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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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Lateralization01:28

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Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
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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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Components of Language01:24

Components of Language

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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 Disabilities01:25

Learning Disabilities

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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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Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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Examining Bilingual Language Control Using the Stroop Task
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Lessons to be Learned from Bimodal Bilingualism.

Diane Lillo-Martin1,2, Deanna Gagne3, Deborah Chen Pichler3

  • 1University of Connecticut.

Hrvatska Revija Za Rehabilitacijska Istrazivanja
|July 3, 2023
PubMed
Summary

Early bimodal bilinguals, using signed and spoken languages, show unique language patterns compared to unimodal bilinguals. Their overall language experience significantly impacts linguistic and cognitive development.

Keywords:
Bimodal bilingualdeafheritage languagelanguage acquisitionsign language

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Deaf Studies

Background:

  • Bimodal bilingualism involves simultaneous acquisition of spoken/written and signed languages.
  • Understanding bimodal bilingualism is crucial for diverse language acquisition contexts.

Purpose of the Study:

  • To provide an overview of the language experiences of early bimodal bilinguals.
  • To compare bimodal and unimodal bilingualism patterns.
  • To explore potential advantages of bimodal bilingualism and the sign modality.

Main Methods:

  • Selective review of existing studies on bimodal bilingualism.
  • Analysis of language use patterns in bimodal bilinguals.
  • Examination of factors influencing bimodal bilingual development.

Main Results:

  • Bimodal bilinguals exhibit similarities and differences compared to unimodal bilinguals.
  • Language use can occur within single situations or utterances.
  • Variations exist among bimodal bilingual subgroups based on language access and educational experiences.

Conclusions:

  • Children's overall language exposure, including age of acquisition and richness of experience, is vital.
  • The language learning experience significantly shapes linguistic and cognitive development in bimodal bilinguals.
  • Further research is needed to fully understand the nuances of bimodal bilingualism.