Cognitive Underpinnings of Language: A Framework for the Study of Multilingualism
Bibliographic record
Abstract
An increase in research demonstrating the evidence of a connection between children's cognitive skills and language abilities is available. Accordingly, cognition would be a necessary component to the development of language skills. Indeed, both working memory and sustained attention deficits have been linked to primary language impairments. The impact of multilingualism on cognition has also been greatly documented. Although some studies suggest a cognitive advantage of multilingualism, debates on this topic still remain. Moreover, the influence of cognition on the language development of multilingual children has yet to be well documented. For instance, do cognitive skills have the same impact on the language abilities of multilingual children than they have on monolingual children? The purpose of this article is to propose a framework for the study of multilingualism, which would involve the analysis of multiple cognitive abilities and that would focus on the cognitive underpinnings that are common to all languages.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.002 |
| Science and technology studies | 0.002 | 0.023 |
| Scholarly communication | 0.006 | 0.006 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".