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Language

Cognition Project
by

Eleia Cowgill

on 11 December 2014

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Transcript of Language

Language
Traumatic
Brain
Injury
Vode lu neep li praz
Blom lu pleck li praz
Neep li pleck li yab
Brain Pathways in Second Language
Learning....
G1: Classroom setting
G2: Immersion setting

ERPs measured

Results: Pathways used in immersion setting were similar to first language
G1
: Recent (2-12 months)
G2
: Chronic (2+ years)

Lille test- verbal and nonverbal communication

PACE situation

Findings: Those who had brain injury for a longer period of time performed better on communication assessments.

Language is so important to students.
Infant Learning
Phase 1
: Teaching abstract words to infants
-Paired abstract word with abstract shape (
Gaffe
and
Tove
)
-Word was considered learned once paired with a new shape and the infants stared longer
Phase 2
: Good and Bad Cues
-Used words from Phase 1
-Placed in good cue or poor cue
EX.
Good Cue
: The army is trying a new bean gaffe hold next week

Poor Cue
: The army is trying a new fang gaffe tine next week
After presenting cue, used Switch Test again to see how well infants learned abstract words

-Good Cues facilitated infant learning
-Poor Cues didn't hurt learning
Results
So What?
"
I don't know who discovered water, but I can promise you it wasn't a fish.
"
Work Smart
and Don't Give Up!
Use of Captions in Foreign Language
Summary
Students would not look as long at captions during short movie that had familiar content
Results
Russian & Spanish vs. Arabic
Chinese & Familiarity
Reference List
1.Morgan-Short, K., Steinhauer, K., Sanz, C.,&Ullman, M. (2012). Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native Like Brain Activation Patterns. Journal of Cognitive Neuroscience, 24(4),933-947.
2. Rousseaux, M.O. (2010). An Analysis of Communication in Conversation After Severe Traumatic Brain Injury.
European Journal of Neurology, 17
(7), 922-929
3. Estes, K.G., (2014). Learning builds on learning: Infants' use of native language sound patterns to learn words.
Journal of Experimental Child Psychology, 126
. 313-327.
4. Winke, P., Gass, S., & Sydorenko, T. (2013). Factors Influencing the Use of Captions by Foreign Language Learners: An Eye-Tracking Study. Modern Language Journal, 97(1), 254-275. doi:10.1111/j.1540-4781.2013.01432.x
We need to constantly be working on our minds and developing connections.
Learning a second Language
Infant learning
Brain Damage
Full transcript