Brain Plasticity and the Learning Process: Implications for Education Young children learn at an astounding rate, much more rapidly than adults (Chugani, Phelps, & Mazziotta, 1987; Stein, Brailowsky, & Will, 1995; Wesson, 2001). This rapid acquisition of knowledge may be largely an attribute of concurrent brain development, but neuroimaging of brain activity suggests that the nature of the experience ... Article
Article  |   October 01, 2002
Brain Plasticity and the Learning Process: Implications for Education
Author Affiliations & Notes
  • Terry L. Hallett
    The University of Akron, Akron, OH
Article Information
Cultural & Linguistic Diversity / Attention, Memory & Executive Functions / Articles
Article   |   October 01, 2002
Brain Plasticity and the Learning Process: Implications for Education
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, October 2002, Vol. 8, 15-17. doi:10.1044/cds8.3.15
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, October 2002, Vol. 8, 15-17. doi:10.1044/cds8.3.15
Young children learn at an astounding rate, much more rapidly than adults (Chugani, Phelps, & Mazziotta, 1987; Stein, Brailowsky, & Will, 1995; Wesson, 2001). This rapid acquisition of knowledge may be largely an attribute of concurrent brain development, but neuroimaging of brain activity suggests that the nature of the experience afforded young children may be particularly compatible with learning.
Remote sensing and computer modeling technology provide new insights into complex mental activity during learning. This article examines three aspects of brain activity associated with cognitive linguistic processing that may help explain the success of child learning: (a) activation of multiple brain areas during language and learning and similar activation during recall, (b) the attentional system that mediates multiple threads of attention, and (c) the limbic system, the brain’s emotional engine.
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