Language and Cognition in Childhood Development

 Language and Cognition in Childhood Development

In this assignment, research and analyze the relationship between language and cognition to further develop your theoretical and evidence-based insights into cognitive processes.

In a 850 word analysis, address the following:

  • Describe the childhood development of language.
  • Discuss the competing theories of critical stages of language development.
  • Analyze the development of bilingualism from the perspective of other cognitive processes that are affected by learning a second language.
  • Define code-switching.
  • Describe the neural basis of such phenomenon and the influences of code-switching on everyday life.

Use two to three scholarly resources to support or refute your own hypotheses. Prepare this assignment according to the guidelines found in the APA Style Guide.

1. Childhood Development of Language

Language development in childhood begins from birth and progresses through several key stages:

  • Pre-linguistic Stage (0-12 months): During this period, infants engage in vocal play and babbling, imitating sounds from their environment. Infants are sensitive to phonemes—the smallest units of sound in language—and learn to differentiate between sounds of their native language.
  • Single-word or Holophrastic Stage (12-18 months): Infants begin to produce single words, often using them to express whole ideas (e.g., saying “milk” to mean “I want milk”).
  • Two-word Stage (18-24 months): Children start combining two words to form basic sentences (e.g., “more juice”). Grammar begins to emerge, though it is rudimentary.
  • Telegraphic Speech (2-3 years): At this stage, children produce short sentences that resemble telegrams (e.g., “want cookie” or “go park”), omitting less crucial parts of speech like articles and prepositions.
  • Complex Sentence Formation (3+ years): Vocabulary rapidly expands, and children start forming more grammatically complex sentences. By the time they enter school, most children have a grasp of basic grammar and can communicate effectively.

Language acquisition is influenced by both nature and nurture, with some researchers emphasizing biological predispositions and others highlighting the role of environment and social interaction.

2. Theories of Critical Stages of Language Development

There are several competing theories regarding critical periods in language development:

  • Critical Period Hypothesis (Lenneberg, 1967): This theory posits that there is a biologically determined window for language learning, typically ending around puberty. If language is not acquired during this period, the ability to fully develop language proficiency diminishes significantly. Evidence supporting this theory comes from studies of feral children and individuals who were not exposed to language until later in life.
  • Interactionist Approach: This perspective suggests that while there may be a sensitive period for language acquisition, language learning is a lifelong process shaped by continuous interaction with the environment. Proponents argue that social factors, such as interaction with caregivers and peers, play a crucial role.
  • Nativist Theory (Noam Chomsky): Chomsky proposed that humans are born with an innate capacity for