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Language and Cognition

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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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Individual differences in brain systems supporting declarative and procedural memory during grammatical error

Analia Marzoratti1,2, Anna Y Eames2, Daniel W Lipscomb1

  • 1School of Education & Human Development, University of Virginia, Charlottesville, VA, United States.

Cerebral Cortex (New York, N.Y. : 1991)
|June 3, 2026
PubMed
Summary
This summary is machine-generated.

Children

Keywords:
declarative-procedural modelfunctional magnetic resonance imaginggrammarindividual differenceslong-term memory

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Learning and memory involve declarative memory (DM) and procedural memory (PM).
  • The Declarative-Procedural (DP) model suggests procedural memory (PM) primarily supports grammar, with declarative memory (DM) contributing in specific contexts.
  • Individual differences in how children's brains process grammar are not well understood.

Purpose of the Study:

  • To investigate individual variability in brain activity within declarative memory (DM) and procedural memory (PM) regions during grammatical processing in 7-year-old children.
  • To examine the relationship between brain activity in DM and PM systems and performance on a grammaticality judgment task.
  • To provide neuroscientific insights into the roles of DM and PM in early language learning.

Main Methods:

  • Utilized functional magnetic resonance imaging (fMRI) to measure brain activity in 7-year-old children.
  • Employed mixed-effects models to analyze individual differences in neural responses.
  • Administered an auditory grammaticality judgment task to assess grammatical processing.

Main Results:

  • Procedural memory (PM) activity increased with grammatical error difficulty.
  • Declarative memory (DM) regions showed consistent activation across different sentence types.
  • Higher accuracy in detecting difficult grammatical errors correlated positively with activity in both DM and PM systems.

Conclusions:

  • Both declarative memory (DM) and procedural memory (PM) play crucial, distinct roles in grammatical error detection in childhood.
  • Significant individual variability exists in how children recruit long-term memory systems for language tasks.
  • These findings offer neuroscientific evidence for the interplay of memory systems in early language acquisition.