Although closely linked in typically developing children, cognitive and language development may diverge in IA children – particularly when they arrive already speaking their birth language. In such cases, cognitive growth may outpace language acquisition in the new linguistic environment. This chapter examines the relevant literature, synthesizing findings from studies that illuminate these dynamics. Special attention is given to the contributions of IA individuals – especially those who enter their new homes with relative proficiency in their mother tongue – to our understanding of the interplay between language and cognition. Assessing the extent to which cognitive deficits resulting from institutional care can be mitigated, and whether such improvements are sustained over time, is essential not only for advancing theoretical knowledge of cognitive development but also for informing effective policies regarding the care of children without parental support.