Neurobehavior of Language and Cognition - Studies of Normal by Lisa Tabor Connor, Loraine K. Obler

By Lisa Tabor Connor, Loraine K. Obler

The intersection of neurolinguistics and neuropsychology lies on the middle of the cognitive neurosciences. fresh advances in our figuring out of the way language and different cognitive talents relate to one another and to the mind have complemented the earlier examine on frank mind harm within the aphasias. The editors have invited senior students within the box to offer a state of the art quantity on a number language and non-language cognitive phenomena in normals and in mind harm from the viewpoint of neurobehavior, together with neurochemistry. This quantity should still attract neuropsychologists, speech/language pathologists, behavioral neurologists, and neuropsychiatrists.

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Because the participating students varied considerably in terms of their exposure to languages besides English, we used the language-exposure items on the questionnaire to assess whether students' monolingual versus bilingual status2 predicted their adjustment to accented speech. The average score of the four relevant items on the questionnaire was calculated for each student. Possible average scores ranged from 0 to 4. 75), and 19 students were identified as bilinguals, that is, students who can speak and understand another language in addition to English (with an average score of 3 to 4).

In Wingfield et al. 89) of predicting the target word. 98) of predicting the target word. In all thee experiments, the young subjects were university undergraduates, and the elderly adults were healthy community-dwelling volunteers with levels of education and verbal ability at least equal to the young adults. In the Wingfield et al. (1991) study, the mean age of the elderly group was 69 years. In Experiments 1 and 2 of Perry and Wingfield (1994), the mean ages of the elderly subjects were 71 and 72 years, respectively.

Similarly, Eisenstein (1980) compared monolinguals, childhood bilinguals, and childhood multilinguals on measures of language-learning ability. including language aptitude. The author found that bilinguals scored higher than M. Goral et al. 25 monolinguals, and multilinguals scored higher than both other groups. In a more recent study, Klein (1995) found support for enhanced nonnative-language acquisition by multilinguals as compared to monolinguals. Based on a Universal Grammar (UG) model of parameter setting, Klein predicted that when learning a new language, monolinguals and multilinguals will not differ with respect to the process of parameter setting per se.

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