Monday, April 1, 2013

Language and Cognition

Is speech communication dependent upon cognition? Is cognition dependent on quarrel? These atomic number 18 the two main points of Chapter Five in our assigned reading. Authors Gardiner and Kosmitzki, who in basic terms, theorized that the differences in language use in a myriad of cultures, enhance cognition. Psychologist Lev Vygotsky, says differently. He believes that language used during constant social interaction enhances cognition; in other words, talking to learn. (Vygotsky, p.110).
Other researchers claim that cognition in adults is due to adaptive logic and dialectical thought process. (Gardiner & Kosmitzki). Those in affection and tardily adulthood show different development in cognition than found in children and adolescents. The differences are found mingled with fluid and crystallized intelligence. (Horn and Cattell) To paraphrase: Fluid intelligence is the result of problems and crystallized intelligence is due to experiential learning. (Horn and Cattell, p.131). In cross-cultural studies, research states that fluid intelligence declines when aging while crystallized intelligence grows. This is debated by Baltes and Schaie who insist that culture and context should be factored in when understanding the differences in cognitive decline during late adulthood. (Baltes & Schaie, p.131).

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Jean Piaget, developmental psychologist, says that children learn and think differently than adults. Their thinking is not dependent solely on language, but quite an having to successfully move through certain stages. Some of these stages are universal and some are not.
J. A. Carter, et al., advocates for The Centre of International sister Health explored cross-cultural assessments with the hopes of determining the development and adaptation of language and speech in children with regard to cognition. Much like Piaget, they were pursuance to see which behaviors were universal and which are not, with emphasis on children.
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