Book contents
- Cognitive Control along the Language Continuum
- Cognitive Control along the Language Continuum
- Copyright page
- Contents
- Figures
- Acknowledgments
- Introduction
- Chapter 1 The Language Continuum
- Chapter 2 Cognitive Control
- Chapter 3 Methodological Issues
- Chapter 4 The Effect of Age on First Language Acquisition, Second Language Learning, and Cognitive Control Development
- Chapter 5 Associations between Language Ability, Language Proficiency, and Cognitive Control
- Chapter 6 The Impact of Language Input on Cognitive Control
- Chapter 7 Cognitive Control and Social Context of Language Use
- Chapter 8 Processing Speed and Cognitive Control
- Chapter 9 Cognitive Training and Language
- Chapter 10 Conclusions
- References
- Index
Chapter 1 - The Language Continuum
Published online by Cambridge University Press: 09 July 2024
- Cognitive Control along the Language Continuum
- Cognitive Control along the Language Continuum
- Copyright page
- Contents
- Figures
- Acknowledgments
- Introduction
- Chapter 1 The Language Continuum
- Chapter 2 Cognitive Control
- Chapter 3 Methodological Issues
- Chapter 4 The Effect of Age on First Language Acquisition, Second Language Learning, and Cognitive Control Development
- Chapter 5 Associations between Language Ability, Language Proficiency, and Cognitive Control
- Chapter 6 The Impact of Language Input on Cognitive Control
- Chapter 7 Cognitive Control and Social Context of Language Use
- Chapter 8 Processing Speed and Cognitive Control
- Chapter 9 Cognitive Training and Language
- Chapter 10 Conclusions
- References
- Index
Summary
The language continuum is defined by the dimensions of language ability (from language talent to language disorder) and bilingual language proficiency (from monolingual to multilingual) in this chapter. Although the terms “language ability” and “proficiency” are often used interchangeably in the literature, we systematically differentiate these two dimensions in order to explain variations in speakers from different linguistic backgrounds. Cross-linguistic data are presented to strengthen this argument. The differentiation of these two language dimensions is important for professionals to prevent the over- and underdiagnosis of children who come from language minority groups or exhibit bilingual language disorder. A discussion of similarities in language acquisition between typically developing monolingual and bilingual first language speakers and between monolingual and bilingual children with developmental language disorder is included to highlight common features along the language dimensions. Within-subject approaches and different measures of assessment are described to support the classification of children from diverse linguistic environments.
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- Cognitive Control along the Language Continuum , pp. 5 - 21Publisher: Cambridge University PressPrint publication year: 2024