However, new data also indicate that children require a social setting and social interaction with another human being to trigger their computations skills to learn from exposure to language. For example, research shows that young children rely on what has been called “statistical learning,” a form of implicit learning that occurs as children interact in the world, to acquire the language spoken in their culture. In the arena of language development our studies show that children’s early learning is complex and multifaceted. The data indicate that the opportunity to learn from complex stimuli and events are vital early in life, and that success in school begins in infancy.ĭevelopmental studies suggest that children learn more and learn earlier than previously thought. Evidence relating socio-economic status (SES) to brain function for language suggests that SES should be considered a proxy for the opportunity to learn and that the complexity of language input is a significant factor in developing brain areas related to language. There is evidence that children’s early mastery of language requires learning in a social context, and this finding also has important implications for education. In the arena of language, the neural signatures of learning can be documented at a remarkably early point in development, and these early measures predict performance in children’s language and pre-reading abilities in the second, third, and fifth year of life, a finding with theoretical and educational import. Noninvasive, safe functional brain measurements have now been proven feasible for use with children starting at birth. The last decade has produced an explosion in neuroscience research examining young children’s early processing of language that has implications for education.
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