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Dissociations between language and cognition: cases and implications.

S Curtiss

    Journal of Autism and Developmental Disorders
    |March 1, 1981
    PubMed
    Summary
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    Grammar may not be an autonomous cognitive system, as language acquisition likely emerges from general cognitive knowledge. However, distinct dissociations in children suggest grammar development is separate from broader cognitive abilities.

    Area of Science:

    • Cognitive Science
    • Developmental Psychology
    • Linguistics

    Background:

    • Investigates the autonomy of grammar as a cognitive system.
    • Contrasts with theories positing language acquisition from general cognitive knowledge.
    • Examines the relationship between linguistic and nonlinguistic cognitive development.

    Observation:

    • Presents case studies of children with dissociations between language and nonlanguage cognitive abilities.
    • Analyzes specific cognitive abilities, including lexical, semantic, morphological, and syntactic skills.
    • Documents developmental trajectories of language and general cognition.

    Findings:

    • Lexical and relational semantic abilities are closely linked to conceptual development.
    • Morphological and syntactic abilities appear independent of broader nonlinguistic cognition.

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  • Language acquisition is not solely dependent on general cognitive abilities.

    • Implications:

    • Suggests a partial autonomy of grammatical components in cognitive architecture.
    • Highlights the complex interplay between domain-specific and domain-general cognitive processes in language development.
    • Informs theories of language acquisition and cognitive development by differentiating component abilities.