Second-language learning and changes in the brain

Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the...

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Veröffentlicht in:	Journal of neurolinguistics Jg. 21; H. 6; S. 509 - 521
Hauptverfasser:	Osterhout, Lee, Poliakov, Andrew, Inoue, Kayo, McLaughlin, Judith, Valentine, Geoffrey, Pitkanen, Ilona, Frenck-Mestre, Cheryl, Hirschensohn, Julia
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	England Elsevier Ltd 01.11.2008 Elsevier
Schlagworte:	Bilingualism Brain Cognitive science Cognitive Sciences ERPs Event Related Potentials Humanities and Social Sciences Language Processing Life Sciences N400 Neurons and Cognition Neuroscience P600 Plasticity Psychology Second language Second Language Instruction Second Language Learning Sociology VBM ERPs VBM N400 P600 Language processing Plasticity Second language
ISSN:	0911-6044, 1873-8052
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Abstract	Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom-based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners’ brains. These changes can occur during the earliest stages of L2 acquisition.
AbstractList	Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom-based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners' brains. These changes can occur during the earliest stages of L2 acquisition. Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom-based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners' brains. These changes can occur during the earliest stages of L2 acquisition.Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom-based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners' brains. These changes can occur during the earliest stages of L2 acquisition. Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom-based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners' brains. These changes can occur during the earliest stages of L2 acquisition. [Copyright 2008 Elsevier Ltd.]
Author	Pitkanen, Ilona Hirschensohn, Julia Osterhout, Lee Valentine, Geoffrey Inoue, Kayo McLaughlin, Judith Poliakov, Andrew Frenck-Mestre, Cheryl
AuthorAffiliation	d Centre National de la Recherche Scientifique, Aix-Marseille University, Aix-en-Provence, FRANCE b Department of Biological Structure, University of Washington, Seattle, WA 98195 USA c Department of Linguistics, University of Washington, Seattle, WA 98195 USA a Department of Psychology, University of Washington, Seattle, WA 98195 USA
AuthorAffiliation_xml	– name: a Department of Psychology, University of Washington, Seattle, WA 98195 USA – name: b Department of Biological Structure, University of Washington, Seattle, WA 98195 USA – name: d Centre National de la Recherche Scientifique, Aix-Marseille University, Aix-en-Provence, FRANCE – name: c Department of Linguistics, University of Washington, Seattle, WA 98195 USA
Author_xml	– sequence: 1 givenname: Lee surname: Osterhout fullname: Osterhout, Lee email: losterho@u.washington.edu organization: Department of Psychology, University of Washington, Seattle, WA 98195, USA – sequence: 2 givenname: Andrew surname: Poliakov fullname: Poliakov, Andrew organization: Department of Biological Structure, University of Washington, Seattle, WA 98195, USA – sequence: 3 givenname: Kayo surname: Inoue fullname: Inoue, Kayo organization: Department of Psychology, University of Washington, Seattle, WA 98195, USA – sequence: 4 givenname: Judith surname: McLaughlin fullname: McLaughlin, Judith organization: Department of Psychology, University of Washington, Seattle, WA 98195, USA – sequence: 5 givenname: Geoffrey surname: Valentine fullname: Valentine, Geoffrey organization: Department of Psychology, University of Washington, Seattle, WA 98195, USA – sequence: 6 givenname: Ilona surname: Pitkanen fullname: Pitkanen, Ilona organization: Department of Psychology, University of Washington, Seattle, WA 98195, USA – sequence: 7 givenname: Cheryl surname: Frenck-Mestre fullname: Frenck-Mestre, Cheryl organization: Centre National de la Recherche Scientifique, Aix-Marseille University, Aix-en-Provence, France – sequence: 8 givenname: Julia surname: Hirschensohn fullname: Hirschensohn, Julia organization: Department of Linguistics, University of Washington, Seattle, WA 98195, USA
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Snippet	Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when...
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SubjectTerms	Bilingualism Brain Cognitive science Cognitive Sciences ERPs Event Related Potentials Humanities and Social Sciences Language Processing Life Sciences N400 Neurons and Cognition Neuroscience P600 Plasticity Psychology Second language Second Language Instruction Second Language Learning Sociology VBM
Title	Second-language learning and changes in the brain
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