scholarly journals Neuroimaging of language control in bilinguals: neural adaptation and reserve

2016 ◽  
Vol 19 (4) ◽  
pp. 689-698 ◽  
Author(s):  
JUBIN ABUTALEBI ◽  
DAVID W. GREEN
Keyword(s):  
Language Use ◽  
Structural Data ◽  
Target Language ◽  
Major Focus ◽  
Language Understanding ◽  
Core Components ◽  
Language Control ◽  
The Many ◽  
Control Hypothesis ◽  
The Brain

Speaking more than one language demands a language control system that allows bilinguals to correctly use the intended language adjusting for possible interference from the non-target language. Understanding how the brain orchestrates the control of language has been a major focus of neuroimaging research on bilingualism and was central to our original neurocognitive language control model (Abutalebi & Green, 2007). We updated the network of language control (Green & Abutalebi, 2013) and here review the many new exciting findings based on functional and structural data that substantiate its core components. We discuss the language control network within the framework of the adaptive control hypothesis (Green & Abutalebi, 2013) that predicts adaptive changes specific to the control demands of the interactional contexts of language use. Adapting to such demands leads, we propose, to a neural reserve in the human brain.

scholarly journals Limitations on the role of frequency in L2 acquisition

2021 ◽  
pp. 1-31
Author(s):  
CHRISTIANE VON STUTTERHEIM ◽  
MONIQUE LAMBERT ◽  
JOHANNES GERWIEN
Keyword(s):  
Language Use ◽  
Target Language ◽  
L2 Acquisition ◽  
Language Competence ◽  
Motion Event ◽  
Core Components ◽  
Target Languages ◽  
L1 Acquisition ◽  
Event Construal

abstract In the context of theories of statistical learning, frequency of encounter is viewed as a major driving force in L2 acquisition. The present paper challenges this position with respect to core components at the level of language competence which relate to language-specific patterns in cognitive construal. Empirical evidence from very advanced L2 speakers (L1 French, L2 English and L2 German) shows that forms and constructions which are highly frequent in the target languages in the expression of motion events are not used in a target-like form by L2 speakers. The study shows how the basis for language use which is not target-like lies at the level of event construal: conceptual frames, which are language-specific and are deeply anchored in the course of L1 acquisition, drive allocation of attention and the extraction of forms in L2 acquisition. Findings in the domain of spatial cognition show that motion event frames based on the L1 take precedence over frequency of occurrence of forms in the target language as a factor in L2 use.

scholarly journals Gene-Environment Interactions Controlling Energy and Glucose Homeostasis and the Developmental Origins of Obesity

2015 ◽  
Vol 95 (1) ◽  
pp. 47-82 ◽  
Author(s):  
Sebastien Bouret ◽  
Barry E. Levin ◽  
Susan E. Ozanne
Keyword(s):  
Glucose Homeostasis ◽  
Developmental Origins ◽  
Internal Environment ◽  
Major Focus ◽  
Gene Environment ◽  
Health And Disease ◽  
The Many ◽  
Number Of Individuals ◽  
The Brain

Obesity and type 2 diabetes mellitus (T2DM) often occur together and affect a growing number of individuals in both the developed and developing worlds. Both are associated with a number of other serious illnesses that lead to increased rates of mortality. There is likely a polygenic mode of inheritance underlying both disorders, but it has become increasingly clear that the pre- and postnatal environments play critical roles in pushing predisposed individuals over the edge into a disease state. This review focuses on the many genetic and environmental variables that interact to cause predisposed individuals to become obese and diabetic. The brain and its interactions with the external and internal environment are a major focus given the prominent role these interactions play in the regulation of energy and glucose homeostasis in health and disease.

scholarly journals Is There a Brain Microbiome?

2021 ◽  
Vol 16 ◽  
pp. 263310552110187
Author(s):  
Christopher D Link
Keyword(s):  
Animal Models ◽  
Human Brain ◽  
Neurodegenerative Diseases ◽  
Ground Truth ◽  
Healthy Human ◽  
Strong Motivation ◽  
The Many ◽  
The Brain

Numerous studies have identified microbial sequences or epitopes in pathological and non-pathological human brain samples. It has not been resolved if these observations are artifactual, or truly represent population of the brain by microbes. Given the tempting speculation that resident microbes could play a role in the many neuropsychiatric and neurodegenerative diseases that currently lack clear etiologies, there is a strong motivation to determine the “ground truth” of microbial existence in living brains. Here I argue that the evidence for the presence of microbes in diseased brains is quite strong, but a compelling demonstration of resident microbes in the healthy human brain remains to be done. Dedicated animal models studies may be required to determine if there is indeed a “brain microbiome.”

scholarly journals Understanding Quantitative Circadian Regulations Are Crucial Towards Advancing Chronotherapy

Cells ◽  
2019 ◽  
Vol 8 (8) ◽  
pp. 883 ◽  
Author(s):  
Debajyoti Chowdhury ◽  
Chao Wang ◽  
Ai-Ping Lu ◽  
Hai-Long Zhu
Keyword(s):  
Circadian Rhythms ◽  
Molecular Mechanisms ◽  
Temporal Stability ◽  
Biological Rhythms ◽  
Integrative Approach ◽  
Peripheral Tissues ◽  
Innovative Strategies ◽  
Neural Connections ◽  
Core Components ◽  
The Brain

Circadian rhythms have a deep impact on most aspects of physiology. In most organisms, especially mammals, the biological rhythms are maintained by the indigenous circadian clockwork around geophysical time (~24-h). These rhythms originate inside cells. Several core components are interconnected through transcriptional/translational feedback loops to generate molecular oscillations. They are tightly controlled over time. Also, they exert temporal controls over many fundamental physiological activities. This helps in coordinating the body’s internal time with the external environments. The mammalian circadian clockwork is composed of a hierarchy of oscillators, which play roles at molecular, cellular, and higher levels. The master oscillation has been found to be developed at the hypothalamic suprachiasmatic nucleus in the brain. It acts as the core pacemaker and drives the transmission of the oscillation signals. These signals are distributed across different peripheral tissues through humoral and neural connections. The synchronization among the master oscillator and tissue-specific oscillators offer overall temporal stability to mammals. Recent technological advancements help us to study the circadian rhythms at dynamic scale and systems level. Here, we outline the current understanding of circadian clockwork in terms of molecular mechanisms and interdisciplinary concepts. We have also focused on the importance of the integrative approach to decode several crucial intricacies. This review indicates the emergence of such a comprehensive approach. It will essentially accelerate the circadian research with more innovative strategies, such as developing evidence-based chronotherapeutics to restore de-synchronized circadian rhythms.

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

A discussion of apraxia, aphasia, and gestural language

1984 ◽  
Vol 246 (6) ◽  
pp. R884-R887
Author(s):  
N. Helm-Estabrooks
Keyword(s):  
Sign Language ◽  
Cerebral Hemisphere ◽  
Communication Disorder ◽  
Left Cerebral Hemisphere ◽  
Language Behavior ◽  
Normal Language ◽  
Symbolic Gestures ◽  
The Many ◽  
The Relationship ◽  
The Brain

It is understood that damage to the left cerebral hemisphere in adulthood may result in syndromes of language disturbances called the aphasias. The study of these syndromes sheds light on normal language processes, the relationship between language behavior and the brain, and how best to treat aphasic individuals. Aphasia, for some, is a central communication disorder affecting all symbolic behavior in all modalities (i.e., speech, writing, and gesture). Difficulty producing symbolic gestures on command is called apraxia. Others view aphasia as a manifestation of a motor-sequencing disorder affecting all gestural systems including those required for speech movements. These divergent theories of the underlying nature of aphasia can be tested through examination of deaf individuals who use sign language before onset of aphasia. Poizner et al. [Am. J. Physiol. 246 (Regulatory Integrative Comp. Physiol. 15): R868-R883, 1984] studied three such patients with different aphasia syndromes: one patient had a nonsymbolic, motor-sequencing disorder; one had a gestural apraxia; and one had neither. These findings force the conclusion that neither the symbolic nor motor-sequencing theory of aphasia can account for the many varieties of that disorder.

scholarly journals Test de Français Laval-Montreal: Does It Measure What It Should Measure?

2016 ◽  
Vol 32 ◽  
pp. 87
Author(s):  
Romain Schmitt ◽  
Shahrzad Saif
Keyword(s):  
Preservice Teachers ◽  
Language Use ◽  
Target Language ◽  
French Language ◽  
Task Characteristics ◽  
Language Abilities ◽  
High Stakes ◽  
Formation Initiale ◽  
Teacher Training Programs ◽  
Language Needs

This article reports on a study conducted as part of a larger investigation of the predictive validity of the Test de Français Laval-Montreal (TFLM), a high-stakes French language test used for admission and placement purposes for Teacher- Training Programs (TTPs) in major francophone universities in Canada (Schmitt, 2015). The objective of this study is to examine the validity of TFLM tasks for measuring language abilities required by tasks common to the Target Language Use (TLU; Bachman & Palmer, 2010) domains in which preservice teachers are expected to function. Adopting Messick’s conception of construct validity (1989) and Bachman & Palmer’s Framework of Task Characteristics (2010), the study features a comprehensive task analysis detailing the characteristics of TFLM tasks in contrast to those of three major TLU academic and instructional contexts linked to the test. The results of the study are discussed in terms of the standards of validity (Messick, 1996) and qualities of usefulness (Bachman & Palmer, 1996). Findings suggest that TFLM tasks and constructs do not represent those of the TLU contexts and do not address the language needs of preservice teachers as identified by the Ministère de l’Éducation, du Loisir et du Sport (MELS). The implications for the consequential aspect of TFLM validity and the potential nega- tive consequences of TFLM use as an admission test are discussed. Cet article présente une partie d’une étude plus complète sur la validité prédictive du Test de Français Laval-Montréal (TFLM), test de langue française à enjeux critiques utilisé comme test d’admission et de placement dans les programmes de formation initiale en enseignement d’importantes universités francophones au Canada (Schmitt, 2015). Le but de ce e étude est d’analyser la validité des tâches du TFLM à des fins d’évaluation des compétences linguistiques exigées dans les tâches communes aux domaines d’utilisation de la langue cible dans lesquels les enseignants en formation doivent fonctionner (Target Language Use (TLU); Bachman & Palmer, 2010). Basée sur la conception de la validité conceptuelle de Messick (1989) et le cadre d’analyse des caractéristiques des tâches de Bachman & Palmer (2010), l’étude compare de manière détaillée les tâches du TFLM à celles de trois contextes académiques et pédagogiques d’emploi de la langue cible. Les résultats de cette analyse sont évalués en termes de validité (Messick, 1996) et des qualités des tests (Bachman & Palmer, 1996). Les résultats indiquent que les tâches du TFLM et les construits qu’il est sensé évaluer ne correspondent pas à ceux des contextes d’emploi de la langue cible et ne répondent pas aux besoins des ensei- gnants en formation tels qu’identi és par le Ministère de l’Éducation, du Loisir et du Sport (MELS). La validité du TFLM, les conséquences ainsi que les aspects potentiellement négatifs de son utilisation comme test d’admission sont discutés. 

Multiple Memory Systems and Their Support of Language

2014 ◽  
Vol 24 (2) ◽  
pp. 64-73 ◽  
Author(s):  
Jake Kurczek ◽  
Natalie Vanderveen ◽  
Melissa C. Duff
Keyword(s):  
Memory Impairment ◽  
Language Use ◽  
Declarative Memory ◽  
Memory Systems ◽  
Memory And Learning ◽  
Multiple Memory Systems ◽  
History Of Research ◽  
Language And Communication ◽  
History Of ◽  
The Brain

There is a long history of research linking the various forms of memory to different aspects of language. Clinically, we see this memory-language connection in the prevalence of language and communication deficits in populations that have concomitant impairments in memory and learning. In this article, we provide an overview of how the demands of language use and processing are supported by multiple memory systems in the brain, including working memory, declarative memory and nondeclarative memory, and how disruptions in different forms of memory may affect language. While not an exhaustive review of the literature, special attention is paid to populations who speech-language pathologists (SLPs) routinely serve. The goal of this review is to provide a resource for clinicians working with clients with disorders in memory and learning in helping to understand and anticipate the range of disruptions in language and communication that can arise as a consequence of memory impairment. We also hope this is a catalyst for more research on the contribution of multiple memory systems to language and communication.

Pedagogical Descriptions of Language: Grammar

1989 ◽  
Vol 10 ◽  
pp. 187-195 ◽  
Author(s):  
Diane Larsen-Freeman
Keyword(s):  
Language Use ◽  
Research Evidence ◽  
Early Stage ◽  
Language Teachers ◽  
Target Language ◽  
Focus On Form ◽  
Form Versus ◽  
Learner Performance ◽  
Language Form ◽  
Teaching Grammar

For hundreds of years, language educators have alternated between favoring language teaching approaches which focus on language form and those which emphasize language use or which focus on the message (Celce-Murcia 1979). For the greater part of this past decade, it has been the latter which have been fashionable. As a consequence, language teachers have been discouraged from teaching grammar. In fact, during the 1980s explicit grammer instruction has even been proscribed by certain methodologists (Krashen 1982; 1985, Krashen and Terrell 1983, Prabhu 1987). Although this position has been repeatedly assailed (Higgs and Clifford 1982, Long 1983; 1988, Harley and Swain 1984, Pienemann 1984), the proscribers persist. Only as recently as June 1988, Van Patten concluded that “…research evidence to date does not suggest that a focus on form is either necessary or beneficial to early stage learners’ (1988:243). Undeniable is the fact that research has pointed to a difference in learner performance (e.g., type of errors made) depending on whether there is a focus on form or not (Pica 1983, Spada 1987); still to be resolved, and surely an issue which will motivate much research in the next decade, is the extent to which a focus on form versus on a focus on message affects the rate of target language attainment. Such research will hopefully be conducted in a way which disambiguates “focus on form” (Larsen-Freeman and Long 1988, Beretta 1989).

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