The Relationship Between Language Acquisition and Cognitive Development [microform] / Rodney Louis Reed.
Theories concerning the relationship between language acquisition and cognitive development are examined, and implications for education are discussed. There is disagreement about the sources and processes involved in achieving linguistic performance, and in particular, determining linguistic compet...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1977.
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| 100 | 1 | |a Reed, Rodney Louis. | |
| 245 | 1 | 4 | |a The Relationship Between Language Acquisition and Cognitive Development |h [microform] / |c Rodney Louis Reed. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1977. | ||
| 300 | |a 24 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a ERIC Document Number: ED172516. | ||
| 520 | |a Theories concerning the relationship between language acquisition and cognitive development are examined, and implications for education are discussed. There is disagreement about the sources and processes involved in achieving linguistic performance, and in particular, determining linguistic competence. Among the many theories and modifications of theories are the following: (1) thinking is identical to speaking (Watson, 1923); (2) thinking and speaking interrelate and yield a third unique process of language (Vygotsky, 1962); (3) words and syntactic structures of a language determine how a speaker perceives the world and how he thinks (Whorf, 1956); (4) thinking is an information-processing phenomenon (Bruner, 1964); and (5) speaking is a function of thinking. Various interpretations of the last notion have been proposed by Chomsky (1965), McNeill (1966), Katz (1966), and Piaget (1967). It is suggested that while language acquisition may not be a sufficient condition for thought with respect to most cognitive functions, it may play a role in significant ways that are at present little understood. Language may well have a more significant role in the formation of thought than Piaget would allow, even though it may still not be the principal determinant of thought claimed by Bruner and Vygotsky. (SW) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 1 | 7 | |a Cognitive Development. |2 ericd |
| 650 | 1 | 7 | |a Cognitive Processes. |2 ericd |
| 650 | 0 | 7 | |a Intellectual Development. |2 ericd |
| 650 | 1 | 7 | |a Language Acquisition. |2 ericd |
| 650 | 0 | 7 | |a Language Role. |2 ericd |
| 650 | 1 | 7 | |a Learning Theories. |2 ericd |
| 650 | 1 | 7 | |a Linguistic Competence. |2 ericd |
| 650 | 1 | 7 | |a Linguistic Theory. |2 ericd |
| 650 | 0 | 7 | |a Literature Reviews. |2 ericd |
| 650 | 0 | 7 | |a State of the Art Reviews. |2 ericd |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED172516 |h Other scheme |i microfiche |n 1 |