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Journal articles on the topic 'Neuroscience of Language Learning'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Bravo, Luis. "The Paradigm Of Educational Neuroscience And The Learning Of The Written Language: Sixty Years After." Clinical Case Reports and Clinical Study 5, no. 2 (2021): 1–9. http://dx.doi.org/10.61148/2766-8614/jccrcs/084.

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The aim of this article is to present the author's experience regarding the contributions of neurosciences and cognitive psychology to research on the learning of written language from the perspective of the model of scientific paradigms, advanced by the philosopher Thomas Kuhn for the study of the history of science. The article describes the research and the progress made over the last 60 years in the field of cognitive psychology and educational neuroscience with respect to the learning of written language. The knowledge derived from educational neuroscience, based on neuroimaging, reveals

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Williams, John N. "The Neuroscience of Implicit Learning." Language Learning 70, S2 (2020): 255–307. http://dx.doi.org/10.1111/lang.12405.

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Di Carlo, Sergio. "Understanding Cognitive Language Learning Strategies." International Journal of Applied Linguistics and English Literature 6, no. 2 (2017): 114. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.114.

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Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the

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Husain, Andi Musthafa, and Suyadi Suyadi. "Integration of Ibn Sina’s Universal Language Theory and Neuroscience in the Development of Learning Media." Journal of Islamic Thought and Civilization 13, no. 2 (2023): 164–77. http://dx.doi.org/10.32350/jitc.132.11.

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The current research attempted to integrate Ibn Sina's universal language theory and neuroscience in the development of learning media. It adopted a qualitative library method, with data collected from literature related to universal language theory, neuroscience, and the development of learning materials of Ibn Sina through manual and digital searches for relevant references. The data collected was analyzed by using content analysis which encompassed the data reduction, presentation, and the synthesis of new and comprehensive conceptual frameworks. The results showed that Ibn Sina’s universal

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Jumaah, Farqad Malik. "BRAIN-BASED LEARNING THEORY AND ITS IMPACT ON ENGLISH LANGUAGE TEACHING." American Journal Of Social Sciences And Humanity Research 4, no. 8 (2024): 50–61. http://dx.doi.org/10.37547/ajsshr/volume04issue08-04.

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Brain-based learning theory, which is founded on neuroscience principles, optimal educational practices can be enhanced by gaining a deeper grasp of the brain's intrinsic learning mechanisms. According to this theory, students learn best when their lessons are designed to tap into their emotions, use patterns, and engage all of their senses. The use of brain-based learning strategies in ELT has the potential to improve students' ELT outcomes significantly. This abstract focuses on using concepts from neuroscience to teach the English language. It highlights key tactics that can stimulate neura

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Noronha, Gustavo de. "NEUROCIÊNCIA E APRENDIZAGEM DE LÍNGUAS ADICIONAIS: UM DIÁLOGO NECESSÁRIO NO CONTEXTO DA EDUCAÇÃO ATUAL." Revista ft 29, no. 142 (2025): 48–49. https://doi.org/10.69849/revistaft/dt10202501271148.

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NEUROSCIENCE AND ADDITIONAL LANGUAGE LEARNING: A NECESSARY DIALOGUE IN THE CONTEXT OF CURRENT EDUCATION ABSTRACT Neurolinguistics is a branch of neuroscience that studies the neurophysiological mechanisms responsible for language acquisition and use. So, in this area of knowledge, the individual must be able to automatically correlate the dialectic. The incorporation of neuroscience in education brought a significant transformation to the teaching process. This innovative approach allows educators to create more comprehensive courses that meet the individual needs of each student. However, h

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Azis, Abdul, and Suyadi Suyadi. "Arabic Learning Media Based on Neuroscience." Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam 6, no. 1 (2023): 34–44. http://dx.doi.org/10.26555/insyirah.v6i1.6731.

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Learning Arabic cannot be separated from learning media that can carry out the functions of the right brain and left brain, so learning Arabic will run effectively. This study uses a qualitative method with a library research approach. Researchers in data analysis use content analysis method where this method is carried out by identifying information objectively. The result of this discussion is that Arabic learning media that can optimize the left brain and right brain are varied. Neuroscience-based Arabic learning media. The first, using a flash card or word card media. Second, using audio-v

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Iranmanesh, Farzaneh, Mehry Haddad Narafshan, and Mohammad Golshan. "A brain-based model of language instruction: from theory to practice." Research and Development in Medical Education 10, no. 1 (2021): 17. http://dx.doi.org/10.34172/rdme.2021.017.

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Background: A recent trend in second language acquisition and learning has been oriented towards brain-based studies and its association with brain development and plasticity. There are currently unprecedented opportunities for contemporary understanding of the neurological basis of second language (L2) learning owing to recent advances in cognitive neuroscience. Brain functional and structural investigations have contributed remarkably to biological explanations of language acquisition in addition to behavioral explorations. Methods: This study used a meta-analysis of previous findings of fun

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Inage, Shinichi, and Hana Hebishima. "A comprehensive metric for consciousness strength: Integrating real-time responsiveness and long-term learning based on the HLbC model." Neuroscience Chronicles 5, no. 1 (2025): 9–15. https://doi.org/10.46439/neuroscience.5.027.

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This paper presents a novel framework for measuring consciousness strength based on the Human Language-based Consciousness (HLbC) model. While Integrated Information Theory (IIT) quantifies consciousness via integrated information, the HLbC model views consciousness as a post-hoc process, emphasizing language and probabilistic decision-making. By modeling this decision process, a pseudo-Schrödinger equation emerges where the Kullback-Leibler distance replaces spatial coordinates. We propose two metrics for "consciousness strength": one focusing on real-time response and information processing,

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Flavia, P. D'souza, and C. H. Padmanabha. "The role of implicit learning in second language acquisition." i-manager’s Journal on English Language Teaching 14, no. 2 (2024): 66. http://dx.doi.org/10.26634/jelt.14.2.20689.

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A number of academic disciplines, including philosophy, psychology, and neuroscience, are deeply interested in language acquisition. The process of acquiring a language is complicated and includes learning vocabulary, linguistic structures, and communication techniques. The most crucial factor in developing diverse cooperative networks for the generation of new knowledge is the use of three to five languages. Learning a language is different from learning other skills or knowledge because of the unique status of a language. However, in order to be able to use the language, one must also acquir

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Kuhl, Patricia K. "Early Language Learning and Literacy: Neuroscience Implications for Education." Mind, Brain, and Education 5, no. 3 (2011): 128–42. http://dx.doi.org/10.1111/j.1751-228x.2011.01121.x.

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Zhang, Cuiling. "Neuroscience and Translation." International Journal of Translation and Interpreting Research 15, no. 2 (2023): 180–83. http://dx.doi.org/10.12807/ti.115202.2023.r02.

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In the past decades, researchers have established various theories and approaches to explore the nature of translation, this “most complex type of event yet produced in the evolution of the cosmos” (Richard, 1953:250). Especially since the inception of Translation Studies as an academic discipline in the 1970s, translation scholars have drawn extensively on tools, concepts, and theories from other disciplines, such as sociology, anthropology, psychology, and biology in their efforts to explore the many facets of translation and interpreting. Now, neuroscience came to the fore. As the study of

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Jamil, Sobrun, and Ade Nandang. "Konsep Tujuan Pembelajaran Bahasa Arab Berbasis Neurosains dalam Kurikulum Merdeka Belajar." Ta'limi | Journal of Arabic Education and Arabic Studies 4, no. 1 (2025): 1–20. https://doi.org/10.53038/tlmi.v4i1.168.

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The independent learning curriculum has various components that are able to support the working systems of the left and right brain simultaneously. The use of these working systems has the same correlation with the development of neuroscience concepts which is a development of knowledge that originates from human neurons. This research aims to determine the concept of Arabic language curriculum development in terms of the aspect of learning objectives combined with efforts to integrate interdisciplinary science based on neuroscience concepts. The research method used is qualitative research, d

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Po Lan Sham, Dr Diana. "The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era." English Literature and Language Review, no. 59 (September 15, 2019): 158–63. http://dx.doi.org/10.32861/ellr.59.158.163.

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In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model f

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Aguadero Ruiz, Paula. "Cognitive neuroscience." Texto Livre 15 (September 21, 2022): e40506. http://dx.doi.org/10.35699/1983-3652.2022.40506.

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With the objective to demonstrate the real hidden capacities of reading in students with difficulties of learning such as dyslexia with the use of videogames, we have carried out a study with grammar education students. In order to do this, we have revised some literature to present and justify the real case study of an 8-year-old child with reading difficulties. Videogames have been used to show how he has improved his learning. To do this, we have tested his capacities with a standarized reading test (DIP-le) and we have done a follow-up with a videogame called DytectiveU, which is supposed

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Oleksandra, Halchenko. "Neuroscience as a Black Swan of Teacher Training: Adding a Topic in Educational Neuroscience to a CELTA Course." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 16, Special Issue 1 (2025): 439–65. https://doi.org/10.70594/brain/16.s1/34.

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Since little is known about the incorporation of educational neuroscience into foreign language teaching, so many English as a Foreign Language (EFL) teachers heavily rely on the most used teaching methods they learn through Initial Teacher Training programmes (ITT), such as TEFL, CertTESOL, and CELTA. CELTA, which stands for Certificate in English Language Teaching to Adults, is a benchmark of excellence in the field due to its high demand from employers (3/4 English language teaching jobs require a CELTA), its standardised format and practical teaching experience. Even though the CELTA cours

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Kroch, Anthony. "Language learning and language change." Behavioral and Brain Sciences 12, no. 2 (1989): 348–49. http://dx.doi.org/10.1017/s0140525x00049013.

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Mohamad Jailani. "Arabic Language Learning Media in Schools Reviewed from the Perspective of Neuroscience/ Media Pembelajaran Bahasa Arab di Sekolah Ditinjau dari Neurosains." ATHLA : Journal of Arabic Teaching, Linguistic and Literature 4, no. 2 (2023): 119–38. http://dx.doi.org/10.22515/athla.v4i2.7155.

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This research aims to analyze neuroscience-based Arabic language learning media with the goal of facilitating the retention of vocabulary (mufrodat) and proficiency in oral expression (muhadasah). This study is a qualitative literature review. Data is collected through a review of relevant literature from reputable scientific journals and books related to the research. The researcher also supplements secondary data with field data obtained through interviews and observations. The research is conducted at SMK Muhammadiyah 3 Yogyakarta. Data analysis is carried out using content analysis with th

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Flöel, Agnes, Nina Rösser, Olesya Michka, Stefan Knecht, and Caterina Breitenstein. "Noninvasive Brain Stimulation Improves Language Learning." Journal of Cognitive Neuroscience 20, no. 8 (2008): 1415–22. http://dx.doi.org/10.1162/jocn.2008.20098.

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Anodal transcranial direct current stimulation (tDCS) is a reliable technique to improve motor learning. We here wanted to test its potential to enhance associative verbal learning, a skill crucial for both acquiring new languages in healthy individuals and for language reacquisition after stroke-induced aphasia. We applied tDCS (20 min, 1 mA) over the posterior part of the left peri-sylvian area of 19 young right-handed individuals while subjects acquired a miniature lexicon of 30 novel object names. Every subject participated in one session of anodal tDCS, one session of cathodal tDCS, and o

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Fauzi, Muhammad Ilfan. "Pemanfaan Neurosains dalam Desain Pengembangan Kurikulum Bahasa Arab." Arabiyatuna : Jurnal Bahasa Arab 4, no. 1 (2020): 1. http://dx.doi.org/10.29240/jba.v4i1.1095.

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This paper discusses the contribution of neuroscience in the development of the Arabic language curriculum of the modern era with the development of a very strategic and practical reconstruction. One of them is the emergence of integration between nation, brain based learning, and character building using a neuroscience approach. The basic point of this study is the right brain functional statement as the basic for developing the Arabic language curriculum. The purpose of this paper is to provide an understanding that the learning process of Arabic can be integrated with the neuroscience appro

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Cheetham, Dominic. "Multi-modal language input: A learned superadditive effect." Applied Linguistics Review 10, no. 2 (2019): 179–200. http://dx.doi.org/10.1515/applirev-2017-0036.

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AbstractReview of psychological and language acquisition research into seeing faces while listening, seeing gesture while listening, illustrated text, reading while listening, and same language subtitled video, confirms that bi-modal input has a consistently positive effect on language learning over a variety of input types. This effect is normally discussed using a simple additive model where bi-modal input increases the total amount of data and adds redundancy to duplicated input thus increasing comprehension and then learning. Parallel studies in neuroscience suggest that bi-modal integrati

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Halchenko, Oleksandra. "Neuroscience as a Black Swan of Teacher Training: Adding a Topic in Educational Neuroscience to a CELTA Course." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 16, no. 1 Sup1 (2025): 439. https://doi.org/10.70594/brain/16.s1/34.

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<p dir="ltr"><span> </span><span>Since little is known about the incorporation of educational neuroscience into foreign language teaching, so many English as a Foreign Language (EFL) teachers heavily rely on the most used teaching methods they learn through Initial Teacher Training programmes (ITT), such as TEFL, CertTESOL, and CELTA. CELTA, which stands for Certificate in English Language Teaching to Adults, is a benchmark of excellence in the field due to its high demand from employers (3/4 English language teaching jobs require a CELTA), its standardised format and p

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Sinaga, Yuli Rian Andriyani, Herliani, Didimus Tanah Boleng, Elsje Theodora Maasawet, Akhmad, and Vandalita M. M. Rambitan. "Development of Neuroscience-Based Biology Learning Media to Increase Learning Motivation and Cognitive Learning Outcomes of Tenggarong High School Students." Jurnal Penelitian Pendidikan IPA 10, no. 6 (2024): 2916–26. http://dx.doi.org/10.29303/jppipa.v10i6.7314.

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Neuroscience-based learning is a field of neuroscience study that focuses on studying educational concepts from the perspective of the brain's working system. It turns out that teachers and parents still rarely pay attention to this field of study, which has led to the emergence of a learning atmosphere that is passive and not optimal in stimulating nerve cells in the human brain. The results of initial observations carried out on 22-28 April 2021 on high school teachers and students in Tenggarong (SMA Negeri 1 Tenggarong, SMA Negeri 2 Tenggarong, SMA Negeri 3 Tenggarong) showed that there wer

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Cacchione, Annamaria, Emma Procter-Legg, Sobah Petersen, and Marcus Winter. "A Proposal for an Integrated Evaluation Framework for Mobile Language Learning: Lessons Learned from SIMOLA - Situated Mobile Language Learning." JUCS - Journal of Universal Computer Science 21, no. (10) (2015): 1248–68. https://doi.org/10.3217/jucs-021-10-1248.

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The main aim of this paper is to share our experiences and lessons learned from a MALL project, the EU LLP Project SIMOLA. The SIMOLA project focused on user generated or crowd-sourced language content to support mobile, situated and collaborative learning [Petersen et al., 14] via an Android-based app called LingoBee. This paper will analyse key elements for successful mobile language learning by considering two different but complementary fields of investigation: the neuroscience of learning and mobile language learning. Furthermore it will propose an integrated framework to evaluate mobile

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LI, PING, and ANGELA GRANT. "Second language learning success revealed by brain networks." Bilingualism: Language and Cognition 19, no. 4 (2015): 657–64. http://dx.doi.org/10.1017/s1366728915000280.

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A recent movement in cognitive neuroscience is the study of brain networks through functional and effective connectivity. The brain networks approach has already found its influences in the study of the neurobiology of language, but has yet to impact research in the neurocognition of bilingualism and second language. In this article, we briefly review some preliminary evidence in this emerging field and suggest that the understanding of the dynamic changes in brain networks enables us to capture second language learning success, thereby providing new insights into the neural bases of individua

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Mendez Aguilera, Pedro Julio, Italo Rigoberto Carabajo Romero, and Ketty Zoraida Vergara Mendoza. "Neuroscience in the teaching of English." Pro Sciences: Revista de Producción, Ciencias e Investigación 2, no. 13 (2018): 3–10. http://dx.doi.org/10.29018/issn.2588-1000vol2iss13.2018pp3-10.

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This study seeks to give an approximation to the role of the use of neuroscience in the teaching of the English language, to create educational resources to a language with a communicative approach teaching and reflecting on the implementation of methodological strategies congruent to modern education, is made a revision to new contributions in the pedagogical field, which include neural studies to see more closely how it develops and mature central nervous system and the brain, so now that the emphasis on learning a foreign language has become popular in recent decades, arduous way seeks to m

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Aamodt, Caitlin M., Madza Farias-Virgens, and Stephanie A. White. "Birdsong as a window into language origins and evolutionary neuroscience." Philosophical Transactions of the Royal Society B: Biological Sciences 375, no. 1789 (2019): 20190060. http://dx.doi.org/10.1098/rstb.2019.0060.

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Humans and songbirds share the key trait of vocal learning, manifested in speech and song, respectively. Striking analogies between these behaviours include that both are acquired during developmental critical periods when the brain's ability for vocal learning peaks. Both behaviours show similarities in the overall architecture of their underlying brain areas, characterized by cortico-striato-thalamic loops and direct projections from cortical neurons onto brainstem motor neurons that control the vocal organs. These neural analogies extend to the molecular level, with certain song control reg

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Musskopf, Ângela, and Débora Nice Ferrari Barbosa. "Executive functions in English second language learning." BELT - Brazilian English Language Teaching Journal 13, no. 1 (2022): e42927. http://dx.doi.org/10.15448/2178-3640.2022.1.42927.

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Recently, neuroscience studies have helped the field of Education to understand how the brain processes information and how teachers can benefit from this knowledge, specially related to Executive Functions (EFs). EFs can be described as the set of skills which allow us to perform the necessary actions to achieve a goal. There are three core EFs: working memory, inhibitory control, and cognitive flexibility. In the field of second language teaching and learning, are these skills integrated into the classroom practice by teachers? If so, how? Does it benefit students’ learning somehow? Also, ar

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Navarro Rincón, Antonia, María José Carrillo López, César Augusto Solano Galvis, and Laura Isla Navarro. "Neurodidactics of Languages: Neuromyths in Multilingual Learners." Mathematics 10, no. 2 (2022): 196. http://dx.doi.org/10.3390/math10020196.

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From the perspective of neuroscience applied to education and the teaching of foreign languages, this exploratory study analyzes the beliefs and conceptions about the functioning of the brain and language learning in students enrolled in Education degrees at the Melilla campus of the University of Granada. The sample consisted of 397 participants. The data collection was carried out by means of a questionnaire designed for this purpose, consisting of questions related to the context and linguistic background of the respondents and to educational neuromyths regarding language learning. The data

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Bice, Kinsey, and Judith F. Kroll. "Native language change during early stages of second language learning." NeuroReport 26, no. 16 (2015): 966–71. http://dx.doi.org/10.1097/wnr.0000000000000453.

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Готцева, Маріана. "A Neurocognitive Perspective on Language Acquisition in Ullman’s DP Model." East European Journal of Psycholinguistics 4, no. 2 (2017): 24–33. http://dx.doi.org/10.29038/eejpl.2017.4.2.got.

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In the last few decades, the studies in second language acquisition have not answered the question what mechanisms a human’s brain uses to make acquisition of language(s) possible. A neurocognitive model which tries to address SLA from such a perspective was suggested by Ullman (2005; 2015), according to which, “both first and second languages are acquired and processed by well-studied brain systems that are known to subserve particular nonlanguage functions” (Ullman, 2005: 141). The brain systems in question have analogous roles in their language and nonlanguage functions. This article is mea

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Aguado, Luis. "Neuroscience of Pavlovian Conditioning: A Brief Review." Spanish Journal of Psychology 6, no. 2 (2003): 155–67. http://dx.doi.org/10.1017/s1138741600005308.

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Current knowledge on the neuronal substrates of Pavlovian conditioning in animals and man is briefly reviewed. First, work on conditioning in aplysia, that has showed amplified pre-synaptic facilitation as the basic mechanism of associative learning, is summarized. Then, two exemplars of associative learning in vertebrates, fear conditioning in rodents and eyelid conditioning in rabbits, are described and research into its neuronal substrates discussed. Research showing the role of the amygdala in fear conditioning and of the cerebellum in eyelid conditioning is reviewed, both at the circuit a

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PONOMARENKO, N., G. TIMCHENKO, and G. NEUSTROIEVA. "THE IMPACT OF ARTIFICIAL INTELLIGENCE ON LANGUAGE LEARNING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 34 (December 18, 2024): 185–89. https://doi.org/10.33989/2075-146x.2024.34.318106.

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In recent years, due to the rapid development of computer science, artificial intelligence has entered a new stage of development. There is a constant impact on changing the methods and concepts of foreign language learning and teaching. Like artificial intelligence, foreign language learning is also closely related to the use of neuroscience, hence artificial intelligence finds its own application in the field of language learning relatively easily. With the rapid development of information technology, the rational use of artificial intelligence in teaching has become an integral trend of mod

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Ania, Lian. "Differentiated learning and evidence from neuroscience: Some implications for Computer-Assisted Language-Learning (CALL) pedagogies." Tạp chí Khoa học Đại học Văn Hiến 6, no. 1 (2018): 5–16. http://dx.doi.org/10.58810/vhujs.6.1.2018.6111.

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Recently, due to the developments in medical technology, the field of neuroscience has been expe- riencing an unparalleled growth, resulting in many breakthroughs in the field’s understanding of how the brain learns and constructs information. The aim of this paper is to review the key findings of this research and propose implications for designing research in CALL. The findings are reviewed against the backdrop of a critique of current CALL research, which continues to show resistance to change and seems unable to offer new directions to second language (L2) pedagogues. This is a conceptual

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McMurray, Bob, and Edward Wasserman. "Variability in languages, variability in learning?" Behavioral and Brain Sciences 32, no. 5 (2009): 459–60. http://dx.doi.org/10.1017/s0140525x09990926.

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AbstractIn documenting the dizzying diversity of human languages, Evans & Levinson (E&L) highlight the lack of universals. This suggests the need for complex learning. Yet, just as there is no universal structure, there may be no universal learning mechanism responsible for language. Language is a behavior assembled by many processes, an assembly guided by the language being learned.

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Schulkin, Jay. "Foraging for Coherence in Neuroscience: A Pragmatist Orientation." Contemporary Pragmatism 13, no. 1 (2016): 1–28. http://dx.doi.org/10.1163/18758185-01301001.

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Foraging for coherence is a pragmatist philosophy of the brain. It is a philosophy anchored to objects and instrumental in understanding the brain. Our age is dominated by neuroscience. A critical common sense underlies inquiry including that of neuroscience. Thus a pragmatist orientation to neuroscience is about foraging for coherence; not overselling neuroscience. Foraging for coherence is the search for adaptation – diverse epistemic orientation tied ideally to learning about oneself, one’s nature, and one’s history in the context of learning about the brain. Neuroscience is about us: Our d

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Zou, Qiaowen, and Zhengcong Liu. "From Theory to Practice: Emotion Regulation in Language Learning via AI." English Language Teaching and Linguistics Studies 7, no. 3 (2025): p54. https://doi.org/10.22158/eltls.v7n3p54.

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The integration of AI-assisted emotion recognition and regulation into language education offers new possibilities for enhancing second language (L2) teaching and learning experiences. This paper examines the role of AI in supporting emotionally intelligent language education by connecting cognitive, emotional, and instructional aspects. Drawing on empirical research from neuroscience, educational psychology, and intelligent tutoring systems, it explores how AI can assist in emotion regulation and improve teaching strategies for both learners and instructors. The findings contribute to the app

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Lieberman, Philip. "Language, evolution, and learning." Behavioral and Brain Sciences 11, no. 03 (1988): 459. http://dx.doi.org/10.1017/s0140525x00058416.

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Thierry, Guillaume, and Patrick Rebuschat. "An Introduction to the Cognitive Neuroscience of Second and Artificial Language Learning." Language Learning 70, S2 (2020): 5–19. http://dx.doi.org/10.1111/lang.12408.

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Syal, Supriya, and Adam K. Anderson. "It takes two to talk: A second-person neuroscience approach to language learning." Behavioral and Brain Sciences 36, no. 4 (2013): 439–40. http://dx.doi.org/10.1017/s0140525x12002130.

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AbstractLanguage is a social act. We have previously argued that language remains embedded in sociality because the motivation to communicate exists only within a social context. Schilbach et al. underscore the importance of studying linguistic behavior from within the motivated, socially interactive frame in which it is learnt and used, as well as provide testable hypotheses for a participatory, second-person neuroscience approach to language learning.

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Krishnan, Saloni. "What Have We Learned About Learning? Reflections from Developmental Psychology and Cognitive Neuroscience." Einstein Journal of Biology and Medicine 29, no. 1 (2016): 26. http://dx.doi.org/10.23861/ejbm20132965.

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Learning is thought to be something at which human beings excel. They learn many things over the course of time from infancy to adulthood, such as how to communicate with others using language, how to manipulate objects, and how to solve problems effectively. But what is the science behind learning? How do people’s brains change as they learn, and does this have anything to do with the strategies they use to learn? In this essay, we briefly outline the changes in how researchers approach the issue of learning across development, with a focus on language learning, and discuss how current neuros

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Fernández, Paula Lorente, Ana Bengoetxea Arrese, Buyse Kris, and Mercedes Pizarro Carmona. "Donde fueres haz lo que vieres. aportaciones de la neurociencia al desarrollo de la competencia pragmÁtica. un nuevo horizonte en la enseñanza del ele." ITL - International Journal of Applied Linguistics 164 (January 1, 2012): 22–38. http://dx.doi.org/10.1075/itl.164.02fer.

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Abstract The current trend in teaching foreign languages is to conceive the development of pragmatic competence as an essential and inseparable part of communicative competence. Today, progress of Cognitive Neuroscience enables one to consider social behavior in neuroanatomical terms: knowing how the brain integrates complex concepts of pragmatic competence proves highly effective in developing methodologies used in the language classroom to address these issues. The use of games and learning by doing in virtual worlds may be regarded as a very interesting option in order to acquire this compe

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Cerda, Vanessa R., Paola Montufar Soria, and Nicole Y. Wicha. "Reevaluating the Language of Learning Advantage in Bilingual Arithmetic: An ERP Study on Spoken Multiplication Verification." Brain Sciences 12, no. 5 (2022): 532. http://dx.doi.org/10.3390/brainsci12050532.

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Many studies of bilingual arithmetic report better performance when verifying arithmetic facts in the language of learning (LA+) over the other language (LA−). This could be due to language-specific memory representations, processes established during learning, or to language and task factors not related to math. The current study builds on a small number of event-related potential (ERP) studies to test this question while controlling language proficiency and eliminating potential task confounds. Adults proficient in two languages verified single-digit multiplications presented as spoken numbe

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Nida Shabbir, Nasir Ullah Khan, and Sabeen Amjad. "The Impact of Age on Second Language Learning." Social Science Review Archives 3, no. 1 (2025): 274–83. https://doi.org/10.70670/sra.v3i1.307.

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This research examines the correlation between age and second language acquisition (SLA), emphasizing the Critical Period Hypothesis (CPH) and age-related variations in phonology, grammar, and vocabulary acquisition. The results indicate that younger learners excel in achieving native-like pronunciation and implicit grammar, but adults exhibit advantages in explicit learning and vocabulary acquisition owing to cognitive maturity and metalinguistic awareness. The study underscores the limited validity of the Critical Period Hypothesis, indicating that second language acquisition results are sha

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Singh, Gundeep, Sahil Sharma, Vijay Kumar, Manjit Kaur, Mohammed Baz, and Mehedi Masud. "Spoken Language Identification Using Deep Learning." Computational Intelligence and Neuroscience 2021 (September 20, 2021): 1–12. http://dx.doi.org/10.1155/2021/5123671.

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The process of detecting language from an audio clip by an unknown speaker, regardless of gender, manner of speaking, and distinct age speaker, is defined as spoken language identification (SLID). The considerable task is to recognize the features that can distinguish between languages clearly and efficiently. The model uses audio files and converts those files into spectrogram images. It applies the convolutional neural network (CNN) to bring out main attributes or features to detect output easily. The main objective is to detect languages out of English, French, Spanish, and German, Estonian

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Yeatman, Jason D., and Alex L. White. "Reading: The Confluence of Vision and Language." Annual Review of Vision Science 7, no. 1 (2021): 487–517. http://dx.doi.org/10.1146/annurev-vision-093019-113509.

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The scientific study of reading has a rich history that spans disciplines from vision science to linguistics, psychology, cognitive neuroscience, neurology, and education. The study of reading can elucidate important general mechanisms in spatial vision, attentional control, object recognition, and perceptual learning, as well as the principles of plasticity and cortical topography. However, literacy also prompts the development of specific neural circuits to process a unique and artificial stimulus. In this review, we describe the sequence of operations that transforms visual features into la

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Grima, Joanne Rita. "Building Bridges - Education and Neuroscience - Speaking a Common Language for the Benefit of Learning." Malta Journal of Education 3, no. 1 (2022): 5–14. http://dx.doi.org/10.62695/oxid9595.

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The Symposium 2022 of the Institute for Education focused on “The Neuroscience of Learning”. It is a known fact that the brain and learning have an intimate link and when learning happens, the brain undergoes a change which can be chemical and structural. The papers presented here provide a remarkable insight into the area of neuroscience and create a connection with learning or the disposition of the individual to learn. The affective domain is placed at the forefront of the studies, highlighting the effect it has on the development of the child and the outcomes of the educational journey. Th

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Costa, Andreia. "Task-Based Learning (TBL) and Cognition." e-TEALS 7, no. 1 (2016): 108–24. http://dx.doi.org/10.1515/eteals-2016-0010.

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AbstractTeaching in the 21st century is a huge challenge and every school has to cope with all the changes that occur within society and be, at the same time, an enjoyable place for the students to develop their skills to live and function in the 21st century society. This paper shows how Task-Based Learning (TBL) can be a valuable option in the foreign language classroom nowadays enabling the students to be active, interact with each other, learn by doing and develop their language knowledge through communicative tasks, replacing the traditional, teacher-centred lessons. At the same time, thi

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Kirby, Simon, Tom Griffiths, and Kenny Smith. "Iterated learning and the evolution of language." Current Opinion in Neurobiology 28 (October 2014): 108–14. http://dx.doi.org/10.1016/j.conb.2014.07.014.

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Kuhl, Patricia K. "Learning and representation in speech and language." Current Opinion in Neurobiology 4, no. 6 (1994): 812–22. http://dx.doi.org/10.1016/0959-4388(94)90128-7.

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