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Related Concept Videos

Language Development01:22

Language Development

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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.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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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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The Nativist Approach01:21

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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

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Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
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Language01:16

Language

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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.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...
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Observational Learning01:12

Observational Learning

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Related Experiment Video

Updated: Oct 17, 2025

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

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Infants differentially extract rules from language.

Iris Berent1, Irene de la Cruz-Pavía2,3,4, Diane Brentari5

  • 1Northeastern University, Boston, MA, USA. i.berent@northeastern.edu.

Scientific Reports
|October 9, 2021
PubMed
Summary
This summary is machine-generated.

Six-month-old infants can learn linguistic rules from both spoken language and sign language. This demonstrates infants

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Area of Science:

  • Developmental Psychology
  • Cognitive Neuroscience
  • Linguistics

Background:

  • Infants possess an innate ability to extract linguistic rules from spoken language.
  • The modality through which linguistic information is presented may influence early rule learning.

Purpose of the Study:

  • To investigate whether infants can learn linguistic rules from visual sign language.
  • To compare neural responses to rule learning from signs versus visual controls.
  • To determine if rule learning is modality-dependent or stimulus-dependent.

Main Methods:

  • Six-month-old infants were exposed to dynamic linguistic signs with a reduplicative rule (AA).
  • Neural responses were measured using electroencephalography (EEG).
  • Stimuli included linguistic signs, matched visual controls, and speech stimuli.

Main Results:

  • Infants successfully extracted the reduplicative rule from linguistic signs without prior exposure.
  • Distinct neural responses were observed for linguistic signs compared to visual controls.
  • Brain responses to rule learning in signs mirrored those in speech, indicating modality independence.

Conclusions:

  • Infants' rule learning capacity is not limited to the auditory modality of speech.
  • The brain's rule-learning system is sensitive to the linguistic nature of stimuli, irrespective of sensory input.
  • These findings support the hypothesis that infants are born 'language-ready' with a generalized linguistic rule system.