Cognitive Underpinnings of Language

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  • Title: Cognitive Underpinnings of Language: A Framework for the Study of Multilingualism
  • Author(s): Manon Robillard, Chantal Mayer-Crittenden
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: New Directions in the Humanities
  • Journal Title: The International Journal of Communication and Linguistic Studies
  • Keywords: Multilingualism, Language Development, Cognition
  • Volume: 11
  • Issue: 1
  • Year: 2014
  • ISSN: 2327-7882 (Print)
  • ISSN: 2327-8617 (Online)
  • DOI: https://doi.org/10.18848/2327-7882/CGP/v11i01/43623
  • Citation: Robillard, Manon, and Chantal Mayer-Crittenden. 2014. "Cognitive Underpinnings of Language: A Framework for the Study of Multilingualism." The International Journal of Communication and Linguistic Studies 11 (1): 19-28. doi:10.18848/2327-7882/CGP/v11i01/43623.
  • Extent: 10 pages

Abstract

An increase in research demonstrating the evidence of a connection between children’s cognitive skills and language abilities is available. Accordingly, cognition would be a necessary component to the development of language skills. Indeed, both working memory and sustained attention deficits have been linked to primary language impairments. The impact of multilingualism on cognition has also been greatly documented. Although some studies suggest a cognitive advantage of multilingualism, debates on this topic still remain. Moreover, the influence of cognition on the language development of multilingual children has yet to be well documented. For instance, do cognitive skills have the same impact on the language abilities of multilingual children than they have on monolingual children? The purpose of this article is to propose a framework for the study of multilingualism, which would involve the analysis of multiple cognitive abilities and that would focus on the cognitive underpinnings that are common to all languages.