Cognitive development and the sociocultural context of bilinguality
Bibliographic record
Abstract
The relation between bilinguality and cognitive development must be viewed in the wider framework of the relationship between language and thought in contemporary theories of behaviour. Furthermore, important empirical studies in the latter part of the twentieth century point to the relevance of the sociocultural context for the cognitive development of bilingual children. In the present chapter we discuss first the state of the art on the relationship between bilinguality and cognitive development; moreover, we insist on the role played by the sociocultural context in this development. If we adopt the theoretical stand that language development and cognitive growth are intimately connected, then we must determine how relevant bilingual development is for intellectual growth and account for the empirical evidence concerning the cognitive development of the bilingual child. In other words, if, besides the fact that they master two languages, bilinguals are different from monolinguals, how and to what extent are they different? And how does it affect their cognitive development? Although in the present chapter we review the empirical evidence on the cognitive consequences of becoming bilingual, we start by discussing some general theoretical views on language development which can lead to a better understanding of this relationship. The relationship between bilinguality and cognitive processes is further discussed in Chapter 5. BILINGUALITY AND COGNITION Whether one considers that language plays an important role in the development of thought or whether both are seen as developing independently of each other will influence the extent to which bilinguality is considered as a relevant factor for the development of cognitive processes.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".