The Relationship Between Language And Cognition Study Guide Graded A+

VYGOTSKY {Ans: Proposed that speech and thought have different ontogenetic roots. Early on, speech has a pre-intellectual stage, in which words are not symbols for the objects they denote, but are actual properties of the objects, and speech sounds are not attached to thought. Up to 3 years, speech and thought are independent, and early thought is non-verbal. Post 3-years, thought becomes verbal and speech becomes representational, and children's monologues become are internalised to become inner speech. Vygotsky considered that later cognitive development was determined, in part, by language. Replications of his experiments have yet to be done, and evaluation of his results is limited, due to missing procedural details.}Piaget hypothesis {Ans: Cognitive development determines the course of language development.}Grammatical differences. {Ans: Study on bilingual English-Navajo children: because Navajo verb endings describe the physical properties of the objects, it was argued that Navajo-dominant children would pay more attention to such properties: indeed they grouped objects more by form than by colour, but a control group of English-only children also did it. English and Chinese speakers: as Chinese does not have a subjunctive mood, processing of counter-factual reasoning is more difficult in Chinese speakers. Boroditsky et al. (2002):