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Language is the primary means through which people convey their thoughts, ideas, emotions, and intentions to others. Effective communication facilitates social interaction, collaboration, and the exchange of information across diverse contexts. It serves as a vehicle for preserving and transmitting cultural heritage from one generation to the next, fostering a sense of belonging and identity among speakers. Language is fundamental in education because it is how knowledge is obtained, shared, and assessed. Input, practice, feedback, and cultural immersion are all components of the dynamic and multidimensional process of language learning, which promotes cognitive growth, linguistic competency, and problem-solving abilities. Delving into the intricate workings of the human mind is a means of unraveling the Cognitive Tapestry. The very language we use influences the way we understand our environment and perceive the ultimate reality we live in. Language and thought are fundamental aspects of cognitive development in humans, each contributing to their ability to communicate, understand others, and navigate the world around them. This paper focuses on the psycholinguistic elements, language, and human thought and the former’s inevitable influence on the latter, as a cognitive process with regard to Linguistic relativity hypothesis. Further, this paper provides insights on the close relationship between language and the mental language in thought production using Language of Thought Hypothesis (LOTH).
Shivani et al. (Tue,) studied this question.