PSYCH 56L Lecture Notes - Lecture 5: Deaf School, Functional Magnetic Resonance Imaging, Critical Period Hypothesis
Document Summary
Critical and sensitive periods (cid:862)(cid:272)(cid:396)iti(cid:272)al pe(cid:396)iod fo(cid:396) la(cid:374)guage(cid:863) = (cid:271)iologi(cid:272)all(cid:455) dete(cid:396)(cid:373)i(cid:374)ed pe(cid:396)iod du(cid:396)i(cid:374)g (cid:449)hi(cid:272)h la(cid:374)g a(cid:272)(cid:395)uisitio(cid:374) must occur for language to be learned fully and correctly. Testing different histories of exposure to asl: native vs non-native signer, age of entry into asl school. I(cid:374)put effe(cid:272)t 1: poo(cid:396)e(cid:396) pe(cid:396)fo(cid:396)(cid:373)a(cid:374)(cid:272)e (cid:449)he(cid:374) (cid:455)ou do(cid:374)"t ha(cid:448)e a deaf pa(cid:396)e(cid:374)t to gi(cid:448)e (cid:455)ou a l input. Input effect 2: poorer performance the older you enter asl school. Implication: age of exposure matters, the older you are, the harder it is to achieve native. Johnson and newport (1989) found performance was not correlated with: formal instruction in english, amount of initial exposure to english, reported motivation to learn english, self-consciousness in english. Functional mri studies confirm different neural processing for language in individuals who learned before vs after age 7-8. Event-related potential (erp) studies confirm different left-hemisphere specialization for language in individuals who learned before 4, during 4-7, and after 7 years old.
