Cross-linguistic differences in early semantic and cognitive development |
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| Affiliation: | 1. Lab of Digital Image and Intelligent Computation, Shanghai Maritime University, Shanghai 201306, China;2. Department of Neurology, Shanghai Jiao Tong University Affiliated Sixth People''s Hospital, Shanghai 200233, China;1. Centro de Investigación en Biología Celular y Molecular, Universidad de Costa Rica, Costa Rica;2. Escuela de Biología, Universidad de Costa Rica, Costa Rica;3. Genetics and Genomics Research and Breeding Program Planning, Dog Genetics LLC., Sunnyside, NY, USA;1. Department of Automation, Beijing University of Chemical Technology, Beijing 100029, PR China;2. Department of Electrical Engineering, Lakehead University, Thunder Bay, ON P7B 5E1, Canada;1. Department of Radiology, Beijing Friendship Hospital, Capital Medical University, Beijing 100050, China;2. Department of Radiology, Beijing Tongren Hospital, Capital Medical University, Beijing 100730, China |
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| Abstract: | In a longitudinal study, the early semantic and cognitive development of 11 Koreanspeaking and 12 English-speaking children was recorded. Three types of cognitive abilities, object-permanence, means-ends problem solving, and categorization, and three related semantic abilities, disappearance words, success/failure words, and a naming spurt emerged at about the same time in English speakers. However, categorization and the naming spurt were significantly delayed relative to other abilities in the Korean speakers. In absolute terms, categorization and the naming spurt emerged later in Korean speakers than in English speakers, and means-ends abilities and success/failure words emerged earlier in Korean speakers than in English speakers. In a cross-sectional study of 18 Korean speakers and 30 English speakers, the Korean-speaking mothers consistently emphasized actions, and the English-speaking mothers consistently emphasized names. The Korean-speaking children were consistently delayed in categorization and advanced in means-ends abilities relative to the English speakers. These findings suggest that differences in linguistic input may affect cognitive development. |
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