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Neuroemergentism, (NM) is a novel framework which has sought to consider language development as involving the organization and reorganization of cognition and its underlying neural substrate. Work to support this framework comes from studies of language and cognitive development. In this talk, I will focus on two separate levels, the sensorimotor plasticity needed to adjust to new input and the cognitive flexibility needed to select between these competing sources of information. This talk will discuss both these levels with regard to the neurocognitive adaptations seen in bilinguals. This will include structural brain differences in monolinguals and bilinguals that vary in the age of second language acquisition. In the second part, of the talk work that has focused on the cognitive flexibility will be presented. This will focus on the adaptations of the basal ganglia and frontostriatal tracts as a gating mechanism crucial for selecting the correct motor response. This includes newer work which links genes associated with dopamine to cognitive and language flexibility in bilinguals. The ways in which sensorimotor plasticity and cognitive flexibility represent accurate but incomplete conceptualizations of the competitive processes involved in language and cognitive processing will be discussed. The talk will conclude with potential future directions using an NM framework.
Event date: 15/03/2024
Speaker: Prof. Arturo E. HERNANDEZ (University of Houston)
Hosted by: Faculty of Humanities
- Subjects:
- Language and Languages
- Keywords:
- Language acquisition Code switching (Linguistics) Psycholinguistics Bilingualism
- Resource Type:
- Video
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e-book
In Placing the History of College Writing, Nathan Shepley argues that pre-1950s composition history, if analyzed with the right conceptual tools, can pluralize and clarify our understanding of the relationship between the writing of college students and the writing's physical, social, and discursive surroundings. Even if the immediate outcome of student writing is to generate academic credit, Shepley shows, the writing does more complex rhetorical work. It gives students chances to uphold or adjust institutional codes for student behavior, allows students and their literacy sponsors to respond to sociopolitical issues in a city or state, enables faculty and administrators to create strategic representations of institutional or program identities, and connects people across disciplines, occupations, and geographic locations. Shepley argues that even if many of today's composition scholars and instructors work at institutions that lack extensive historical records of the kind usually preferred by composition historians, those scholars and teachers can mine their institutional collections for signs of the various contexts with which student writing dealt.