| Title |
Dissociations between language and cognition: Cases and implications
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, March 1981
|
| DOI | 10.1007/bf01531338 |
| Pubmed ID | |
| Authors |
Susan Curtiss |
| Abstract |
An important issue for the cognitive sciences is whether grammar is to any nontrivial extent an autonomous cognitive system. Current cognitive hypotheses of language acquisition would argue against an autonomous linguistic system and would support the notion that language emerges from more general cognitive knowledge and is throughout its development fundamentally tied to a nonlinguistic cognitive base. This paper explores this issue and presents data from case studies of children showing clear dissociations between language and nonlanguage cognitive abilities. The implications of such data are discussed. The major implications appear to be that lexical and relational semantic abilities are deeply linked to broader conceptual development but morphological and syntactic abilities are not. The development of a normal linguistic system, however, one in which grammar is systematically related to meaning, requires concurrent and concomitant linguistic and nonlingustic cognitive development. |
Mendeley readers
The data shown below were compiled from readership statistics for 49 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Singapore | 1 | 2% |
| Unknown | 48 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 9 | 18% |
| Student > Master | 9 | 18% |
| Professor > Associate Professor | 6 | 12% |
| Student > Bachelor | 5 | 10% |
| Researcher | 5 | 10% |
| Other | 14 | 29% |
| Unknown | 1 | 2% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 22 | 45% |
| Linguistics | 10 | 20% |
| Social Sciences | 5 | 10% |
| Agricultural and Biological Sciences | 2 | 4% |
| Neuroscience | 2 | 4% |
| Other | 5 | 10% |
| Unknown | 3 | 6% |
Attention Score in Context
This research output has an Altmetric Attention Score of 6. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 30 April 2020.
All research outputs
#5,747,565
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#2,003
of 5,240 outputs
Outputs of similar age
#724
of 7,240 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#2
of 3 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. Compared to these this one has done well and is in the 75th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has gotten more attention than average, scoring higher than 60% of its peers.
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