摘要：The current paper deals with correlation between cognitive and speech development of children from the socialization perspective. It relies on the assumption that children thinking and speech processes develop asynchronously. The material consists of the experimental results of pilot tests with the use of the associative method. The peculiarities of cognitive and speech development of infants, speaking different languages, are considered. The experimental evidence suggests that preschool-aged children understand adult’s speech in a particular situation. The authors claim that children have better receptive language abilities rather than productive abilities. It is concluded that correlation between cognitive and speech development of children is connected with a dialogic process and mental activity on inter-and intrapsychological levels. The dialogic process shows that mental activity keeps its «quasi-social» character in intrapsychological aspect.
