We agree with Penn et al. that our human cognitive superiority derives from our exceptional relational ability. We far exceed other species in our ability to grasp analogies and to combine relations into higher-order structures (Gentner 2003). However, we argue here that possession of an elaborated symbol system is necessary to make our relational capacity operational.

An important research direction in cognitive science consists of cross-comparing the forms of organization exhibited by different cognitive systems, with the long-range aim of ascertaining the overall character of human cognitive organization. Relatively distinct major cognitive systems of this sort would seem to include: perception, motor control, affect, reasoning, language, and cultural structure. The general finding is that some properties of organization are shown by only one system, some by several, and some by all. This arrangement is called the (...) "overlapping systems model of cognitive organization". This paper demonstrates the model by comparing properties of organization across language and vision. Language is first shown to represent certain features of cognitive organization not well realized in vision, such as the representation of "reality status", with such member notions as factual, conditional, potential, and counterfactual. In turn, vision is shown to represent certain features of organization not well realized in language, such as symmetry, rotation, dilation, and pattern of distribution. Finally, both language and vision are shown to represent certain features of organization in common, such as the schematization of spatial relations between objects. Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}. (shrink)

In this book, Barbora Moormann-Kimáková analyses the possibility of finding an optimal language regime in multinational and multiethnic countries - either by defining the contents of an optimal language regime, or with the help of a criterion enabling to evaluate whether a language regime is optimal or not. The process of the selection or change of a language regime often becomes a matter of a language-related conflict. These conflicts are mostly accompanied by other political or (...) social conflicts, as for example in Ukraine or former Yugoslavia, which render solutions - and their evaluation - difficult. The author claims that language regimes can be evaluated based on the increase or lack of their legitimacy in the eyes of the relevant actors. This is demonstrated in four language regime studies on the European Union, Soviet Union, Bosnia and Herzegovina, and South Africa. Content The search for the optimal language regime The conflict potential of multilingualism Actors in language-related conflicts The dimensions of language-related conflicts Monolingualism Multilingualism without and with a lingua franca Target Groups - Lecturers and students of the social sciences, humanities and sociolinguistics. - Readers interested in language-related political issues and diversity politics. About the Author Barbora Moormann-Kimáková received her doctorate in political science from the Institut für Sozialwissenschaften, Humboldt-Universität zu Berlin, Germany. (shrink)

Actions can be physically executed, observed, imagined, or simply thought about. Unifying mental processes, such as simulation, emulation, or predictive processing, are thought to underlie different action types, whether they are mental states, as in the case of motor imagery and action observation, or involve physical execution. While overlapping brain activity is typically observed across different actions which indicates commonalities, research interest is also concerned with investigating the distinct functional components of these action types. Unfortunately, untangling subtleties associated with the (...) neurocognitive bases of different action types is a complex endeavour due to the high dimensional nature of their neural substrate (e.g., any action process is likely to activate multiple brain regions thereby having multiple dimensions to consider when comparing across them). This has impeded progress in action-related theorising and application. The present study addresses this challenge by using the novel approach of multidimensional modeling to reduce the high-dimensional neural substrate of four action-related behaviours (motor imagery, action observation, action-related language, and action execution), find the least number of dimensions that distinguish or relate these action types, and characterise their neurocognitive relational links. Data for the model comprised brain activations for action types from whole-brain analyses reported in 53 published articles. Eighty-two dimensions (i.e., 82 brain regions) for the action types were reduced to a three-dimensional model, that mapped action types in ordination space where the greater the distance between the action types, the more dissimilar they are. A series of one-way ANOVAs and post-hoc comparisons performed on the mean coordinates for each action type in the model showed that across all action types, action execution and concurrent action observation (AO)-motor imagery (MI) were most neurocognitively similar, while action execution and AO were most dissimilar. Most action types were similar on at least one neurocognitive dimension, the exception to this being action-related language. The import of the findings are discussed in terms of future research and implications for application. (shrink)

In the midst of globalization, English is regarded as an international language, or Lingua Franca, but learning it as a second language (L2) remains still difficult to speakers of other languages. This is true especially for the speakers of languages distantly related to English such as Japanese. In this sense, exploring neural basis for translation between the first language (L1) and L2 is of great interest. There have been relatively many previous researches revealing brain activation patterns during (...) translations between L1 and English as L2. These studies, which focused on language translation with close or moderate linguistic distance (LD), have suggested that the Broca area (BA 44/45) and the dorsolateral prefrontal cortex (DLPFC; BA 46) may play an important role on translation. However, the neural mechanism of language translation between Japanese and English, having large LD, has not been clarified. Thus, we used functional near infrared spectroscopy (fNIRS) to investigate the brain activation patterns during word translation between Japanese and English. We also assessed the effects of translation directions and word familiarity. All participants’ first language was Japanese and they were learning English. Their English proficiency was advanced or elementary. We selected English and Japanese words as stimuli based on the familiarity for Japanese people. Our results showed that the brain activation patterns during word translation largely differed depending on their English proficiency. The advanced group elicited greater activation on the left prefrontal cortex around the Broca’s area while translating words with low familiarity, but no activation was observed while translating words with high familiarity. On the other hand, the elementary group evoked greater activation on the left temporal area including the superior temporal gyrus (STG) irrespective of the word familiarity. These results suggested that different cognitive process could be involved in word translation corresponding to English proficiency in Japanese learners of English. These difference on the brain activation patterns between the advanced and elementary group may reflect the difference on the cognitive loads depending on the levels of automatization in one’s language processing. (shrink)

Newborn bloodspot screening programs are some of the longest running population screening programs internationally. Debate continues regarding the need for parents to give consent to having their child screened. Little attention has been paid to how meanings of consent-related terminology vary among stakeholders and the implications of this for practice. We undertook semi-structured interviews with parents, healthcare professionals and policy decision makers in two Canadian provinces. Conceptions of consent-related terms revolved around seven factors within two broad domains, decision-making and information (...) attainment. Decision-making comprised: parent decision authority; voluntariness; parent engagement with decision-making; and the process of enacting choice. Information ascertainment comprised: professional responsibilities ; parent responsibilities; and the need for discussion and understanding prior to a decision. Our findings indicate that consent-related terms are variously understood, with substantive implications for practice. We suggest that consent procedures should be explained descriptively, regardless of approach, so there are clear indications of what is expected of parents and healthcare professionals. Support systems are required both to meet the educational needs of parents and families and to support healthcare professionals in delivering information in a manner in keeping with parent needs. (shrink)

Relational agency is pivotal for understanding how language teachers seek and utilize relational resources in different contexts and grow to be agents of change amid various educational challenges. This study explored how three university teachers of Chinese as a second language enacted their relational agency to enhance their research capacity and sustain their professional development. Data on their personal network development was collected through concentric circle interviews, life-history interviews and written reflections over three months. Thematic (...) analysis was adopted for iterative coding and interpretation of the data. The findings revealed that teachers’ personal networks provided them with value guidance, emotional support and academic support, which exerted differential levels of impact on them to make agentic choices and actions. The study suggests that personal network analysis may serve as a suitable theoretical lens to achieve a multi-layered understanding of relational agency. The study also calls for more efforts to create learning opportunities and spaces in the relational context for teachers to build their career as agentic academics in language teacher education and development programs. (shrink)

We prove two theorems concerning expressive power of relational and functional languages. The theorems have interesting consequences for the history of philosophy and logic.

Considering the close relation between language and theory of mind in development and their tight connection in social behavior, it is no big leap to claim that the two capacities have been related in evolution as well. But what is the exact relation between them? This paper attempts to clear a path toward an answer. I consider several possible relations between the two faculties, bring conceptual arguments and empirical evidence to bear on them, and end up arguing for a (...) version of co-evolution. To model this co-evolution, we must distinguish between different stages or levels of language and theory of mind, which fueled each other’s evolution in a protracted escalation process. (shrink)

Ünal and Papafragou examine what one might call learning “really hard” meanings, that is, evidentials, which linguistically mark the source of information associated with use of a given verb. They explore the relationship between children’s mastery of the relevant nonlinguistic conceptual underpinnings and the linguistic marking of evidentials, and find that the two kinds of mastery show different developmental trajectories, with the relationship far from one‐to‐one. This case study points to the complex and nuanced relationships between language learning and (...) nonlinguistic understanding in the same domain. (shrink)

Language- and music-readiness are demonstrated as related within comparative neuroprimatology by elaborating three hypotheses concerning music-readiness (MR): The (musicological) rhythm-first hypothesis (MR-1), the combinatoriality hypothesis (MR-2), and the socio-affect-cohesion hypothesis (MR-3). MR-1 states that rhythm precedes evolutionarily melody and tonality. MR-2 states that complex imitation and fractionation within the expanding spiral of the mirror system/complex imitation hypothesis (MS/CIH) lead to the combinatorial capacities of rhythm necessary for building up a musical lexicon and complex structures; and rhythm, in connection with (...) repetition and variation, scaffolds both musical form and content. MR-3 states that music’s main evolutionary function is to self-induce affective states in individuals to cope with distress; rhythm, in particular isochrony, provides a temporal framework to support movement synchronization, inducing shared affective states in group members, which in turn enhances group cohesion. This document reviews current behavioural and neurocognitive research relevant to the comparative neuroprimatology of music-readiness. It further proposes to extend MS/CIH through the evolution of the relationship of the language- and music-ready brain, by comparing “affective rhythm” and prosody – i.e. by comparatively approaching the language- and music-emotion link in neuroprimatology. (shrink)

I develop an account of how mathematized theories in physics represent physical systems, in response to the frequent claim that any such account must presuppose a non-mathematized, and usually linguistic, description of the system represented. The account I develop contains a circularity, in that representation is a mathematical relation between the models of a theory and the system as represented by some other model --- but I argue that this circularity is not vicious, in any case refers in linguistic accounts (...) of meaning and representation, and is simply a consequence of the fact that we have no unmediated, representation-independent access to the world. (shrink)

: It is an assertion routinely made that the rise of Chan represents a new stage in the development of Chinese Buddhism. But there can be no philosophical breakthrough without the discovery of new conceptual tools or perspectives. The histories and philosophical meanings of three language-related Chan methods are explored here; it is shown that not only are the methods vital to our understanding of Chan Buddhism but also they explain why Chan is so different from anything Chinese philosophy (...) had seen up until the rise of Chan. (shrink)

In this paper I review the Neo-Davidsonian semantics of prepositional phrases and secondary predication. I argue that certain types of examples pose challenge to this semantics. I present an alternative to the Neo-Davidsonian analysis which successfully deals with the problematic examples. The core idea lies in representing theta-roles not as functions from events to their participants, but rather as argument-labels encoding the role of each argument in a given verb. As a result, natural-language predicates can now be treated in (...) the manner in which relations are treated in the relational model of data, that is, as naming sets of tuples in which every object is given together with its role named by a corresponding attribute (a theta-role). Such a representation allows the employment of relational algebra operators to calculate the extensions of complex predicates (predicates built out of atomic predicates and/or atomic predicates and prepositions). I lay out the foundations of a relational FOL appropriate for the representation of natural-language predicates and present solutions to the problematic examples. From a practical perspective, the expressions of a relational FOL can be translated to a relational algebra or SQL, which makes it possible to operate with these three languages on the same relational model of data. From a philosophical perspective, a relational FOL permits a return to ‘property-based’ semantics, one in which properties named by predicates are those of individuals, and not of events. (shrink)

The most recent version of the “linguistic turn,” the revolution in language theory shaped by Saussure’s structural linguistics and realized in a sweeping revision of investigations throughout the humanities and social sciences, has rushed past the most basic “fact”: that there is language. What has been lost? Almost everything of what Heidegger tried to approach under the name of “ontology” until the word proved too laden by common misapprehension to be of use. Most immediately, this is everything of (...) language that exceeds the order of signification, together with the subject’s engagement with this “excess” that is the (non)ground of history and the material site of all relationality, beginning with that unthought that is widely termed “culture.” Language and Relation returns to this site in close readings of meditations on language by Martin Heidegger, Luce Irigaray, Paul Celan, Walter Benjamin, and Maurice Blanchot. It seeks to move with these authors beyond the order of signification and toward the an-archic grounds of relation (of all relations between self and other, and of relation in general), exploring the possibility for a strong link between issues in modern philosophy of language and contemporary socio-political concerns. (shrink)

Data on toddler language acquisition and use support the idea of a cognitive that can resolve contradictory claims about human-animal similarities. Examples of imagination, aesthetic evaluation, theory of mind (ToM), and language learning reveal higher-order, relational, abstract capabilities early on. Although language itself may be a consequence of exercising this supermodule, it enables further cognitive operations on indirect experience to go far beyond animal accomplishments.

The present study tests a section of the DIET (direct and indirect effects model of text comprehension; Kim, 2017) model and focuses on the relations between early language skills, various facets of mental state understanding, and text comprehension. In a sample of 267 children, I analyzed the relations between language skills (vocabulary, sentence comprehension) at age 3;6, theory of mind (ToM) at age 5;6, mental state language and metacognitive knowledge at age 9;2, and children’s listening and reading (...) comprehension of texts at age 13;7 years. For reading comprehension, results favored a total mediation model that included only direct links from metacognitive knowledge and mental state language to reading comprehension. For listening comprehension, by contrast, a model that also included direct relations from language and ToM in preschool was favored. Metacognitive skills did not mediate the relation between early skills and later text comprehension but, along with mental state language, showed direct relations with reading comprehension beyond listening comprehension. Early language skills showed various indirect relations with later reading comprehension via ToM, mental state language, and listening comprehension, whereas ToM showed only small indirect relations with later reading comprehension via later listening comprehension. These different relations of the various components with later listening in contrast to reading comprehension are discussed. (shrink)

Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders. The aim is achieved by analyzing language-related skills in a sample of bilingual and Italian monolingual children, with and without SLD.Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without (...) SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions.Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found.Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD. (shrink)

Human beings express affinity (Shinwa‐kan in Japanese language) in communicating transactive engagements among healthcare providers, patients and healthcare robots. The appearance of healthcare robots and their language capabilities often feature characteristic and appropriate compassionate dialogical functions in human–robot interactions. Elements of healthcare robot configurations comprising its physiognomy and communication properties are founded on the positivist philosophical perspective of being the summation of composite parts, thereby mimicking human persons. This article reviews Mori's theory of the Uncanny Valley and its (...) consequent debates, and examines "Uncanny" relations with generating healthcare robot conversational content with artificial affective communication (AAC) using natural language processing. With healthcare robots provoking influential physical composition and sensory expressions, the relations in human–healthcare robot transactive engagements are argued as supportive of the design and development in natural language processing. This implies that maintaining human–healthcare robot interaction and assessing the eeriness situations explained in the Uncanny Valley theory are crucial positions for healthcare robot functioning as a valuable commodity in health care. As such, physical features, language capabilities and mobility of healthcare robots establish the primacy of the AAC with natural language processing as integral to healthcare robot–human healthcare practice. (shrink)

Previous studies suggest a relationship between second-language learning and voice recognition processes, but the nature of such relation remains poorly understood. The present study investigates whether phoneme learning relates to voice recognition. A group of bilinguals that varied in their discrimination of a second-language phoneme contrast participated in this study. We assessed participants’ voice recognition skills in their native language at the behavioral and brain electrophysiological levels during a voice-avatar learning paradigm. Second-language phoneme discrimination positively correlated (...) with behavioral and brain measures of voice recognition. At the electrophysiological level, correlations were present at two time windows and are interpreted within the dual-process model of recognition memory. The results are relevant to understanding the processes involved in language learning as they show a common variability for second-language phoneme and voice recognition processes. (shrink)

The relationship of language to cognition, especially in development, is an issue that has occupied philosophers, psychologists, and linguists for centuries. In recent years, the scientific study of sign languages and deaf individuals has greatly enhanced our understanding of deafness, language, and cognition. This Counterpoints volume considers the extent to which the use of sign language might affect the course and character of cognitive development, and presents a variety of viewpoints in this debate. This volume brings the (...) language-thought discussion into a clearer focus, both theoretically and practically, by placing it in the context of children growing up deaf and the influences of having sign language as their primary form of communication. The discussion is also sharpened by having internationally recognized contributors, such as Patricia Siple, Diane Lillo-Martin, and Ruth Campbell, with specialties in varied areas, all converging on a common interest in which each has conducted empirical research. These contributors clarify and challenge the theoretical assumptions that have driven arguments in the language-thought debate for centuries. An introduction by the editors provides a historical overview of the issues as well as a review of empirical findings that have been offered in response to questions about language-thought relations in deaf children. The final chapters are structured in the form of "live" debate, in which each contributor is given the opportunity to respond to the other perspectives presented in this volume. (shrink)

This article attempts to sketch out a view of language as a relational–linguistic spiral by discussing some implications of the thought of Ludwig Wittgenstein for language in general. Language is cast as a spiral which revolves around a center of ‘human relationality’ that anchors all our speech and concepts but which revolves in an ever–widening way into an arena of meaning we call language. Language creates linguistic space for experience and invites one into these (...) new experiences. The borders of our language are thus not the absolute limits of our world but the admitted limits of our experience. Because the enterprise of language is inherently open, there must be a space for theological language and for the possibility at least of the kind of experiences described therein. Tracing the relational ‘vectors’ involved in language can also provide a platform for theological and even inter–religious dialogue. (shrink)

THE FIRST PART OF MY RESPONSE to the commentaries on my earlier paper is about the place of language and logical systems in the understanding of the personal positions that recovering patients occupy in their life experiences. It includes the main reasons for using Frege's philosophy. Thereafter, I make the point that relational positions in recovery extend broader than positions of actor and patient.

Propositional representations are units of information with a relational content. Their relational nature allows for the six distinctive properties of language-of-thought representations. Putting relating at the core of language-of-thought also fits well with the idea that thinking and reasoning are instances of relational behavior. These propositional and behavioral perspectives can be combined within a functional-cognitive framework.

Emotional attenuation in a second language is believed to be one of the main causes of the Moral Foreign Language effect (MFLe). However, evidence on the mediating role of emotion in the relationship between language and moral judgements is limited and mainly derives from unrealistic moral dilemmas. We conducted two studies to investigate (1) whether the MFLe is present in both unrealistic (Study 1) and realistic (Study 2) moral dilemmas, and (2) whether this effect can be attributed (...) to reduced emotionality. In Study 1, the MFLe was found in the moral judgements made by Spanish-English bilinguals. However, the same pattern was not observed in Greek Cypriot-English bilinguals’ moral judgements, and this result was attributed to the prominent role of English in Cyprus. In Study 2, the MFLe extended to realistic moral dilemmas when the outcome of the action entailed the violation of a social norm. Study 1 and Study 2 also revealed that these bilinguals experienced a wide range of emotions in their L1 and L2, which did not differ significantly across languages. Mediation analyses further indicated that the MFLe was not mediated by emotional blunting, which made us consider alternative explanations for the MFLe. (shrink)

We prove completeness for some language-theoretic models of the full Lambek calculus and its various fragments. First we consider syntactic concepts and syntactic concepts over regular languages, which provide a complete semantics for the full Lambek calculus \. We present a new semantics we call automata-theoretic, which combines languages and relations via closure operators which are based on automaton transitions. We establish the completeness of this semantics for the full Lambek calculus via an isomorphism theorem for the syntactic concepts (...) lattice of a language and a construction for the universal automaton recognizing the same language. Finally, we use automata-theoretic semantics to prove completeness of relation models of binary relations and finite relation models for the Lambek calculus without and with empty antecedents and \), thus solving a problem left open by Pentus. (shrink)

In our commentary we elaborate on Barresi & Moore's use of language as a tool. In particular, we highlight the importance of cognitive linguistic research with its emphasis on the relation between morpnosyntax and intentional schemes. We also speculate about how language itself might play a role in children's integration of first and third person knowledge.

This dissertation is an investigation into the relation between mind and language from different perspectives, split up into three interrelated but still, for the most part, self-standing parts. Parts I and II are concerned with the question how thought is affected by language while Part III investigates the scope covered by mind and language respectively. Part I provides a reconstruction of Ludwig Wittgenstein’s famous Private Language Argument in order to apply the rationale behind this line of (...) argument to the relation between mind and language. This argumentative strategy yields the conclusion that reasoning – an important type of thought – is constitutively dependent on language possession and is therefore not available to non-linguistic creatures. This result is achieved by considering the preconditions for reasoning – given that it is a rule-governed activity – and eliminating competitors to language for providing reasoners with what it takes to reason. Part II provides a critical outlook on the wide and highly heterogeneous field of linguistic relativity theories. It is argued that no kind of linguistic relativity whatsoever follows from the conclusion of Part I – i.e., the claim that reasoning is constitutively dependent on having a language. While Part II does not provide a conclusive argument against the linguistic relativity hypothesis, it is argued that endorsement of linguistic relativity theories often rests on a mistaken assumption to the effect that language and culture are interwoven in a way which makes it impossible to separate culture and language, as well as their respective studies. This assumption is undermined by providing examples of languages which clearly predate their culture or do not even have a culture at all. So, the assumption that language and culture are inextricably intertwined is refuted by way of counterexample. Part III provides an in-depth examination of the Principle of Expressibility – prominently endorsed and formulated by John Searle – which claims that whatever can be thought can also be said. The domains of what can be thought and of what can be said are considered in set theoretic terms in order to determine whether one is contained in the other, so that everything we can think can also be adequately communicated. After thorough study of interpretative issues regarding the Principle of Expressibility and consideration of the most pressing potential counterexamples to the principle, we can conclude that we have good reason to believe in the truth of the Principle of Expressibility. In conclusion, the achieved results are related back to prominent positions in the discussion about thought and language which already make their appearance in the very beginning of this investigation. The final chapter of this dissertation reminds us that eminent figures in philosophy have often taken a wrongheaded perspective on the relation between language and thought, so that language has frequently appeared to be an impediment to thought. We can, however, confidently conclude that language, on the contrary, is by far our most apt means for thought and that reasoning would not even be possible without the resources language provides. (shrink)

Previous studies have found the effect of cognitive skills on reading ability, but the role of different reading-related skills in acquisition of Chinese as a second/foreign language remains unexplored. Prior meta-analyses on the relationship between cognitive skills and reading have been conducted primarily in native English-speaking or Mandarin-speaking children. The purpose of the present meta-analysis was to examine the relationship between Chinese reading-related skills and Chinese word reading of CSL/CFL learners. A search of English and Chinese databases yielded 42 (...) effect sizes, comprising 1103 subjects met the criteria for meta-analysis and were included in the final meta-analysis. Results revealed a moderate relationship between phonological awareness, morphological awareness, orthographic awareness, rapid automatized naming and Chinese word reading in CSL/CFL learners. In addition, a moderating effect of length of study on the relationship between phonological awareness and Chinese word reading : phonological awareness and Chinese word reading correlated more strongly for beginning learners than for advanced learners. These results suggest importance of cognitive factors in the acquisition of Chinese word reading as a second language. Results also shed light on the impact of length of study on the influence from phonological awareness to the sensitive period of phonological learning for CSL/CFL learners. (shrink)