Passage
Language is a skill acquired during early childhood that continues to develop for many years. Communication using language involves multiple complex processes, including listening, speaking, comprehension, and cognition. Receptive language ("language input") involves language comprehension, while expressive language ("language output") involves the ability to produce intelligible language. In normally developing children, receptive language emerges first, followed by expressive language.To examine how age plays a role in the activation of the neurological networks involved in processing more complex language, researchers used functional magnetic resonance imaging (fMRI) to analyze how the use of receptive language generates metabolic activity in the brains of children. A total of 672 participants were divided into three groups by age: Age 4-6 (n = 219) , age 7-9 (n = 224) , and age 10-12 (n = 229) .Participants in each group were asked to listen to pre-recorded stories while undergoing fMRI of the brain to determine if an age-related difference could be found in activated brain tissue volume during the listening task. The recorded fMRI-monitored listening portion of the experiment lasted approximately 5 minutes. Immediately following this listening exercise, fMRI monitoring was discontinued and the children were administered tests to determine comprehension of the material. None of the children had been informed that they would be taking a comprehension test prior to its actual administration.
Figure 1 fMRI listening task analyzed per age group: (A) comprehension test scores, and (B) brain volume activated (Note: Solid lines represent the mean in each group.)
M. M. Berl, E. S. Duke, J. Mayo, L. R. Rosenberger, E. N. Moore, J. VanMeter, N. Bernstein Ratner, C. J. Vaidya, and W. D. Gaillard ©2010 by Elsevier, Inc.
-A proponent of the universalism perspective would state that the results in Figure 1B support the belief that:

Question

Passage
Language is a skill acquired during early childhood that continues to develop for many years. Communication using language involves multiple complex processes, including listening, speaking, comprehension, and cognition. Receptive language ("language input") involves language comprehension, while expressive language ("language output") involves the ability to produce intelligible language. In normally developing children, receptive language emerges first, followed by expressive language.To examine how age plays a role in the activation of the neurological networks involved in processing more complex language, researchers used functional magnetic resonance imaging (fMRI) to analyze how the use of receptive language generates metabolic activity in the brains of children. A total of 672 participants were divided into three groups by age: Age 4-6 (n = 219) , age 7-9 (n = 224) , and age 10-12 (n = 229) .Participants in each group were asked to listen to pre-recorded stories while undergoing fMRI of the brain to determine if an age-related difference could be found in activated brain tissue volume during the listening task. The recorded fMRI-monitored listening portion of the experiment lasted approximately 5 minutes. Immediately following this listening exercise, fMRI monitoring was discontinued and the children were administered tests to determine comprehension of the material. None of the children had been informed that they would be taking a comprehension test prior to its actual administration.

Figure 1 fMRI listening task analyzed per age group: (A) comprehension test scores, and (B) brain volume activated (Note: Solid lines represent the mean in each group.)
M. M. Berl, E. S. Duke, J. Mayo, L. R. Rosenberger, E. N. Moore, J. VanMeter, N. Bernstein Ratner, C. J. Vaidya, and W. D. Gaillard ©2010 by Elsevier, Inc.
-A proponent of the universalism perspective would state that the results in Figure 1B support the belief that:

Quizplus · Accepted Answer

11ecba2d_0c42_ecdd_a3bf_c546f8719179_MD0008_00 Cognition refers to thought-related mental processes (eg, thinking, planning, reasoning) and is believed to be linked to language. There are several major theories that deal with the relationship between language and cognition: Cognition shapes language: These theories assert that cognition either completely controls language (universalism perspective) or just influences language (Piagetian perspective). Language shapes cognition (also known as the Sapir-Whorf hypothesis): These theories suggest that language either just influences cognition (linguistic relativity perspective) or completely controls cognition (linguistic determinism perspective). Language and thought develop independently and simultaneously: Vygotsky suggested that social interaction precedes and is necessary for both cognition and language development, which are initially separate but then later merge to generate inner speech (verbal thought). Universalism, the belief that cognition controls language, posits that certain cognitive processes are universal, so all human languages also possess certain universals (eg, nouns). Therefore, a universalist would interpret Figure 1B as support for the belief that cognition is required for language development. (Choice A) Linguistic relativity is the less absolute form of the theory that language shapes cognition. It contends that language development influences cognition but does not entirely determine or control it. (Choice C) Vygotsky asserted that cognition and language develop independently but are both influenced by social interaction: Cognition is the product of socialization, and language arises out of a necessity for social communication. (Choice D) Linguistic determinism, the more absolute form of the theory that language shapes cognition, states that language completely controls cognition (ie, what/how we think is a product of language) and that without language there is no thought. Educational objective: There are several theories regarding the relationship between cognition and language. Some assert that cognition either controls language (universalism) or merely influences it (Piagetism). Others (based on the Sapir-Whorf hypothesis) assert that language either controls cognition (linguistic determinism) or merely influences it (linguistic relativity). Still others suggest that cognition and language initially develop separately but merge later (Vygotsky).

Passage Language Is a Skill Acquired During Early Childhood That Continues