Cognitive Control along the Language Continuum

Klara Marton

doi:10.1017/9781108992299

This book provides a comprehensive review of the interactions between language and cognitive control in children. Broadening its scope beyond specific dimensions of language and cognition, it provides an extensive review of the dynamic changes in cognitive control along the entire language continuum. It integrates behavioral and neurophysiological findings from different disciplines, such as bilingualism, cognitive psychology, and communication disorders. A better understanding of the relationship between cognitive control and language in various speakers allows us to develop more sensitive experimental paradigms, as well as more efficient assessment and intervention methods. This title is part of the Flip it Open Programme and may also be available open access. Check our website Cambridge Core for details.

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Contents

Cognitive Control along the Language Continuum
pp i-ii
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Cognitive Control along the Language Continuum - Title page
pp iii-iii
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Copyright page
pp iv-iv
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Contents
pp v-vi
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Figures
pp vii-vii
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Acknowledgments
pp viii-viii
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Introduction
pp 1-4
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Chapter 1 - The Language Continuum
pp 5-21
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Chapter 2 - Cognitive Control
pp 22-39
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Chapter 3 - Methodological Issues
pp 40-53
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Chapter 4 - The Effect of Age on First Language Acquisition, Second Language Learning, and Cognitive Control Development
pp 54-71
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Chapter 5 - Associations between Language Ability, Language Proficiency, and Cognitive Control
pp 72-86
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Chapter 6 - The Impact of Language Input on Cognitive Control
pp 87-104
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Chapter 7 - Cognitive Control and Social Context of Language Use
pp 105-116
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Chapter 8 - Processing Speed and Cognitive Control
pp 117-132
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Chapter 9 - Cognitive Training and Language
pp 133-152
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Chapter 10 - Conclusions
pp 153-161
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References
pp 162-213
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Index
pp 214-219
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Cognitive Control along the Language Continuum

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Contents

Cognitive Control along the Language Continuum
pp i-ii

Cognitive Control along the Language Continuum - Title page
pp iii-iii

Copyright page
pp iv-iv

Contents
pp v-vi

Figures
pp vii-vii

Acknowledgments
pp viii-viii

Introduction
pp 1-4

Chapter 1 - The Language Continuum
pp 5-21

Chapter 2 - Cognitive Control
pp 22-39

Chapter 3 - Methodological Issues
pp 40-53

Chapter 4 - The Effect of Age on First Language Acquisition, Second Language Learning, and Cognitive Control Development
pp 54-71

Chapter 5 - Associations between Language Ability, Language Proficiency, and Cognitive Control
pp 72-86

Chapter 6 - The Impact of Language Input on Cognitive Control
pp 87-104

Chapter 7 - Cognitive Control and Social Context of Language Use
pp 105-116

Chapter 8 - Processing Speed and Cognitive Control
pp 117-132

Chapter 9 - Cognitive Training and Language
pp 133-152

Chapter 10 - Conclusions
pp 153-161

References
pp 162-213

Index
pp 214-219

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Cognitive Control along the Language Continuum

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