What does the cognitive theory of language argue regarding the learning of language?

The cognitive theory of language posits that language development is closely tied to cognitive development. Specifically, it argues that language skills emerge as children develop their cognitive abilities. According to this perspective, children first develop cognitive skills and understanding of the world around them, which then allows them to acquire language more effectively. This sequence suggests that language capabilities are fundamentally rooted in cognitive processes, meaning that a child's ability to reason, think symbolically, and understand concepts lays the groundwork for their ability to use and understand language.

The idea that language follows cognitive development highlights the importance of intellectual growth in the early stages of a child's life. As children's thinking becomes more sophisticated, their language use becomes more complex and nuanced. This relationship underscores why children often demonstrate cognitive milestones before they are able to express those ideas through language.

In contrast, the other options suggest different relationships between language and cognition that do not align with this cognitive theory. For instance, proposing that language development occurs simultaneously with cognition or that children learn language before developing concepts contradicts the established view that cognitive skills provide a foundation for language acquisition. Similarly, stating that cognition is not needed for language acquisition directly opposes the cognitive theory's fundamental premise.