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Brain Sciences
Special Issues
The Relationship between Language Processing and Cognitive Development
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The Relationship between Language Processing and Cognitive Development

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Neurolinguistics".

Deadline for manuscript submissions: 15 September 2024 | Viewed by 2884

Special Issue Editors

Dr. Francesca Federico

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Guest Editor
Faculty of Medicine and Psychology, Department of Developmental and Socialization Processes, Sapienza University of Rome, Rome, Italy
Interests: cognitive development; executive functions development; attention; social disparity; cognitive training; self-regulation
Special Issues, Collections and Topics in MDPI journals
Dr. Allegra Cattani

E-Mail Website
Guest Editor
1. Faculty of Medicine and Psychology, Department of Developmental and Socialization Processes, Sapienza University of Rome, Rome, Italy
2. School of Psychology, University of Plymouth, Plymouth, UK
Interests: early language development in children with typical and atypical development; semantic processing; bilingualism; relation of language; gestures and actions

Special Issue Information

Dear Colleagues,

This Special Issue aims to investigate the intricate relationship between language processing and cognitive development. Language processing involves the comprehension and production of linguistic elements, while cognitive development refers to the growth of cognitive abilities necessary for effective thinking and problem-solving. Extensive research has demonstrated a strong connection between these domains, with language processing playing a crucial role in shaping cognitive development. Language acts as a cognitive tool, aiding in memory formation, categorization, and reasoning abilities. Conversely, cognitive processes, such as attention and executive functions, facilitate language comprehension and production. Furthermore, socio-cultural factors, including the environment and socioeconomic status, influence this relationship. Enriched linguistic environments provide opportunities for enhanced language processing, which, in turn, supports broader cognitive development. Conversely, disparities in linguistic exposure related to socioeconomic factors may impact language processing and cognitive outcomes. Understanding the interplay between language processing and cognitive development has important implications for interventions, educational practices, and fostering equitable opportunities for optimal development of language and cognition in individuals from diverse backgrounds. 

Dr. Francesca Federico
Dr. Allegra Cattani
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Brain Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • cognitive development
  • socio-cultural modulation of cognitive and linguistic development
  • gesture and action development
  • semantic network
  • language and attention
  • language and executive functions development

Published Papers (2 papers)

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Research

18 pages, 1053 KiB  
Article
Cognitive Flexibility Moderates the Predictive Effect of Phonological Awareness on Focus Structures in Chinese Preschool Children
by Xueqing Tan and Jun Song
Brain Sci. 2024, 14(4), 324; https://0-doi-org.brum.beds.ac.uk/10.3390/brainsci14040324 - 28 Mar 2024
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Abstract
Focus structures, a complex aspect of information structure in language, have garnered significant attention in psycholinguistics. The question of whether Chinese preschoolers aged 4–6 years possess the ability to process focus structures in oral communication, and how cognitive factors influence this ability, remains [...] Read more.
Focus structures, a complex aspect of information structure in language, have garnered significant attention in psycholinguistics. The question of whether Chinese preschoolers aged 4–6 years possess the ability to process focus structures in oral communication, and how cognitive factors influence this ability, remains a research focal point. To address this, we recruited 100 Chinese preschoolers aged 4–6 years as participants in our study. This study manipulated the positions of focus particles in sentences to investigate the impact of phonological awareness on young children’s comprehension of focus structures. Additionally, we examined the mediating roles of cognitive flexibility and inhibitory control. Our findings indicate the following: (1) phonological awareness positively predicted the accuracy of focus structural processing; (2) inhibitory control did not significantly predict the accuracy of focus structural processing; and (3) cognitive flexibility partially mediated the relationship between phonological awareness and focus structural comprehension. These results confirmed the predictive effect of cognitive flexibility on children’s comprehension of focus structures. Moreover, they demonstrate that young children’s phonological awareness can predict their focus structure comprehension ability through the mediating role of cognitive flexibility. This suggests that children’s cognitive flexibility can aid in understanding sentences with focus structures. Full article
(This article belongs to the Special Issue The Relationship between Language Processing and Cognitive Development)
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18 pages, 3194 KiB  
Article
Animacy Processing in Autism: Event-Related Potentials Reflect Social Functioning Skills
by Eleni Peristeri, Maria Andreou, Smaranda-Nafsika Ketseridou, Ilias Machairas, Valentina Papadopoulou, Aikaterini S. Stravoravdi, Panagiotis D. Bamidis and Christos A. Frantzidis
Brain Sci. 2023, 13(12), 1656; https://0-doi-org.brum.beds.ac.uk/10.3390/brainsci13121656 - 29 Nov 2023
Viewed by 1450
Abstract
Though previous studies with autistic individuals have provided behavioral evidence of animacy perception difficulties, the spatio-temporal dynamics of animacy processing in autism remain underexplored. This study investigated how animacy is neurally encoded in autistic adults, and whether potential deficits in animacy processing have [...] Read more.
Though previous studies with autistic individuals have provided behavioral evidence of animacy perception difficulties, the spatio-temporal dynamics of animacy processing in autism remain underexplored. This study investigated how animacy is neurally encoded in autistic adults, and whether potential deficits in animacy processing have cascading deleterious effects on their social functioning skills. We employed a picture naming paradigm that recorded accuracy and response latencies to animate and inanimate pictures in young autistic adults and age- and IQ-matched healthy individuals, while also employing high-density EEG analysis to map the spatio-temporal dynamics of animacy processing. Participants’ social skills were also assessed through a social comprehension task. The autistic adults exhibited lower accuracy than controls on the animate pictures of the task and also exhibited altered brain responses, including larger and smaller N100 amplitudes than controls on inanimate and animate stimuli, respectively. At late stages of processing, there were shorter slow negative wave latencies for the autistic group as compared to controls for the animate trials only. The autistic individuals’ altered brain responses negatively correlated with their social difficulties. The results suggest deficits in brain responses to animacy in the autistic group, which were related to the individuals’ social functioning skills. Full article
(This article belongs to the Special Issue The Relationship between Language Processing and Cognitive Development)
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