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Related Concept Videos

Language Development01:22

Language Development

367
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
367
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

855
Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
855
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

809
Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
809

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Related Experiment Video

Updated: Jul 4, 2025

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning
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Developmental changes in brain activation during novel grammar learning in 8-25-year-olds.

W M Menks1, C Ekerdt2, K Lemhöfer2

  • 1Donders Institute for Brain, Cognition and Behaviour, Radboud University and Radboud University Medical Center, Nijmegen, the Netherlands; Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands.

Developmental Cognitive Neuroscience
|January 26, 2024
PubMed
Summary

Adults outperform children in learning new grammar, contrary to popular belief. Brain activation patterns are similar, but younger children show less neural activity, impacting grammar learning success.

Keywords:
DevelopmentFunctional magnetic resonance imaging (fMRI)Grammar learningInitial learningSecond language acquisition

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Area of Science:

  • Neuroscience
  • Psycholinguistics
  • Developmental Psychology

Background:

  • Grammar learning success is known to vary with age, but the underlying reasons are unclear.
  • Previous assumptions suggested children have an advantage over adults in second language acquisition.

Purpose of the Study:

  • To investigate the direct effects of age on grammar learning ability and its neural correlates.
  • To examine functional MRI (fMRI) activation during implicit grammar learning across a wide age range.

Main Methods:

  • Functional MRI (fMRI) was used to study 165 Dutch-speaking individuals aged 8-25 years.
  • Participants implicitly learned a new grammatical system while undergoing fMRI scans.
  • Behavioral data on grammar learning performance were collected and analyzed.

Main Results:

  • Adults outperformed children in grammar learning, challenging the notion of a childhood advantage.
  • A significant positive linear correlation between age and performance was observed from 8 to 15.4 years, with no further effect beyond this age.
  • fMRI data revealed similar brain region activation in adults and children during learning, but children exhibited lower activation levels.

Conclusions:

  • Neural networks for initial grammar learning appear continuous across development.
  • Age-dependent differences in neural activation levels, particularly in younger individuals, may influence developmental trajectories in grammar acquisition.
  • These findings offer new insights into the neural basis of age-related variations in second language grammar learning.