Brain Learning By Hegel SALAZAR HERBOZO

Do Infants Only Learn "One" Language Well? (3)

2012-01-29T03:46:00.000-08:00

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Do Infants Only Learn "One" Language Well? (3)
“Knowledge Acquired in a Language Is NOT Accessible or Transferable to Another Language”

Recent studies have revealed overlapping language areas in the brain of people who have a strong command of more than one language. This point could be twisted in favour of the myth that the brain has only “limited space” in which to store information relating to language. Other studies on bilingual subjects have shown the activation of distinct areas of a few millimetres when they described what they did that day in their native language, then in the language learned much later (Kim, 1997).

The question of “language areas” in multilingual individuals has thus not yet been resolved. But from this lack of resolution, it is wrong to claim that the strong command of one’s native language is weakened when a second language is learned. Abundant cases of multilingual experts are living proof that this is not so. Students who learn a foreign language at school do not get weaker in their native language but instead advance in both.

“Knowledge acquired in a language is not accessible or transferable to another language” is another myth and one of the most counter-intuitive. Anyone who learns a difficult concept in one language – for example evolution – can understand it in another language. If there is incapacity to explain the concept in the second language, it is due to a lack of vocabulary not a decrease in knowledge.

Experiments have found that the more knowledge is acquired in different languages, the more it is stored in areas far away from the area reserved for language: it is not only preserved in the form of words but in other forms such as images. Multilingual individuals may no longer remember in what language they learned certain things – they may forget after a while if they read a particular article or saw a particular film, for example, in French, in German, or in English.

"Understanding the Brain", The Birth of a Learning Science, 2007, page 118

Do Infants Only Learn "One" Language Well? (2)

2011-12-31T19:10:00.001-08:00

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Brain Learning By Hegel SALAZAR HERBOZO

Do Infants Only Learn "One" Language Well? (3)

Do Infants Only Learn "One" Language Well? (2)

Do Infants Only Learn "One" Language Well? (1)

Have We Two Brains? (5)

Have We Two Brains? (4)

Have We Two Brains? (3)

Have We Two Brains? (2)

Have We Two Brains? (1)

The Brain Is 100% Active

Did We only Use 10% of our Brain? (2)

Did We Only Use 10% of our Brain?

In The Man There Are NOT Critical Periods To Learning

When Certain Matters Must be Learnt?

Everything Important Is Decided By The Age of Three?

What is a “neuromyth”?

“Reading in a Bilingual Environment”

The Intelligence Is Changing

Is There The "Emotional Intelligence"?

Are There "Multiple Intelligences"?

The Intelligence Consists Of Three Main Aspects?

The School 2.0: Seven Tips For Educator

Can We Improve Our Ability To Learn? (3)

Can We Improve Our Ability To Learn? (2)

Can We Improve Our Ability To Learn? (1)

Types of Memory

Conclusions: The "Brain-based Learner"

The Twelve Principles for Brain-Based Learning

Improve Your Memory (3)

Improve Your Memory (2)

Improve Your Memory (1)

Nature and Nurture of the Brain

Get Their Children Interested in Music

The Brain and the Meeting of Different Cultures

Linguistically-mediated Literacy Development (2)

Linguistically-mediated Literacy Development (1)

The “Dual Route” Theory for Reading

Literacy Being Built “on Top of” Language

Literacy in the Brain

Language and Developmental Sensitivities: Begin Early (4)

Grammar and Its Developmental Sensitivities (3)

Phonetic and Its Developmental Sensitivities (2)

Language and Developmental Sensitivities (1)

Read Requires Complex Skills (2)

Read Requires Complex Skills (1)

When the Brain Cannot Learn To Read (2)

When the Brain Cannot Learn To Read (1)

We Were Never Born to Read

E-Learning

When you Learn, Do NOT Care the Gender

Developing Difference: Sex/Gender (2)

Developing Difference: Sex/Gender (1)

The Female Brain

Gender Differences Between Teenaged Brains

Prefrontal Cortex - Our Moral Monitor

The Sleep and the Child Development

“How Much is Enough?”

Take Care of your Children's Sleep

The Sleep Disturbances and the Learning

The Sleeping and Learning

The Sleep and the Health

Social Interactions and the Brain

The Importance of Omega-3 Fatty Acids

Childhood Plasticity (1)

The Breakfast and the Learning

Brain Fitness

Use it or Lose it

Plasticity in the Adulthood and the Elderly

Brain Changes During the Adolescence

Teenage Brain “Work in Progress”

Sensitive Periods in the Language

Childhood Plasticity (2) (Only Til 3 Years?)

Plasticity and Sensitive Periods

The Brain Plasticity

The Memory

The Intelligence

The Emotions

Dispelling “Neuromyths”

Numeracy and the Brain

Language, Literacy and the Brain