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Contents

Published online by Cambridge University Press:  09 July 2024

Klara Marton
Klara Marton
Affiliation:
City University of New York

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Type
Chapter
Information
Cognitive Control along the Language Continuum , pp. v - vi
Publisher: Cambridge University Press
Print publication year: 2024
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NC
This content is Open Access and distributed under the terms of the Creative Commons Attribution licence CC-BY-NC 4.0 https://creativecommons.org/cclicenses/

Contents

  1. List of Figures

  2. Acknowledgments

  3. Introduction

  4. 1The Language Continuum

    1. 1.1Language Ability versus Proficiency: Conceptual Foundation

    2. 1.2The Language Ability Continuum

    3. 1.3Language Characteristics of Children with DLD: A Cross-Linguistic Perspective

    4. 1.4Language Proficiency

    5. 1.5Similarities in Language Development in Typically Developing Monolingual Children and Bilingual First Language (L1) Speakers

    6. 1.6Similarities in Language Development in Monolingual and Bilingual Children with DLD

    7. 1.7Conclusions

  5. 2Cognitive Control

    1. 2.1Conceptual Foundation

    2. 2.2Current Cognitive Control Frameworks

    3. 2.3Behavioral Paradigms Used to Assess Cognitive Control

    4. 2.4Conclusions

  6. 3Methodological Issues

    1. 3.1Identifying the Appropriate Conceptual Framework

    2. 3.2Matching Conceptual Frameworks and Research Designs

    3. 3.3Data Analysis

    4. 3.4Bridging the Gap between Scientific Research and Clinical and Educational Approaches

    5. 3.5Conclusions

  7. 4The Effect of Age on First Language Acquisition, Second Language Learning, and Cognitive Control Development

    1. 4.1Age and Language Ability

    2. 4.2Age and Language Proficiency

    3. 4.3Age and Cognitive Control Development

    4. 4.4Conclusions

  8. 5Associations between Language Ability, Language Proficiency, and Cognitive Control

    1. 5.1Conceptual Background, Terminology, and Measures

    2. 5.2The Relationship between Language Proficiency, Exposure, and Language Use

    3. 5.3Language Proficiency and Cognitive Control

    4. 5.4Language Ability and Cognitive Control

    5. 5.5Conclusions

  9. 6The Impact of Language Input on Cognitive Control

    1. 6.1Language Input, Intake, and Exposure in Monolingual and Bilingual Children

    2. 6.2The Relationship between Language Input and Cognitive Control

    3. 6.3Delayed or Reduced Language Input and Cognitive Control

    4. 6.4Conclusions

  10. 7Cognitive Control and Social Context of Language Use

    1. 7.1Social Context: Conceptual Foundations

    2. 7.2Social Context, Emotions, and Cognitive Control

    3. 7.3Cultural Background and Cognitive Control

    4. 7.4Social Context and Cognitive Control in Children with Different Language Skills

    5. 7.5Conclusions

  11. 8Processing Speed and Cognitive Control

    1. 8.1Behavioral and Neural Correlates of Processing Speed

    2. 8.2Processing Speed and Cognitive Control

    3. 8.3Age-Related Changes in Processing Speed during Childhood and Adolescence

    4. 8.4Language Status and Processing Speed

    5. 8.5Conclusions

  12. 9Cognitive Training and Language

    1. 9.1Conceptual Foundations

    2. 9.2Training to Improve Cognitive Control

    3. 9.3Training Effects in Children with Different Language Skills

    4. 9.4Conclusions

  13. 10Conclusions

    1. 10.1Current Issues

    2. 10.2Future Research

  14. References

  15. Index

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  • Contents
  • Klara Marton, City University of New York
  • Book: Cognitive Control along the Language Continuum
  • Online publication: 09 July 2024
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  • Contents
  • Klara Marton, City University of New York
  • Book: Cognitive Control along the Language Continuum
  • Online publication: 09 July 2024
Available formats
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Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Contents
  • Klara Marton, City University of New York
  • Book: Cognitive Control along the Language Continuum
  • Online publication: 09 July 2024
Available formats
×