• Clinical and Experimental Pediatrics
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• v.57 no.8
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• pp.363-369
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• 2014

Purpose: This study examines changes in developmental profiles of children with language delay over time and the clinical significance of assessment conducted at age 2-3 years. Methods: We retrospectively reviewed the medical records of 70 children (62 male, 8 female), who had visited the hospital because of delayed language development at 2-3 years, and were reassessed at ages 5-6. Language and cognitive abilities were assessed using multiple scales at the initial and follow-up visits. Results: At the initial test, 62 of the 70 children had mental development index (MDI) below 70 of Bayley Scales of Infant Development Test II. Of the 62 children in the follow-up assessment, 30 children (48.4%) remained within the same cognitive range (full-scale intelligence quotient, FSIQ<70 of Wechsler preschool and primary scale of intelligence), 12 had borderline intellectual functioning (FSIQ, 70-85), 6 improved to average intellectual functioning (FSIQ>85), and 5 had specific language impairment, 9 had autism spectrum disorders. At the initial test, 38 of the 70 children had cognitive developmental quotients (C-DQ) below 70. Of the 38 children in the follow-up assessment, 23 children (60.5%) remained within the same cognitive range (FSIQ<70). The correlation coefficient for MDI and FSIQ was 0.530 (P<0.0001) and that for C-DQ and FSIQ was 0.727 (P<0.0001). There was a strong correlation between C-DQ and FSIQ, and a moderate correlation between MDI and FSIQ. Conclusion: Low MDI scores reflect a specific delay in cognitive abilities, communication skills, or both. The C-DQ, receptive language development quotient, and social maturity quotient also help to distinguish between children with isolated language delay and children with cooccurring cognitive impairment. Moreover, changes in the developmental profile during preschool years are not unusual in children with language delay. Follow-up reassessments prior to the start of school are required for a more accurate diagnosis and intervention.

• Human Ecology Research
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• v.58 no.1
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• pp.13-29
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• 2020

This study investigated the relationship between preschoolers' smart media usage in regards to cognitive and language development, especially the mediating effect of preschoolers' smart media addiction tendency and the moderated mediating effect of maternal guidance on smart media usage. The study surveyed 273 preschoolers' mothers who lived in Daegu City and Kyungpook Province. The findings of this study were as follows. First, preschoolers' smart media addiction tendency mediated the relationship between smart media usage time in regards to cognitive and language development. Second, maternal active mediation and monitoring moderated the relationship between preschoolers' smart media usage time and smart media addiction tendency. Third, there was a maternal co-use moderated the mediating effect of preschoolers' smart media addiction tendency on language development. In conclusion, preschoolers' smart media addition tendency mediated the effect of smart media usage time on cognitive and language development. Among the mediation pathways, the influence of preschoolers' smart media addiction tendency on language development was moderated by maternal co-use. The findings of this study suggest that maternal guidance should be applied differently depending on preschoolers' smart media addiction tendency. This study examined preschoolers' and maternal smart media-related variables on preschoolers' cognitive and language development in order to provide preliminary data that can be used to explore the maternal guidance on how to use smart media for their preschool children.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.484-491
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• 2016

This study is to investigate the correlation of the period of child care support agency and child language cognitive development and to lead the development of the child in a positive side. For this purpose, Korea Children's Panel's 2012 data by the Korea Institute of Child Care and Education (KICCE) were used, selected 913 children of total 1703 parts. The result was derived from the results of frequency analysis, t-test, one-way ANOVA and multiple linear regression analysis. Analysis result, there was significant correlation between the period of child care support agency and child language cognitive development, and the longer the period of child care supper agency was the better child language cognitive development. Applying this results in health policy to expand the 'Free Childcare Policy', it will be higher for young child language and cognitive development.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.1-14
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• 2003

In contrast with Zelazo and Frye (1997) who argued that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules, Bilaystok (1999) identified analysis(representation) and control(selective attention) as components of language processing and has shown that control develops earlier in bilingual than in monolingual children. This study investigated the effects of bilingualism on children's cognitive ability and language development by comparing Korean- Chinese bilingual with Chinese monolingual children in Yanji. Sixty children 3 to 5 years of age in each of the bilingual and the monolingual groups in Yanji, China participated in ths study. Results showed that bilingual were more advanced than monolingual children in solving problems requiring a high level of control, confirming Bialystok's(1999) results.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.162-168
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• 2023

This article presents an examination of the major cognitive-semantic theories in linguistics (Langacker, Lakoff, Fillmore, Croft). The CST's foundations are discussed concerning the educational policy changes, which are necessary to improve the linguistic disciplines in the changing context of higher education, as well as the empowerment and development of the industry. It is relevant in the light of the linguistic specialists' quality training and the development of effective methods of language learning. Consideration of the theories content, tools, and methods of language teaching, which are an important component of quality teaching and the formation of a set of knowledge and skills of students of linguistic specialties, remains crucial. This study aims to establish the main theoretical positions and directions of cognitive-semantic theory in linguistics, determine the usefulness of teaching the basics of cognitive linguistics, the feasibility of using methods of cognitive-semantic nature in the learning process. During the research, the methods of linguistic description and observation, analysis, and synthesis were applied. The result of the study is to establish the need to study basic linguistic theories, as well as general theoretical precepts of cognitive linguistics, which remains one of the effective directions in the postmodern mainstream. It also clarifies the place of the main cognitive-semantic theories in the teaching linguistics' practice of the XXI century.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.135-146
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• 2016

Objective: This study explored the creative thinking styles of children according to cluster analyses and examined group differences in language ability, cognitive ability, and peer relationships. Methods: The study used the data from the 2012 Panel Study of Korean Children by the Korea Institute of Child Care and Education. The participants comprised 1,681 4-year-olds. Data were analyzed via cluster analyses, ${\chi}^2$ distributions, and ANOVA tests. Results and Conclusion: The results from the cluster analyses based on percentiles of the subfactors of K-FCTYC (Korean Figural Creativity Test for Young Children) indicated four clusters: "divergent creative with openness," "non-creative," "divergent creative," and "multiple creative." Additionally, the four clusters differed by gender, language ability, cognitive ability, and peer relationships.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.199-213
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• 2012

This study was conducted in order to identify the relationship between the home literacy activities, mothers' verbal behavior, toddler-mother joint attention and the language-cognitive development of toddlers. The language-cognitive development of toddlers was assessed by means of the Mental Scale from the Korean Bayley Scale of Infant Development II (K-BSID-II). The home literacy activities were measured by means of the questionnaire used by You (2009), which was partly modified from Shapiro (1979). Lee & Kim (2004)'s categories was used to observe the mothers' verbal behaviors during shared book reading; joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). One of the more important conclusions of this study is our suggestion that mothers' verbal behaviors and the toddler-mother coordinated joint attention were significantly related to the language-cognitive development of toddlers as it takes place within low-income families.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.49-66
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• 2003

This paper explores the language acquisition mechanism within a recent theoretical nativist framework that assumes some computational principles. We will review previous accounts of the logical problem of language acquisition, arguing that language acquisition is part of general cognitive mechanism or at least associated with maturation of cognitive skills. For a theoretical framework, we will adopt the minimalist program and its principles. To support our theoretical argument, we will introduce empirical evidence from ESL (English as a Second Language) and SLI (Specific Language Impairment) data. The two types of data will illustrate that there might be some relationship between the development of language skills and that of the cognitive skills.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2010.05a
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• pp.60-65
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• 2010

Language learning involves linguistic environments around the learner. So the variation in training input to which the learner is exposed has been linked to their language learning. We explore how linguistic experiences can cause differences in learning linguistic structural features, as investigate in a probabilistic graphical model. We manipulate the amounts of training input, composed of natural linguistic data from animation videos for children, from holistic (one-word expression) to compositional (two- to six-word one) gradually. The recognition and generation of sentences are a "probabilistic" constraint satisfaction process which is based on massively parallel DNA chemistry. Random sentence generation tasks succeed when networks begin with limited sentential lengths and vocabulary sizes and gradually expand with larger ones, like children's cognitive development in learning. This model supports the suggestion that variations in early linguistic environments with developmental steps may be useful for facilitating language acquisition.

• Korean Journal of Cognitive Science
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• v.3 no.2
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• pp.161-174
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• 1992

The present discussion is concerned with showing the development of natural language processing and how it is related to information and cognition.On the basis of the computeational model,in which humans are viewed as processors of linguistic structures that use stored knowledge-grammar, lexicon and structures representing the encyclopedic information of the world,such programs of natural language understanding as Winograd's SHRDLU came out.However,such pragmatic factors as contexts and the speaker's beliefs,internts,goals and intentions are not easy to process yet.Language,ingormation and cognition are argued to be closely interrelated,and the study of them,the paper argues,can lead to the development of science on general.