This observed difference is BEST interpreted as: A) resulting from some combination of more advanced cognitive development and previous linguistic development in the older children's first language. B) resulting from a more advanced cognitive development in the older children. C) a reflection of previously developed linguistic expertise in the older children's first language. D) support for the contention that linguistic development is a separate process from cognitive development.

Ciccarelli: Psychology_5 (5th Edition)
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Chapter1: The Science Of Psychology
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Question: Scenario 9.1) In a second study, Snedeker and colleagues (2012) found that older (e.g., 5 year-old) internationally adopted children acquiring English as a second language began correctly using words pertaining to time (e.g., yesterday, tomorrow) earlier in their exposure to English than did monolingual infant controls. This observed difference is BEST interpreted as: 

A) resulting from some combination of more advanced cognitive development and previous linguistic development in the older children's first language.
B) resulting from a more advanced cognitive development in the older children.
C) a reflection of previously developed linguistic expertise in the older children's first language.
D) support for the contention that linguistic development is a separate process from cognitive development.
 

Scenario 9.1 is based on and presents results consistent with the following studies:

Snedeker, J., Geren, J., & Shafto, C. L. (2012). Disentangling the effects of cognitive development and linguistic expertise: A longitudinal study of the acquisition of English in internationally-adopted children. Cognitive Psychology, 65(1), 39–76. doi:10.1016/j.cogpsych.2012.01.004

Snedeker, J., Geren, J., & Shafto, C. L. (2007). Starting over: International adoption as a natural experiment in language development. Psychological Science, 18(1), 79–87. doi:10.1111/j.1467-9280.2007.01852.x

Language development occurs in orderly stages, beginning with one-word utterances and progressing to two-word utterances, simple sentences containing function morphemes, and the emergence of grammatical rules. Psycholinguists have attempted to determine if language development is a consequence of cognitive development or if it reflects linguistic processes that occur independently of general cognitive development. Studies on the acquisition of a second language in internationally adopted children have provided insight into this research question. In a series of studies, Snedeker and colleagues (2007, 2012) studied the acquisition of the English language in adopted preschoolers from China. These children had no exposure to the English language before being adopted by families in the United States.

 

Figure 9.1

 
q0A%
% Verbe
30
20-
10-
30
20
10-
0
0
0
Data A
6
12
18
Months Exposure to
English Language
Data C
6
12
18
Months Exposure to
English Language
0
24
24
% Verbe
% Verbe
20-
10-
30
20-
10-
0
♦
0
6
12
18
Months Exposure to
English Language
8
Data B
◆ International Adoptees
Monolingual Infants
0+
0*
24
Data D
6
12
18
Months Exposure to
English Language
0
24
Transcribed Image Text:q0A% % Verbe 30 20- 10- 30 20 10- 0 0 0 Data A 6 12 18 Months Exposure to English Language Data C 6 12 18 Months Exposure to English Language 0 24 24 % Verbe % Verbe 20- 10- 30 20- 10- 0 ♦ 0 6 12 18 Months Exposure to English Language 8 Data B ◆ International Adoptees Monolingual Infants 0+ 0* 24 Data D 6 12 18 Months Exposure to English Language 0 24
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