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The relationship between proceduralization and cognitive control.

Klara Marton1, Jessica Scheuer2

  • 1The Graduate School & University Center of the City University of New York, United States; Brooklyn College, City University of New York, United States; Eotvos Lorand University, Budapest, Hungary.

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Summary
This summary is machine-generated.

This study explores how proceduralization and cognitive control interact, particularly in children with language impairments. Contextual factors significantly influence the cognitive control demands of skills.

Keywords:
Child language impairmentCognitive controlProcedural memoryResisting interference

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Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Proceduralization is a key process in skill acquisition.
  • Cognitive control is crucial for goal-directed behavior.
  • Child language impairment presents unique challenges in skill development.

Purpose of the Study:

  • To examine the interplay between proceduralization and cognitive control.
  • To investigate this relationship within the context of child language impairment.
  • To explore how contextual variations affect cognitive control demands.

Main Methods:

  • Theoretical modeling of proceduralization and cognitive control.
  • Analysis of clinical practices in child language impairment.
  • Literature review integrating cognitive and developmental theories.

Main Results:

  • The level of cognitive control required for a skill is not fixed.
  • Contextual conditions can modulate the cognitive control demands of proceduralized skills.
  • These dynamics are particularly relevant for understanding and addressing child language impairments.

Conclusions:

  • Proceduralization and cognitive control are dynamically linked.
  • Context is a critical factor in the cognitive demands of skills.
  • Understanding this relationship can inform interventions for child language disorders.