Some people seem to pick up a second language with relative ease, while others have a much more difficult time.
Now, a new study suggests that learning to understand and read a second language may be driven, at least in part, by our ability to pick up on statistical regularities.
Some research suggests that learning a second language draws on capacities that are language-specific, while other research suggests that it reflects a more general capacity for learning patterns.
According to psychological scientist and lead researcher Ram Frost of Hebrew University, the data from the new study clearly point to the latter:
“These new results suggest that learning a second language is determined to a large extent by an individual ability that is not at all linguistic,” says Frost.
May 27, 2013
Language is in our biology
A good working memory is perhaps the brain’s most important system when it comes to learning a new language.
But it appears that working memory is first and foremost determined by our genes.
Whether you struggle to learn a new language, or find it relatively easy to learn, may be largely determined by “nature.”
That’s the conclusion of researchers from the Norwegian University of Science and Technology (NTNU), who have studied language skills in Norwegian elementary school students.
But it appears that working memory is first and foremost determined by our genes.
Whether you struggle to learn a new language, or find it relatively easy to learn, may be largely determined by “nature.”
That’s the conclusion of researchers from the Norwegian University of Science and Technology (NTNU), who have studied language skills in Norwegian elementary school students.
May 23, 2013
Schools Should Provide Opportunities for 60 Minutes of Daily Physical Activity to All Students
Given the implications for the overall health, development, and academic success of children, schools should play a primary role in ensuring that all students have opportunities to engage in at least 60 minutes per day of vigorous or moderate-intensity physical activity, says a new report from the Institute of Medicine.
Recent estimates suggest that only about half of school-age children meet this evidence-based guideline for promoting better health and development.
The report recommends that most daily physical activity occur during regular school hours in physical education classes, recess or breaks, and classroom exercises, with additional opportunities available through active commutes to and from school, before- and after-school programs, and participation in intramural or varsity sports.
Recent estimates suggest that only about half of school-age children meet this evidence-based guideline for promoting better health and development.
The report recommends that most daily physical activity occur during regular school hours in physical education classes, recess or breaks, and classroom exercises, with additional opportunities available through active commutes to and from school, before- and after-school programs, and participation in intramural or varsity sports.
Full report (free)
May 22, 2013
“Boys will be boys” in U.S., but not in Asia
A new study shows there is a gender gap when it comes to behavior and self-control in American young children – one that does not appear to exist in children in Asia.
In the United States, girls had higher levels of self-regulation than boys.
Self-regulation is defined as children’s ability to control their behavior and impulses, follow directions, and persist on a task. It has been linked to academic performance and college completion, in past studies by Oregon State University researchers.
In three Asian countries, the gender gap in the United States was not found when researchers directly assessed the self-regulation of 3-6 year olds.
“These findings suggest that although we often expect girls to be more self-regulated than boys, this may not be the case for Asian children,” said Shannon Wanless, lead author of the study.
In the United States, girls had higher levels of self-regulation than boys.
Self-regulation is defined as children’s ability to control their behavior and impulses, follow directions, and persist on a task. It has been linked to academic performance and college completion, in past studies by Oregon State University researchers.
In three Asian countries, the gender gap in the United States was not found when researchers directly assessed the self-regulation of 3-6 year olds.
“These findings suggest that although we often expect girls to be more self-regulated than boys, this may not be the case for Asian children,” said Shannon Wanless, lead author of the study.
May 16, 2013
Most Math Being Taught in Kindergarten Is Old News to Students
Kindergarten teachers report spending much of their math instructional time teaching students basic counting skills and how to recognize geometric shapes—skills the students have already mastered before ever setting foot in the kindergarten classroom, new research finds.
The findings reveal a misalignment between what the students are being taught and what they already know.
“This study is one of the first to raise the question: Is the content that teachers report teaching in kindergarten meeting the needs of the majority of their students?”
The findings reveal a misalignment between what the students are being taught and what they already know.
“This study is one of the first to raise the question: Is the content that teachers report teaching in kindergarten meeting the needs of the majority of their students?”
May 8, 2013
Brain Anatomy of Dyslexia Is Not the Same in Men and Women, Boys and Girls
Using MRI, neuroscientists at Georgetown University Medical Center found significant differences in brain anatomy when comparing men and women with dyslexia to their non-dyslexic control groups, suggesting that the disorder may have a different brain-based manifestation based on sex.
Their study, investigating dyslexia in both males and females, is the first to directly compare brain anatomy of females with and without dyslexia (in children and adults). Their findings were published online in the journal Brain Structure and Function.
Because dyslexia is two to three times more prevalent in males compared with females, “females have been overlooked,” says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning and past-president of the International Dyslexia Association.
“It has been assumed that results of studies conducted in men are generalizable to both sexes. But our research suggests that researchers need to tackle dyslexia in each sex separately to address questions about its origin and potentially, treatment,” Eden says.
Their study, investigating dyslexia in both males and females, is the first to directly compare brain anatomy of females with and without dyslexia (in children and adults). Their findings were published online in the journal Brain Structure and Function.
Because dyslexia is two to three times more prevalent in males compared with females, “females have been overlooked,” says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning and past-president of the International Dyslexia Association.
“It has been assumed that results of studies conducted in men are generalizable to both sexes. But our research suggests that researchers need to tackle dyslexia in each sex separately to address questions about its origin and potentially, treatment,” Eden says.
Read more
May 7, 2013
Look! Something Shiny! How Some Textbook Visuals can Hurt Learning
Adding captivating visuals to a textbook lesson to attract children’s interest may sometimes make it harder for them to learn, a new study suggests.
Researchers found that 6- to 8-year-old children best learned how to read simple bar graphs when the graphs were plain and a single color.
Children who were taught using graphs with images (like shoes or flowers) on the bars didn’t learn the lesson as well and sometimes tried counting the images rather than relying on the height of the bars.
“Graphs with pictures may be more visually appealing and engaging to children than those without pictures. However, engagement in the task does not guarantee that children are focusing their attention on the information and procedures they need to learn. Instead, they may be focusing on superficial features"...
Researchers found that 6- to 8-year-old children best learned how to read simple bar graphs when the graphs were plain and a single color.
Children who were taught using graphs with images (like shoes or flowers) on the bars didn’t learn the lesson as well and sometimes tried counting the images rather than relying on the height of the bars.
“Graphs with pictures may be more visually appealing and engaging to children than those without pictures. However, engagement in the task does not guarantee that children are focusing their attention on the information and procedures they need to learn. Instead, they may be focusing on superficial features"...
May 1, 2013
Outdoor recess time can reduce the risk of nearsightedness in children
Two new studies add to the growing evidence that spending time outdoors may help prevent or minimize nearsightedness in children.
A study conducted in Taiwan, which is the first to use an educational policy as a public vision health intervention, finds that when children are required to spend recess time outdoors, their risk of nearsightedness is reduced.
A separate study in Danish children is the first to show a direct correlation between seasonal fluctuations in daylight, eye growth and the rate of nearsightedness progression. The research was published in the May issue of Ophthalmology, the journal of the American Academy of Ophthalmology.
Nearsightedness in childhood is correctable, but is also linked to development of severe forms of this eye disorder in adulthood, which increases risks for potentially blinding diseases such as glaucoma and retinal detachment.
Research on nearsightedness, also called myopia, is intensifying as the condition nears epidemic status in Asia and other regions, primarily in developed countries. In the United States nearsightedness has increased by more than 65 percent since 1970. Though myopia is often inherited, researchers are now assessing environmental factors to help explain why myopia rates are rising so rapidly in some populations.
A study conducted in Taiwan, which is the first to use an educational policy as a public vision health intervention, finds that when children are required to spend recess time outdoors, their risk of nearsightedness is reduced.
A separate study in Danish children is the first to show a direct correlation between seasonal fluctuations in daylight, eye growth and the rate of nearsightedness progression. The research was published in the May issue of Ophthalmology, the journal of the American Academy of Ophthalmology.
Nearsightedness in childhood is correctable, but is also linked to development of severe forms of this eye disorder in adulthood, which increases risks for potentially blinding diseases such as glaucoma and retinal detachment.
Research on nearsightedness, also called myopia, is intensifying as the condition nears epidemic status in Asia and other regions, primarily in developed countries. In the United States nearsightedness has increased by more than 65 percent since 1970. Though myopia is often inherited, researchers are now assessing environmental factors to help explain why myopia rates are rising so rapidly in some populations.
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