Senior Honors Theses

Author(s)

Anna SnyderFollow

Publication Date

Spring 2016

School

College of Arts and Sciences

Major

TESL--Teacher Certification

Keywords

Linguistics, Language, Cognition, Williams Syndrome, Specfic Language Impairment

Disciplines

Cognitive Psychology | Developmental Psychology | Psycholinguistics and Neurolinguistics

Abstract

The understanding of the world in the human mind is accomplished through cognitive processing and articulated through linguistic processing. Undoubtedly, there is a significant connection between language and cognition because of how intricately they work together to create and express meaning. Researchers from a variety of fields have sought to discover the specifics of these domains to determine what kind of relationship exists between them and how the involvement between language and cognition should be best represented. Though they obviously interact, the different characteristics of each domain provide evidence that linguistic processes and cognitive processes may be distinct. Rather than considering language as a part of cognition or cognition as a part of language, the modular view considers language and cognition as separate modules of the mind. The atypical development of individuals with cognitive or linguistic deficits such as Williams Syndrome (WS) and Specific Language Impairment (SLI) support the hypothesis of modularity. By analyzing the linguistic and cognitive competencies of both of these types of disabilities, the impact of language on cognition and vice versa will be shown.

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