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Related Concept Videos

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 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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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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Revisionist Views of Adolescent and Adult Cognition01:24

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Information Processing Approach01:30

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Related Experiment Video

Updated: Dec 17, 2025

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
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Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

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Referential context and executive functioning influence children's resolution of syntactic ambiguity.

Zhenghan Qi1, Jessica Love1, Cynthia Fisher1

  • 1Department of Psychology.

Journal of Experimental Psychology. Learning, Memory, and Cognition
|June 26, 2020
PubMed
Summary

Preschoolers show emerging sensitivity to referential context cues in sentence comprehension when given time. Executive functions predict their ability to resolve syntactic ambiguity, similar to adults.

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Area of Science:

  • Developmental Psychology
  • Psycholinguistics
  • Cognitive Science

Background:

  • Classic studies indicate preschoolers' difficulties with online sentence comprehension compared to adults.
  • Five-year-olds often fail to use referential context or recover from parsing errors.
  • Emerging research suggests delayed sensitivity and a role for executive function in children's parsing abilities.

Purpose of the Study:

  • To investigate if children recruit referential context cues with sufficient processing time.
  • To examine the role of executive functioning in children's ability to resolve syntactic ambiguity.

Main Methods:

  • Two experiments using temporarily ambiguous instructions (e.g., "Put the frog on the pond into the tent").
  • Monitoring children's eye-gaze and actions during comprehension.
  • Utilizing slow speech rates and between-subjects manipulation of referential context.
  • Assessing executive function through tasks like Simon Says and Flanker.

Main Results:

  • Eye-movement and action analyses demonstrated emerging sensitivity to referential context in children.
  • Children's error rates and failure to revise interpretations were linked to executive function scores.
  • Findings indicate children can utilize referential context under specific conditions.

Conclusions:

  • Children, like adults, can employ referential context in syntactic processing.
  • Domain-general executive functions play a role in resolving syntactic ambiguity in children.
  • Processing time and executive capacity are crucial for children's language comprehension development.