8 The Final Frontier

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En provenance du cours de University of Houston System

The Bilingual Brain

142 notes

University of Houston System

The Bilingual Brain

142 notes

This course explores the brain bases of bilingualism by discussing literature relevant to differences in age of initial learning, proficiency, and control in the nonverbal, single language and dual-language literature. Participants will learn about the latest research related to how humans learn one or two languages and other cognitive skills.

À partir de la leçon

Week 8

Office Hours 824:42

8 The Final Frontier2:56

8.1 AoA, Proficiency and Control Interact3:08

8.2 The Nonlinear Dynamics of Bilingualism8:14

8.3 From Cognitive Principles to Brain Principles5:16

8.4 Metaphors of the Mind6:45

8.5 The Bilingual Brain5:49

Rencontrer les enseignants

Arturo E. Hernandez
Professor
Psychology

[MUSIC]

As we wind down this course, we'll consider the different parts and elements

that we've discussed across the entire field that represents the bilingual brain.

We began with the idea of Ribot and the law of regression.

His idea was that as people lost their memories, they would lose them in

a certain order, with certain more fact-based things being lost first,

slowly regressing towards simple words,

gestures, and then essentially a loss of memory.

We extended this idea to consider the nature of the age of acquisition in how

a person learns words and how they learn skills.

And also in how they learn languages, and how early and

late learning differ, specifically this idea of there being a sensory motor

type of processing associated with early learning and more of a cognitive or

conscious type of processing associated with late learning.

We progressed and considered the idea proposed by

Petries that familiarity would play a huge role.

His idea was that initially, the language that would be lost would be

the one that was most familiar to the patient at the time of insult.

We extended these considerations to other venues,

things like chess, motor skills, face processing, and

brought in to our thinking notions proposed by Anders Ericsson

of deliberate practice, the 10,000-hour rule.

Of course, proficiency plays a very large role in bilingualism, and we can consider

how a more proficient language and a less proficient language are processed.

And finally, towards the end of the course, we considered the idea of control,

specifically the need to adapt to different situations,

to use control in order to overcome what's termed by

psychologists the preponderant response, the response that is most likely.

And how bilinguals have to do this in order to activate one language and

switch to the other language, and ultimately how this may lead to

some benefits for those who have to switch from one language to the other often.

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