Examining individual differences in language learning: A neurocognitive model of language aptitude

A common practice in the cognitive neurosciences is to investigate population-typical phenomena, treating individuals as equal except for a few outliers that are usually discarded from analyses or that disappear on group-level patterns. Only a few studies to date have captured the heterogeneity of language processing across individuals as so-called “individual differences”; fewer have explicitly researched language aptitude, which designates an individual’s ability for acquiring foreign languages. Existing studies show that, relative to average learners, very gifted language learners display different task-related patterns of functional activation and connectivity during linguistic tasks, and structural differences in white and grey matter morphology, and in white matter connectivity. Despite growing interest in language aptitude, there is no recent comprehensive review, nor a theoretical model to date that includes the neural level. To fill this gap, we review neuroscientific research on individual differences in language learning and language aptitude and present a first, preliminary neurocognitive model of language aptitude. We suggest that language aptitude could arise from an advantageous neurocognitive profile, which leads to high intrinsic motivation and proactive engagement in language learning activities. On the neural level, interindividual differences in the morphology of the bilateral auditory cortex constrain individual neural plasticity, as is evident in the speed and efficiency of language learning. We suggest that language learning success is further dependent upon highly efficient auditory-motor connections (speech-motor networks) and the structural characteristics of dorsal and ventral fibre tracts during language learning

Light as a chronobiologic countermeasure for long-duration space operations

Long-duration space missions require adaptation to work-rest schedules which are substantially shifted with respect to earth. Astronauts are expected to work in two-shift operations and the environmental synchronizers (zeitgebers) in a spacecraft differ significantly from those on earth. A study on circadian rhythms, sleep, and performance was conducted by exposing four subjects to 6 deg head-down tilt bedrest (to simulate the effects of the weightless condition) and imposing a 12-h shift (6 h delay per day for two days). Bright light was tested in a cross-over design as a countermeasure for achieving faster resynchronization and regaining stable conditions for sleep and circadian rhythmicity. Data collection included objective sleep recording, temperature, heart rate, and excretion of hormones and electrolytes as well as performance and responses to questionnaires. Even without a shift in the sleep-wake cycle, the sleep quantity, circadian amplitudes and 24 h means decreased in many functions under bedrest conditions. During the shift days, sleepiness and fatigue increased, and alertness decreased. However, sleep quantity was regained, and resynchronization was completed within seven days after the shift for almost all functions, irrespective of whether light was administered during day-time or night-time hours. The time of day of light exposure surprisingly appeared not to have a discriminatory effect on the resynchronization speed under shift and bedrest conditions. The results indicate that simulated weightlessness alters circadian rhythms and sleep, and that schedule changes induce additional physiological disruption with decreased subjective alertness and increased fatigue. Because of their operational implications, these phenomena deserve additional investigation

Reading acquisition: from digital screening to neurocognitive bases in a transparent orthography

155 p.El aprendizaje de la lectura es un área activa de investigación en la psicología y la neurociencia cognitiva. En las últimas décadas se ha avanzado enormemente en la comprensión de los procesos neurocognitivos subyacentes al aprendizaje de la lectura y a sus dificultades. Sin embargo, existen al menos dos dimensiones en las que es necesario seguir trabajando arduamente. Por un lado, el conocimiento actual sobre el aprendizaje de la lectura no ha impactado en las prácticas educativas. Por otro lado, la diversidad de las características del aprendizaje de la lectura en distintas ortografías no se comprende cabalmente. La presente tesis se enfoca en el estudio del aprendizaje de la lectura combinando estrategias de identificación oportuna de niños en riesgo lector en el contexto escolar, y estudios de laboratorio enfocados en comprender las bases neurocognitivas del aprendizaje de la lectura en una ortografía transparente como el español. Estos objetivos se lograron a través de un diseño longitudinal comenzando desde la educación inicial, siguiendo a un mismo grupo de aproximadamente 600 niños hasta segundo año de escuela. Los resultados muestran, por una parte, que es factible identificar a niños en riesgo lector incluso antes de la educación primaria, y, por otra parte, que el aprendizaje de la lectura en una ortografía transparente como el español tiene características comunes y características distintivas respecto a ortografías opacas. Estos resultados ponen en evidencia la factibilidad de la identificación oportuna de riesgo lector, y remarcan la importancia de considerar las características de la ortografía durante el aprendizaje de la lectura

Interim research assessment 2003-2005 - Computer Science

This report primarily serves as a source of information for the 2007 Interim Research Assessment Committee for Computer Science at the three technical universities in the Netherlands. The report also provides information for others interested in our research activities