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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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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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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Human development is typically examined across three main domains: physical, cognitive, and socio-emotional. These domains represent the significant areas of change and continuity throughout the lifespan, from infancy to late adulthood.
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Developmental psychology explores the changes and continuities in human abilities throughout life, encompassing physical, cognitive, linguistic, and social dimensions. Human development is not restricted to growth, but includes aspects of decline, particularly in physical abilities as individuals age. Developmental psychologists seek to understand how people change as they age and how their mental and social skills evolve.Developmental MilestonesA key concept in developmental psychology is...
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Updated: Mar 29, 2026

Examining Bilingual Language Control Using the Stroop Task
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Reconstructing Multilingual Development Research: Shifting from a Monolingual Bias and Toward a Developmental Systems

Marissa A Castellana1, Viridiana L Benitez1

  • 1Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA.

Behavioral Sciences (Basel, Switzerland)
|March 28, 2026
PubMed
Summary

Multilingual research needs to move beyond a monolingual bias. A new developmental systems framework centers the dynamic, lived language experiences of multilingual children for richer understanding.

Keywords:
contextdevelopmental systems frameworkinteractionmonolingual biasmultilingualism

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Sociology

Background:

  • Multilingual research has historically relied on a monolingual framework, limiting theoretical development.
  • This bias overlooks the complexities of diverse developmental trajectories in language and cognition for multilingual individuals.

Purpose of the Study:

  • To describe the limitations of a monolingual bias in multilingual research.
  • To propose a developmental systems framework that centers the lived language experiences of multilingual children.
  • To shift the focus from a monolingual perspective to a dynamic, interactional understanding of multilingual development.

Main Methods:

  • Application of a developmental systems framework.
  • Analysis of moment-to-moment, multimodal interactions between children, social partners, and environments.
  • Consideration of child/partner characteristics and contextual factors influencing multilingual exposure.

Main Results:

  • Identified limitations of the monolingual bias in current research.
  • Proposed a framework emphasizing dynamic interactions, child/partner characteristics, and contextual factors.
  • Highlighted key areas for future research in multilingual development.

Conclusions:

  • A developmental systems framework can reorient multilingual development research.
  • Centering lived experiences and dynamic interactions enriches understanding of multilingual learners.
  • Future research should explore multimodal coordination, community-specific experiences, and temporal language patterns.