The Cognitive Neuroscience of Second Language Acquisition (The Language Learning Max Planck Institute for Psycholinguistics Cognitive Neuroscience Series)

The Cognitive Neuroscience of Second Language Acquisition (The Language Learning Max Planck Institute for Psycholinguistics Cognitive Neuroscience Series)

from: Wiley-Blackwell List Price: $42.95 Amazon.com's Price: $36.51 You Save: $6.44 (15%) as of 11/22/2009 03:20 EST Used Price: $25.00 Third Party New Price: $35.02 Availability: Usually ships in 24 hours This item ships for FREE with Super Saver Shipping. Binding: Paperback Dewey Decimal Number: 612.8233 EAN: 9781405155427 Edition: 1 ISBN: 1405155426 Label: Wiley-Blackwell Manufacturer: Wiley-Blackwell Number Of Items: 1 Number Of Pages: 300 Publication Date: August 18, 2006 Publisher: Wiley-Blackwell Studio: Wiley-Blackwell Related Items: The Neurobiology of Learning: Perspectives from Second Language Acquisition The Handbook of Second Language Acquisition (Blackwell Handbooks in Linguistics) Oxford Handbook of Psycholinguistics (Oxford Library of Psychology) Second Language Acquisition: An Introductory Course (Topics in Applied Psycholinguistics) Using Priming Methods in Second Language Research (Second Language Acquisition Research Series) see more Browse for similar items by category: Click to Display Editorial Review: Product Description: The articles in this volume explore the cognitive neuroscience of second language acquisition from the perspectives of critical/sensitive periods, maturational effects, individual differences, neural regions involved, and processing characteristics. The research methodologies used include functional magnetic resonance imaging (fMRI), positron emission tomography (PET), and event related potentials (ERP). Questions addressed include: Which brain areas are reliably activated in second language processing? Are they the same or different from those activated in first language acquisition and use? What are the behavioral consequences of individual differences among brains? What are the consequences of anatomical and physiological differences, learner proficiency effects, critical/sensitive periods? What role does degeneracy, in which two different neural systems can produce the same behavioral output, play? What does it mean that learners' brains respond to linguistic distinctions that cannot be recognized or produced yet? The studies in this volume provide initial answers to all of these questions.