons, supporting the separate-but-shared model of word processing.