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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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Language01:16

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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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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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Examining Bilingual Language Control Using the Stroop Task
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Cognitive Control along the Language Spectrum: From the Typical Bilingual Child to Language Impairment.

Klara Marton1,2,3, Thorfun Gehebe1, Lia Pazuelo1

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Children with language impairment struggle with cognitive control, but bilingualism may offer benefits. This review examines how bilingualism affects cognitive control in children with and without language impairments.

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Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Linguistics

Background:

  • Cognitive control is crucial for goal-directed behavior and literacy.
  • Clinicians increasingly target cognitive skills in assessment and treatment.
  • Understanding cognitive control in diverse linguistic backgrounds is vital.

Purpose of the Study:

  • To review recent findings on cognitive control in monolingual and bilingual children.
  • To examine children with and without language impairments.
  • To clarify the complex relationship between bilingualism and cognitive control.

Main Methods:

  • Literature review of recent research findings.
  • Analysis of cognitive control functions (e.g., working memory, interference control).
  • Comparison across monolingual/bilingual and typically developing/language-impaired groups.

Main Results:

  • Children with language impairment exhibit deficits in cognitive control.
  • Typically developing bilingual children often show advantages in cognitive control tasks.
  • The impact of bilingualism on cognitive control in language impairment is variable.

Conclusions:

  • Bilingualism can sometimes mitigate language impairment effects on cognitive control.
  • Language impairment can sometimes outweigh bilingual advantages.
  • Further research and refined bilingual assessment are needed.